Schools need to address the needs of their students with high ability. Not only does this raise achievement levels schoolwide, it also attracts students from surrounding districts and recaptures advanced learners who left the school because their needs weren't being met. One practical intervention--cluster grouping--provides an inclusive…

Many practitioners (and the public) highly value standardizing curriculum and instruction for students. They believe that common standards and instruction will produce equal opportunity--a value dear to most policymakers and educators, and to Americans in general. Yet educators and the public also prize individual excellence. Differentiating the…

Educators can provide sound interventions for gifted students if they carefully consider their special needs, based on their characteristics. The learning needs of gifted students are delineated, based on their characteristics, and curriculum implications are derived. (TE)

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

Reviews the current state-of-the-art of research on the gifted. (MLF)

Outlines an elementary gifted programing model emphasizing gifted behavior rather than gifted students. The model avoids labeling students and allows them to take part in the selection process. (MD)

Discusses the ways early research on student dropout rate has been misinterpreted in relation to the dropout rate of gifted students. The rate of 18 percent continues to be cited but is incorrect. (MD)

Article describes new efforts being made to identify and assist gifted poor children. (GB)

Last year Marian Leibowitz presented workshops in 27 states on improving instruction for gifted and talented students. In this interview she gives an overview of what she has seen in programs around the country. (Author/MLF)

Describes why home school is a natural environment for customizing instruction to meet the individual needs of students, especially those with special needs and talents. (Contains 19 references.) (PKP)

Describes selected examples of successful programs for gifted/talented students now underway throughout the United States. (JG)

Discusses the needs of gifted students and their teachers as well as the characteristics of a good program for gifted students. (MLF)

The issue of whether cooperative learning benefits gifted students needs to be settled separately from tracking considerations. This article examines four misconceptions about cooperative learning and gifted students to help resolve the conflict. An approach that works for average and below-average achievers can also benefit high achievers.…

Provides a synthesis and a critique of Kulik and Kulik's metasynthesis and Slavin's best-evidence syntheses regarding ability grouping for gifted students. Although both studies address important issues, concerns such as teacher and parent attitudes to grouping and use of gifted students as role models are ignored. Includes 22 references. (MLH)

Sapon-Shevin's classroom scenarios featuring creative, inclusive adaptations for gifted students are unrealistic. Special programs for advanced learners are typically established because their needs are overlooked in regular classrooms. Teachers are more inclined to make adjustments for struggling learners than for advanced ones. By viewing gifted…