This article discusses concepts related to character strengths and positive youth development and how these ideas can be applied to improve outcomes among gifted young people. A theory with roots in public health, The Theory of Triadic Influence (TTI), is discussed with examples applied to gifted populations. Practitioners and researchers from…

An approach to locating mentors for gifted programs breaks down recruitment/location tasks into four phases, beginning with searching nearby and moving farther out into the community. (CL)

Programs for gifted students are in great demand in secondary schools. An administrator can easily supervise the development of such a program by starting small, using existing resources, avoiding "ousidersism" and perfectionism, developing a working definition of giftedness, developing a sensible identification procedure, and publicizing the…

General premises and specific steps in developing a successful consultation program for parents of gifted students are identifed. Procedures begin with defining specific outcomes for each session and culminate in conducting follow-through and follow-up evaluations. (CL)

The guidebook describes procedures for developing a secondary school mentorship program for career education of gifted students. Sample forms and records from a prototype designed by a graduate gifted education class are presented. An initial section presents answers to eight questions about the program that touch upon such aspects as program…

The article provides, in outline form, a program evaluation plan for special education program developers and evaluators. The plan has a three part conceptual framework involving the nature and needs of students, the goals and objectives of the program, and the match between the two. (DB)

The conference paper examines West Virginia's process-product model used to develop educational programs for exceptional students (behavior disordered learners and intellectually gifted learners). The background of the program is discussed, and requirements of the state's master plan are outlined. Noted are findings and recommendations of task…

Creative dramatics for gifted students can be a multidisciplinary effort in five phases: selecting a topic, setting goals, determining activities, planning specific activities, and evaluating the activities. The experience focuses on group process and requires a climate receptive to creativity. (CL)

Suggests initial considerations in developing programs for gifted and talented students: identification, program format, community involvement, and curriculum. (SJL)

The cumulative learning effect is explained to help overcome lack of coordination and scheduling difficulties in programing for the gifted. An example is recounted of the model's application in an interdisciplinary series on experiencing history. (CL)

This "ERIC Digest" discusses the components of an effective educational program for students who are gifted. The paper defines the term "program" and distinguishes between programs and provisions. Eight major components of an effective program are noted: needs assessment, definition of population, identification procedures,…

Louisiana's statewide provisions for education of gifted and talented preschoolers are reviewed, and difficulties encountered in serving 300 gifted young children are addressed. Among the administrative burdens cited are narrow identification criteria and the combination of limited financial and personnel resources resulting in the availability of…

Development of programs for the gifted requires planning (at the school and classroom levels) based on a conception of gifted education and consideration of goals, content, differentiation strategies, and organizational form. Program operation involves subprocesses of program adoption, program delivery, and program institutionalization. (DB)

Guidelines are offered for facilitating independent or small group investigations by gifted and talented students. Steps include exploring student interest, developing the chosen topic, using the management plan, implementing and monitoring the project, and helping students with evaluation. (CL)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…