In this interview, Dr Munro discusses his research and provides insights into gifted learning and talent development in the classroom. He describes how teachers can develop productive classroom environments to thrive and use experiential memory to cultivate teaching expertise. According to Dr Munro, talented outcomes are more likely when teachers…

The National Association for Gifted Children (NAGC) believes it is essential to define giftedness in a way that both reflects best thinking in the field and moves beyond a focus on identification criteria to a deeper understanding of the complex nature of giftedness and the multi-faceted approach to services required to appropriately serve…

In the fall of 2016, the "Harvard Educational Review" ("HER") published "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability" by Federico R. Waitoller, assistant professor in the Department of Special Education at the University…

Our article describing the characteristics of gifted students with a specific learning disability (SLD) in written language was criticized for emphasizing an ability achievement discrepancy as an indication of a written language disability and for not ruling out alternative explanations for the observed difficulties. The three primary alternative…

This article argues for the importance of identifying musically gifted young children. It considers (1) reasons for identifying such gifts early; (2) characteristics of musically gifted young children; and (3) provisions to develop these talents. (Author/DB)

This paper focuses on selection of students and curricular programming in gifted education. A current emphasis on selection rather than identification of able learners, including culturally diverse able learners, is noted, as are new understandings of the nature of giftedness, including: giftedness is more than high intelligence; giftedness is…

Comments on "Varieties of Intellectual Talent" (Julian C. Stanley), that discusses characteristics of giftedness and ways of identifying gifted students. Topics explored include the five different forms of giftedness, the roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, and potential…

The author refutes the myth that gifted students comprise a single, homogeneous group. She cites the wide variety of characteristics and notes the influence of environment upon the individual, all of which supports the need for multicomponent programs. (CL)

Recommendations for educating highly able artistically talented students at a proposed Israeli science and art high school include consideration of the following: student identification and characteristics; teacher selection and strategies; curriculum content; educational arrangements and settings; and acceleration and enrichment practices.…

The existence of delinquent gifted and talented students is considered, and reasons for their turn to crime are pondered. (CL)

Interconnects numerous conceptual threads in the field of giftedness, such as performance, achievement, competence, outcomes, metacognition, creativity, and making connections. Addresses the influence of different factors on the progressive nature of talent development and the need to differentiate curriculum. (CR)

This book looks at gifted and talented students from a "national resource" point of view. The first chapter establishes the basic premise that gifted and talented children represent a significant resource to any nation and that it is profitable to the nation to invest in their development and education. Subsequent chapters describe types of…

Discusses the educational needs of gifted Limited English Proficient (LEP) students. Describes characteristics of gifted students and presents workable arrangements, curricular components, and instructional approaches especially designed to accommodate and enhance their education. Includes the need for cooperation and involvement of parents in…

A procedure for identifying gifted students relies on multiple criteria in three cluster areas: intelligence, task commitment or intrinsic motivation, and creativity. The editor questions J. Renzulli's conclusions (upon which the identification system is based) and Renzulli answers the criticism. (CL)

Popular myths about gifted and talented children are identified and refuted. (DB)