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…

Suggestions for motivating gifted students in astronomy are based on J. Renzulli's Enrichment Triad Model. (CL)

The author describes a program, Serendipity, in which gifted elementary students designed a museum for primary age children. (SB)

Differences in standards for identifying gifted students in the elementary and secondary schools can cause problems. These usually result from an emphasis on interdisciplinary units of study in the elementary grades and tightly structured departmentalized middle/junior high schools. (DB)

A pull-out enrichment program provides gifted elementary students with an opportunity to explore, research, and create knowledge via a LOGO computer environment. (CL)

The author discusses his work with gifted/talented children from poor environments and culturally different backgrounds. He describes a program in which students created mini-genealogies and studied their local areas in an attempt to improve students' self-image. (CL)

A talented and gifted instructor discusses the background and effects of deciding to accelerate a gifted seven-year-old into the fourth grade. The move was accomplished with special attention to transition stages and resulted in the child's successsful emotional and academic adjustment. (CL)

The author mentions Project THINK (Tapping Heuristic Intelligence for New Knowledge) and describes the Isle of Independent Study, a seven-step procedure designed in the form of a map for use with upper elementary gifted students. (SB)

Teachers in a South Windsor, Connecticut, program for gifted elementary students improved their students' independent study skills through the structure of nine steps such as selecting a topic, planning a schedule, writing objectives, and locating resources. (DB)

The concept of mentoring in both business and education is reviewed and its application in a university-based program for gifted elementary students is described. Mentors worked with groups of three to eight students daily, and activities followed three stages: initiation, protege, and breakup. (CL)

The Cairo (Egypt) American College, offers a program for academically able elementary students based on a broad enrichment philosophy model and selective pullout classes. A resource teacher describes her experiences with the program and its students. (CL)

A library of human resources has been established with the names of people willing to serve in some capacity (e.g., as tutors, mentors, coaches, judges, or demonstrators) for elementary gifted students. The system for cataloging information is described. (CL)

The author suggests activities involving computers for elementary gifted students. Directions are given for making and adding external speakers to enhance the sound. (CL)

Characteristics of gifted underachievers are noted, and a successful program is described which features enrichment units and learning centers. Sample personal development activities are suggested which promote positive peer interaction, encourage new friendships, and bring about introspection. (CL)

Characteristics of gifted students are noted and explained to match the characteristics of the Montessori approach to education. Montessori's emphasis on individualism, multi-age grouping, and independence are seen to be particularly valuable in developing both leadership and intellectual skills. (CL)