The rationale, development, and organization of a program for gifted/talented preschool children are considered. (CL)

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

A discussion of education for gifted students in India reviews scholarship schemes to allow bright children to secure gifted services, national programs to identify creativity, and current developments in teacher education. (CL)

The article describes the Teachers of the Talented and Gifted (TAG) program in Fremont, Nebraska, in which two itinerant TAG teachers visit each first- and second-grade classroom once a week for eight weeks to improve gifted identification in the primary grades and to demonstrate creative activities that can be useful to all students. (DLS)

The article presents the sixth-year report of the Study of Mathematically Precocious Youth at John Hopkins University, which attempts to identify mathematical talent among junior high students in Maryland and develop that talent while fostering the students' acceleration through college. (DLS)

An 18-item check list is provided for principals to evaluate themselves relative to encouraging gifts and talents of their most able students. Suggestions are given in the areas of educational needs, specialized materials, and counseling. (MC)

The article describes replies to a questionnaire by recipients of the MacArthur Fellows Program, an award given to individuals with uncommon abilities across a wide spectrum of creative pursuits. Replies touch on school and family backgrounds, acceleration, importance of grades, recognition of achievement, extracurricular activities, and…

The author discusses his work with gifted/talented children from poor environments and culturally different backgrounds. He describes a program in which students created mini-genealogies and studied their local areas in an attempt to improve students' self-image. (CL)

An oceanography unit for gifted and talented fifth and sixth graders culminated in a trip to a marine institute that featured snorkeling, hiking, and visiting scientific labs. (CL)

Over 600 talented elementary students in Massachusetts participated in a challenge program in which students were to devise a game format integrating math concepts into the theme "Futures: Fact or Fantasy." The challenge model can be used in other subjects to provide differentiated learning experiences for talented students. (CL)

The article discusses the physically gifted student, describing three students who exemplified a high degree of intuition and extrasensory perception of the world around them. Difficulties confronting such students are noted. (CL)

Advanced Placement (AP) courses, although varying widely from school to school, are college-level work offered to secondary students to prepare them for AP examinations. AP courses provide appropriate content and pacing for students, including gifted and talented students, and can ease the transition from high school to college. (CL)

The Cairo (Egypt) American College, offers a program for academically able elementary students based on a broad enrichment philosophy model and selective pullout classes. A resource teacher describes her experiences with the program and its students. (CL)

The Georgia Governor's Honors Program features six-week enrichment programs for gifted high school students in the gifted areas of interest: communication arts, mathematics, science, social studies, visual arts, music, voice, design, executive management, theater, dance, and foreign languages. (CL)

A developmental approach to problem solving is described as it relates to J. Renzulli's Enrichment Triad Model for gifted education. (CL)