A South African educator describes the outcomes of a 3-day inservice course on a school's attempts to provide enrichment for academically gifted 6-9 year olds. (CL)

The article reviews definitions of giftedness and gifted readers and reviews research on reading for the gifted. Also discussed are strategies and innovative practices that are effective with gifted readers, including interest assessment, learning styles evaluation, curriculum compacting, and the three types of enrichment in the Enrichment Triad…

The booklet provides research information and criteria from which administrators and music educators may draw guidelines for developing music programs for mentally gifted children in grades 1 through 6. Seven chapters focus on the following topics: introduction to music education for gifted children (including the nature of music, literacy in…

Suggestions for designing a mathematics curriculum for academically gifted students are presented. The ideas for program design are divided into three areas: content, process, and acceleration. (MP)

The literature review presented here was conducted to investigate various types of differentiation in programs for academically gifted elementary school students. For the purpose of the review, the term "academically gifted" refers to students with high general intellectual ability; no speciic level of intelligence is implied. Following…

Describes a half-day, weekly program designed for academically gifted children in a rural school system in Northern California. Success hinges on a reliable checklist to identify gifted children, an effective coordinator in each school, involvement of interested teachers, creative curriculum ideas, and a fair student selection and deselection…

Carnegie Mellon University's two-week summer enrichment program for mathematically gifted students in grades three through six is described, with attention to eligibility and student identification, a problem-solving emphasis, a typical day, staffing, instructional materials, and questioning techniques. The two enrichment courses involved…

THE SCHOOL DISTRICTS OF PENNSYLVANIA JOINED IN THEIR EFFORTS TO IMPROVE EDUCATION OF GIFTED PUPILS. A QUESTIONNAIRE WAS SENT TO EACH DISTRICT. FROM THE REPLIES, SEVERAL GENERALIZATIONS WERE MADE REGARDING GIFTED PROGRAMS IN THE STATE. IN SELECTING PUPILS FOR THESE PROGRAMS, THE GENERAL PRACTICE IS TO CONSIDER GROUP INTELLIGENCE SCORES, INDIVIDUAL…

The Minigrant Program for the Academically Gifted provided programs for more than 500 elementary and junior high school minority students in the District of Columbia, with emphasis on Title I schools. Project staff provided for uniformity through technical assistance which emphasized three characteristics: a multiple criteria selection process, a…

This article describes the founding and development of the Sycamore School for Academically Gifted Children in Indianapolis. Covered are the school's origin in a parent group, establishing the school philosophy, hiring a staff, and finding a facility. The school's evolution in the areas of curriculum, facility expansion, budgeting, and staffing…

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 Academically Gifted Project in Greensboro, North Carolina, sought to increase racial/ethnic group representation in an elementary school's Academically Gifted Program by enhancing referral and evaluation procedures rather than lowering or changing requirements for identification. This paper describes the project's development, procedures used,…

This book is a guide to educating and nurturing children with mathematical talent. Chapter 1 presents and refutes 12 myths about mathematically talented students, especially the idea that it is best not to deviate from regular programming. The second chapter is a guide for parents in their efforts to advocate for their child in the regular school…

Twenty elementary school teachers and their principals in a school for the gifted generated a list of student characteristics associated with academic achievement. The Delphi technique was applied to obtain a consensus. Results are obtained in terms of use of the Delphi technique and the usefulness of teacher perceptions. (SLD)

This paper presents seven basic principles or criteria that mathematics programs for mathematically gifted elementary students should meet. A rationale for each criterion is offered. Grouping these children together in one regular class is strongly encouraged so that they can be in one advanced group, as part of the traditional three groups in…