The article relates the concept of giftedness and ways of identifying giftedness to Jean Piaget's theories of intelligence. Four implications are indicated, including that distinctions between gifted and nongifted children can be made at the end of the concrete operational level (about 8-10 years old). (CL)

The second article in a three-part series focuses on the GIFTS Identification Instrument for selecting talented children in six areas: convergent thinking and behavior, divergent/creative thinking and behavior, goal-related thinking and behavior, social skills and behavior, physical skills and behavior, and affective thinking and behavior. (SBH)

The multiple talent approach is a system for helping teachers identify and develop multiple talents in elementary grade students, including talents in the areas of productive thinking, forecasting, communication, planning, and decisionmaking as well as in the academic areas. (SBH)

Reading for primary level gifted children should provide for more appropriate experiences than by mere adaptations of the regular reading program. Early identification should be followed by small group instruction in which gifted students are encouraged to read widely, creatively, and critically. (CL)

Program supervisors for the gifted and talented can conceive of themselves as managers of boundaries between the program and the rest of the school and between the school and the community. The role touches on identification, individual counseling, parent counseling, career counseling, and program and policy. (CL)

A "Discovery Program" implemented in 1989 to help underprivileged gifted and talented students in Israel advance in their chosen fields is described. The importance of local administration and participation is stressed, as are optimal ratios of underprivileged to privileged youth for maximum benefit to all. (PB)

Five articles on art education for the gifted touch on topics which include identifying artistic talent, encouraging aesthetic development, using art as a means of visual communication, career decision making for the artistic student, and creative learning and teaching through sketchbooks. (SB)

Strategies are discussed that provide a theoretically sound, valid, and practical framework for evaluating the processes used in identifying gifted/talented students. The strategies stress assessing the relevance of instruments used, their reliability and validity, their limitations, and using a variety of evaluation techniques. (JDD)

This article summarizes Renzulli's Revolving Door Identification Model, an approach to the identification of gifted and talented students. It then investigates reasons for its popularity, addresses criticisms leveled against the model, and assesses its validity and utility for identifying and serving gifted students. (Author/JDD)

Issues in current methods of identifying gifted students include the referral process (e.g., problems with establishing a referral rate) and selection standards (problems of criteria, educational setting, level, bias, instruments, and decisions). An ongoing continuing screening process and education of decision makers about sound measurement…

This study examined whether Texas students who are gifted and learning disabled are being identified for gifted programs. Survey results from gifted program coordinators (n=386) showed that few school districts (n=75) selected gifted children with learning disabilities for gifted programs. Fewer districts reported identification of these students…

This panel interview from the Indiana University Summer Arts Institute finds Enid Zimmerman and Gilbert Clark reporting on their recent research about screening and educating artistically talented students. The role of prepared portfolios in student evaluation is discussed and commentary from other members of the panel included. (PB)

This discussion from the Indiana University Summer Arts Institute finds panelists considering screening methods for arts students, including portfolio preparation, site-specific creation of art work, and batteries of tests and tasks. Procedures used at the Israel academy, developmental processes in creative students, and differences in student…

Mathematically gifted middle school students need both curriculum enrichment and acceleration. Suggested teaching strategies include using a combination of methods to accommodate individual differences, encouraging Math Club activities, evaluation of students' formal reasoning abilities, and scheduling math classes that group students at similar…

A triarchic model for identifying, teaching, and assessing children who are gifted is presented. The model involves three abilities: memory-analytic, creative-synthetic, and practical-contextual. Results are presented of the Yale Summer Psychology pilot project that is based on this model. Expanding the model to other fields beyond psychology is…