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The Editorial Word: Duality.

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Title: The Editorial Word: Duality.
Authors: Novak, Angela M.1 (AUTHOR) angelamnovak13@gmail.com
Source: Journal of Advanced Academics. May2026, Vol. 37 Issue 2, p179-190. 12p.
Subject Terms: *Gifted & talented education, *Educational equalization, *Education research, *Special needs students, Taoism, Dualism, Self regulation, Self-perception
Abstract: This article centers on the principle of duality from Taoist philosophy as a framework for understanding tensions in advanced academics and gifted education. It explores four key dualities—potential and performance; access and agency; identity and systemic constraint; and the universal and the particular—through summaries of research studies addressing these themes in diverse educational contexts. The article highlights how Taoism’s embrace of paradox and balance offers metaphysical guidance for navigating complexities in learner identity, equity, and systemic structures without seeking to resolve contradictions. It also discusses the role of self-regulation, institutional gatekeeping, and the challenges faced by twice-exceptional students, emphasizing the importance of attending to both generalizable patterns and individual experiences in research and practice. [Extracted from the article]
Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Editorial Word: Duality.
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  Data: <searchLink fieldCode="AR" term="%22Novak%2C+Angela+M%2E%22">Novak, Angela M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> angelamnovak13@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Advanced+Academics%22">Journal of Advanced Academics</searchLink>. May2026, Vol. 37 Issue 2, p179-190. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Gifted+%26+talented+education%22">Gifted & talented education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+needs+students%22">Special needs students</searchLink><br /><searchLink fieldCode="DE" term="%22Taoism%22">Taoism</searchLink><br /><searchLink fieldCode="DE" term="%22Dualism%22">Dualism</searchLink><br /><searchLink fieldCode="DE" term="%22Self+regulation%22">Self regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink>
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  Data: This article centers on the principle of duality from Taoist philosophy as a framework for understanding tensions in advanced academics and gifted education. It explores four key dualities—potential and performance; access and agency; identity and systemic constraint; and the universal and the particular—through summaries of research studies addressing these themes in diverse educational contexts. The article highlights how Taoism’s embrace of paradox and balance offers metaphysical guidance for navigating complexities in learner identity, equity, and systemic structures without seeking to resolve contradictions. It also discusses the role of self-regulation, institutional gatekeeping, and the challenges faced by twice-exceptional students, emphasizing the importance of attending to both generalizable patterns and individual experiences in research and practice. [Extracted from the article]
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  Data: <i>Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1932202X261441970
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        Text: English
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        PageCount: 12
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      – SubjectFull: Gifted & talented education
        Type: general
      – SubjectFull: Educational equalization
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Special needs students
        Type: general
      – SubjectFull: Taoism
        Type: general
      – SubjectFull: Dualism
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      – SubjectFull: Self regulation
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      – SubjectFull: Self-perception
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      – TitleFull: The Editorial Word: Duality.
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              Text: May2026
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