A model is presented that views gifted individuals as being process oriented, creative individuals as product oriented, and talented individuals as performance oriented. Approaches to acting that differ based on elements of giftedness, creativity, talent, and combinations thereof are explored. (JDD)

The survey of 65 persons responsible for directing graduate degree programs in gifted education examined perceptions and attitudes toward the leadership development function of teacher educators. In general, the dimensions and definitions of the concept of leadership, as seen by respondents, were ambiguous. (DB)

The article examines the nature of leadership, ways to make leadership at the university level more effective, university training for leaders of the gifted and talented, training gifted students for leadership, and the view of leadership as a special type of giftedness. (DB)

The article distinguishes between gifted, creative, and talented and describes child development as involving five "roots," consisting of genetics, bodily nourishment, self-concept, environment, and acculturation. (DB)

This article offers characteristics and definitions of gifted, learning disabled, and gifted learning disabled. Principles of identification and programing are summarized. The five dimensions of the Autonomous Learner Model (including orientation, individual development, enrichment, seminar, and in-depth study) are applied to program development…

Results of a nationwide survey of state definitions of giftedness are presented and compared with several federal definitions as well as with state definitions five years earlier (1985). Results indicated that most states use some modification of one of the federal definitions. (DB)