The ultimate goal of gifted education programs is to cultivate students' competences through challenging, enriching, and engaging opportunities for talent development. The purpose of this review is to present two main approaches of enrichment programs for gifted learners in Taiwan: the programs following the law and the alternative programs…

The National Mentoring Program was created in 2009 by the Division for Gifted and Outstanding Students in the Ministry of Education and is implemented by the Szold Institute. The program aims to cultivate future leaders in Israel. Highly gifted 10th and 11th graders are matched with top rate professionals in students' areas of interest. They work…

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process…

Project Linking Learning ("Link") was created to target the needs of gifted students in urban school districts with historically underserved populations. Project Linking Learning implemented a linking curriculum between in-class instruction and an afterschool enrichment program for selected students in second through fifth grade.…

The need to provide for the education of children gifted in musically ability is the focus here. The program of specialist music training at Wells, Somersetshire, is discussed as well as the effect on the school's regular music curriculum. (Author/RK)

This article describes the benefits of study abroad programs for gifted students. It discusses options available for study abroad programs, the planning process for study abroad programs, deciding where to go and getting there, and tuition and other cost considerations. Key questions for assessing a study abroad program are provided. (Contains…

The nature of visual giftedness is often misunderstood. Although skillful, accurate rendering and effective use of art media are commonly observed characteristics, talent also can draw upon intellect, creativity, and personal attitudes and traits which, if neglected, can keep a child from realizing artistic potential. This guide provides basic…

During the 1979-80 school year, the Talents Unlimited (TU) program (validated by the Joint Dissemination Review Panel) for talented students in grades 1 through 6 was evaluated by nine adopting school systems. Five talent areas were addressed: communication, forecasting, decision making, productive thinking, and planning. Data were analyzed for…

Describes 10 warning signals of potential or actual problems within a school's talented and gifted education program. Eight references are appended. (IW)

Robert J. Sternberg, director of the Center for the Psychology of Abilities, Competencies, and Expertise, reviews current concerns regarding giftedness and reflects on his work. He laments the use of programs whose efficacy has not been shown and stresses the need to identify giftedness in all its forms. (CR)

Leadership development to meet the need for excellence in teachers and youth is explored. Two examples are given: an award-winning teacher education program for bringing high ability students into teacher education, and a residential summer program designed to identify and develop leadership giftedness in middle school and high school youth.…

This article discusses the purpose of gifted program evaluation and identifies some of the pertinent issues involved in evaluating gifted programs. The gifted program delivered by the Peel District Board of Education in Ontario, Canada, is used to illustrate key evaluation considerations, including gifted identification procedures and gifted…

Describes the use of process-folios with students who are gifted in the visual arts, for assessing student needs, identifying advanced ability, developing specific programming, and evaluating programs. Discusses factors that should be considered to ensure accurate assessment when implementing process-folios and activities for creating the…

The report contains the proceedings of the Third Annual Northern Virginia Conference on Gifted/Talented Education. Titles and authors of papers presented include "Realizing Your Potential" (H. Lyon), "Developing the Gifts of All Children" (W. Barbe), "What is Leadership Training for the Gifted?" (D. Sisk), "Theoretic Foundations of Differential…

Presented in the third and final evaluation report (1975-76) of Project Talented and Gifted are results of an appraisal of over 50 student participants (8-15 years old) and the project staff and resource personnel. The project is described as a 3-month institute to provide experiences in areas such as learning to use creative thinking and problem…