Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten "red-shirting" of boys and the denial of…

Experience and research repeatedly illustrate the need for and value of parent advocates--as parents know their child best. Parents need to be prepared to take a positive, proactive, and focused role with teachers and administrators in their child's school to find the best programming for their child. Academic acceleration should be considered as…

Issues pertaining to the acceleration of gifted and talented students in the educational system are examined. A review of research indicates the benefits of early admission and acceleration. The author discusses three prelavent myths about acceleration and presents research evidence to dispel some of the widely accepted beliefs. (Author)

The chronicle provides information on programs and other topics relevant to the education of gifted and talented students. The following are among the articles contained in this introductory publication: "PSAP: Its First Two-and-a-Half-Years" (about the Project for the Study of Academic Precocity) by C. Blurton; tips relating to parental support…

The study reports on a group of 25 educationally accelerated entrants to Johns Hopkins University. Findings support the ability of students who enter a highly selective college two to five years early to make good grades, win honors, and graduate promptly. (Author/CL)

The article focuses on educational acceleration as one means of providing for gifted children. The Study of Mathematically Precocious Youth (SMPY) is explained to allow for individual differences and to be resolutely interventional, longitudinal, and accelerative. (PHR)

Twenty-one studies reporting on early admission of children to elementary school are reviewed and discussed in terms of methodological design and findings. An appendix summarizes studies with implied or explicit comparisons. (Author/MT)

This article synthesizes three research projects conducted in New South Wales, Australia, exploring forms of acceleration for gifted students. The first involved early entry for gifted children, the second examined experiences of students who had skipped at least one grade, and the third examined a vertical programming system that allowed…

The case of Michael Kearney, who completed high school and college by age 10, is used to illustrate characteristics of profoundly gifted children, including expected and atypical characteristics of giftedness and the ability to intuit knowledge, learn from diverse sources, interact at multiple ability levels, and try out theories in unusual ways.…

This interview with Carolyn Callahan, an expert in gifted education, examines the process of program evaluation and other topics. It discusses how often evaluations should be done, differences between evaluating a relatively new program and a well-established program, inappropriate evaluation practices, program features parents should look for,…

The monograph describes the application of flexible pacing as a means of meeting the educational needs of gifted students in schools throughout the country. Flexible pacing is defined as placing students at an appropriate instructional level and allowing them to move forward in the curriculum as they master content and skills. Flexible pacing is…

In this interview, Julian C. Stanley discusses programs of the Texas Academy of Mathematics and Science for gifted students, the disproportionate time and money consumed in identifying and programing for minority gifted students, use of intelligence quotient and aptitude test scores, and experience with early admission to college. (JDD)

Depicts a secondary gifted program in Beijing, China. Students in the program complete the regular eight years of elementary and secondary education (grades five through 12) in four years and then are admitted into universities. Factors contributing to the uniqueness of the program and issues affecting program development are discussed. (Author/CR)

As part of a larger study on differences between public and private schools in the education of gifted students, this study examined use of acceleration as an educational approach. The paper notes that although the weight of research evidence strongly supports the position that acceleration is a highly effective intervention technique with…

This document combines all 1983 issues of a newsletter that focuses on issues of giftedness and talent. Among the major articles are discussions of the talent search conducted at five universities across the country; personal counseling approaches; the transition from high school to college; comparisons among Japanese, Soviet, and U.S. schools;…