When used informally, talent development refers to the deliberate cultivation of ability or giftedness in a specific domain. However, recent discussions have used talent development to refer to a particular framework for viewing giftedness and the education of gifted children. In this article, the authors will present their views on the meaning of…

The report describes the history and progress of the ACT Program for Academically and Creatively Talented Students at the secondary level in Ontario Center, New York. Background information includes timelines and distinctions between honors and gifted programing. A section on identification presents the definition of gifted and talented, specifies…

The document outlines characteristics of the Birmingham (Michigan) Program for the Gifted and Talented, a program which serves elementary and secondary level students capable of high performance, demonstrated achievement, and/or potential ability in any of the following areas, singly or in combination--general intellectual ability, specific…

All programs for the gifted and talented should incorporate visual and performing arts, so that students' natural interests and creative abilities are not stifled. Many gifted and talented high school students not classified as artistically talented can achieve in discipline-based curriculum areas stressing nondiscursive art-making activities.…

Recounts the events and people that led to the formation of three early public residential schools for gifted students: the North Carolina School for Science and Mathematics; the Louisiana School for Mathematics, Science and Technology; and the Illinois Mathematics and Science Academy. Common features included visionary individuals, availability…

In this article, the author states that gifted student population is itself diverse, with variability in intensity, maturity, risk-taking, creativity and degree of giftedness, among other traits. Appropriate services are equivalent to a life preserver; the opportunity to spend time with others who are sufficiently similar in ability, interests and…

To serve all gifted students, we must broaden identification methods, develop more and varied types of programs, and provide comprehensive teacher training. (Author/TE)

Two summer programs developed at Millersville University (Pennsylvania) are described: the Governor's School for Teaching, which seeks to attract outstanding high school students into teaching and acquaint them with instructional practices; and Improving Materials and Programs for the Academically and Creatively Talented (IMPACT), which promotes…

The program development guide provides general information about Project ESURG (Exemplary Systems Unique for Rural Gifted), a program serving approximately 365 intellectually gifted students (grades K through 8) within a 4 county, 500 square mile area of Nebraska. The principle of gradually implementing a gifted education program is explained in…

The new edition of this text provides updated views, events, and research findings, including a study of extraordinarily successful career women, more attention to gifted education in rural areas, counseling of gay students, and suicide prevention. Chapters have the following titles: (1) "Gifted Education: Matching Instruction with Needs"; (2)…

This comprehensive guide to identification of gifted and talented students in Indiana is intended to aid the 85% of Indiana school districts which provide programs for gifted students. A relative, rather than absolute, standard is proposed for identifying the top 5 to 7 percent of students. Giftedness in the areas of intellectual/academic…

The handbook provides a model for beginning and operating programs for talented/gifted students in rural schools, K-12, based on a program developed in Shasta County, California, in 1976-77 and disseminated nationwide in 1978-79. The model produces individualized programs planned by a committee composed of the student, classroom teacher(s),…

This textbook focuses on the development and education of talented children and adults. Part 1 considers who the gifted and talented are, in terms of personality aspects, intellectual competence, and specific talent in a domain. It presents a pyramidal framework of talent based on looking at adult talent and its precursors in childhood behavior.…