This article discusses concepts related to character strengths and positive youth development and how these ideas can be applied to improve outcomes among gifted young people. A theory with roots in public health, The Theory of Triadic Influence (TTI), is discussed with examples applied to gifted populations. Practitioners and researchers from…

Models of giftedness in the 21st century tend to describe talent as a social construct. Research now indicates that certain talented populations that are composed of multiple exceptional individuals are excluded from talent development programmes. Recognizing how well the environment best fits individual needs at particular key developmental…

The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts…

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…

In 2006 a novel approach to talent support was promoted by several talent support programmes in Hungary. The new idea was a network approach. The nationwide network of so-called TalentPoints and its framework, the Hungarian Genius Program, gained substantial European Union funding in 2009, and today it is growing rapidly. A novel concept of talent…

Underlying program organization principles for gifted education are reviewed. The teacher's role is viewed as negotiator and guide to the learning of higher cognitive skills. The importance of adequate assessment and recordkeeping is emphasized along with flexibility of organization. (CL)

The paper describes two Mentor-Assisted Enrichment Projects designed to promote cognitive and affective learning outcomes in terms of B. Bloom's and D. Krathwohl's Taxonomies. Guidelines for implementing the Mentor Scheme are outlined in the "Four-Phase Mentoring Model" and the "Helping Relationship Model." (Author/CL)

A program in Essex, United Kingdom, for gifted elementary students encountered early problems from the term "gifted" and from the identification procedure concentrating on high IQ criteria. Inservice courses were instituted and selection methods broadened. (CL)

The paper advocates curriculum extension programmes which emanate from the immediate and specific needs and interests of pupils. Meeting the needs of exceptionally able pupils is seen as an aspect of providing opportunities for all pupils to develop this potential, and the extension programme is set within the existing resources (both human and…

A writing instructor describes the history and organization of writing workshops for gifted students. The courses feature close work between professional writers and students, the development of a student anthology, and the establishment of creative writing awards. (CL)

The Fulmer Industry Education Project, developed to interest 9- to 14-year-old gifted students in applied science, technology, and engineering careers in the United Kingdom, is described. Aspects discussed include the conceptual framework; and teaching approaches used during half-day sessions, weekend courses, and one-week activities. (Author/MC)

The Hilton College Farm School is a primary school providing for the educational needs of children in a rural area of Natal, South Africa. Described are the school's historical development, funding sources, staffing, and development of an affiliated pre-primary school. (JDD)

The paper describes secondary science curriculum extension projects. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task.…

Parents in New Zealand often are presented with an array of contradictory recommendations for meeting needs of nine gifted children. Parents and teachers should understand motives underlying different viewpoints, clarify their aims, and, thereby, better use their limited freedom of choice for requesting appropriate provisions for gifted children.…

A summary of the educational development in the United Kingdom in the 20th century cites the growing concern for students with exceptional needs despite reluctance to use the term gifted. Government publications and their implications for gifted education are reviewed and proposals for the future are offered. (CL)