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)

A physics professor and father of three gifted children started a summer enrichment math program featuring microcomputers. Computer Related Enriched and Technologically Inspired Viable Education (CREATIVE) was so successful that it was taught to neighboring teachers and expanded to other subjects and age groups. (CL)

A school superintendent describes the process by which a school district investigated, planned, and implemented with local funds a special program for gifted students, grades K through six. Decisions regarding program organization, staff selection, inservice training, and curriculum development for the Murfreesboro Exploration Responsibility…

The Multiple Component Model (MCM) of gifted education includes instruction which may overlap in literature, history, art, enrichment, languages, science, physics, math, music, and dance. The model rests on multifactored identification and requires systematic development and selection of components with ongoing feedback and evaluation. (CL)

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

Gifted second and third graders formed a corporation and marketed their own products in a special acceleration and enrichment program. Organized by a classroom teacher, art teacher, and a local businessperson, the program incorporated work on math skills, language art, art, problem solving, and decision making. (CL)

Parents should encourage their gifted children to volunteer in their communities. A variety of models exist (children on their own, children with parents or other adult family members, children with other children). Children should be involved in initial research and planning, and parents should evaluate potential placements. (CL)

The author describes the formation of a self-contained interage class for gifted children in grades one to three. The curriculum was project- and interest-based, and an effort was made to involve other teachers and students, thus avoiding the charge of elitism. (CL)

A parent of a gifted student reviews the development of a gifted and talented program in his school district and makes suggestions for full-time program coordinators, increased role of the guidance counselor, and greater emphasis on career education at the high school level. (CL)

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)

The article describes an academic events program in which gifted and talented students (grades one to 12) voluntarily participated in a variety of different academic contests. Development and planning aspects are reviewed and several activities suggested. (Author/CL)

The Purdue Mentor Program uses role models for higher-level occupations in business, professions, or management for gifted and talented children in grades 4-12. Students have an opportunity to learn about fields which fit their talents. (CL)

The author cites prevailing negativism about rural education and notes the advantages of using rural people as resources for gifted education in those communities. (CL)

Two educators respond to four questions concerning gifted and talented students. Topics include program development in a small town, a bright student's dissatisfaction, and parents' concerns over their daughter's religious fanaticism. (CL)

Suggestions are offered for beginning a creative writing program for gifted students as well as for evaluating students' attempts. Benefits are noted in terms of affective and cognitive growth. (CL)