This study examines some teacher sociodemographic factors and school characteristics that may influence teachers' identification of gifted students. Teachers initially nominated a sample of 505 students aged 7-17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered…

By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and…

This article compares the way the United States deals with its low-income gifted students with the methods Finland, Japan, and Singapore implement for these pupils. Four components of gifted education were used to compare these nations: the methods for identifying gifted students, each country's gifted education policy, the educational…

This article compares the way the United States deals with its low-income gifted students with the methods Finland, Japan, and Singapore implement for these pupils. Four components of gifted education were used to compare these nations: the methods for identifying gifted students, each country's gifted education policy, the educational…

The study aimed at identifying specific giftedness patterns that teachers discriminate against, and for, when nominating gifted students and focused on the identification of implicit theories adopted by teachers on the topics of intelligence, giftedness, and creativity in light of their specialization and experience. The study examined the…

A procedure for identifying gifted students relies on multiple criteria in three cluster areas: intelligence, task commitment or intrinsic motivation, and creativity. The editor questions J. Renzulli's conclusions (upon which the identification system is based) and Renzulli answers the criticism. (CL)

The authors offer examples of situations that can be used to allow for the display of traits often associated with the gifted. (SW)

Briefly defines six gifted and talented areas, to make the point that academic talent is not the only form of giftedness. Lists some exemplary educational strategies for the psychosocially, underachieving, and culturally different gifted. (SJL)

The digest examines the range of traits that may be exhibited by intellectually gifted children. The characterisitcs are explained to be signals that a particular child might warrant closer observation and special educational attention. Characteristics are listed under three headings: general behavior (early reading, ability to detect and…

In this digest the problem of underachievement among gifted students is examined. Gifted underachievers manifest three behavior patterns in the school setting: non-communication and withdrawal, passive compliance, and aggressive/disruptive behavior. Gifted underachievers have been identified in greater numbers recently. Some of the causes of…

The paper examines difficulties in identifying and serving gifted minority students, especially Blacks. Approaches that have been tried and found unsuccessful (such as using preparatory programs to try to bring students' IQ scores to the acceptance level for program admission) are reviewed. Research is described on traits exhibited by gifted…

The paper examines the uniqueness of gifted children and the problems facing them and their families as a result of the giftedness. Annotations from the literature are preceded by selected quotations from gifted children designed to reflect the research and expert opinions which follow. The first section considers the complex nature of giftedness…

This brochure, in English, Spanish, and Haitian Creole, is intended to help parents identify children who are gifted and may need an education that goes beyond what is provided in their classrooms. It focuses on eight characteristics typical of such children with examples of behaviors showing the characteristic. The characteristics are: (1)…

The nature of giftedness and talent is discussed in terms of definitions and characteristics of the gifted/talented population. Research and literature on gifted/talented children is reviewed, including the work of J. Renzulli, L. Terman, and J. Goertzel. (SBH)

A pentagonal implicit theory of giftedness and five criteria for designating a person as gifted are considered. Research with 24 college students and 39 parents of gifted children assessed whether this theory captures people's intuitions about giftedness and whether they use these criteria to evaluate others. Implications for educational practice…