This meta-analysis of five studies examined the effect of school-based intervention programs on psychosocial well-being of gifted racial/ethnic minority students in K-12 school settings. Analyses determined the overall effect sizes for various intervention programs and compared the effect sizes for subgroups by grade (i.e., elementary vs.…

A comprehensive portrait of the current status of gifted and talented concepts, identification of the gifted, and associated provisions within Peru is presented. The major purposes of this article are (a) to analyze the primary conception of giftedness in Peru; (b) to describe the beliefs that people have about gifted individuals; (c) to present…

This article links research and practice through discussion of policy's conceptual aspects illustrated through real-world examples. Gifted education policy essentials, identification, curriculum and services, personnel preparation, and program management, assessment, and evaluation are described. Examples from studies of one state help the reader…

A pilot program for 14 gifted 14 year olds is described in terms of identification procedures, program objectives, program procedures and curriculum, activity organization, and placement. Specific recommendations are made for future programing for this group. A list of classroom materials is included. (CL)

Ten guidelines of the program include understanding the make-up of gifted and talented students, retaining good faculty, providing adequate support services, and allowing sufficient time for student growth and exploration. (Author/CL)

This article addresses considerations for assessment and intervention planning in serving twice-exceptional preschool children. The authors propose blending recommended assessment practices in early childhood gifted education and early childhood special education in a comprehensive assessment process. In doing so, unique needs of twice-exceptional…

The study attempted to determine which of the 449 public school districts in the State of Iowa have programs for gifted elementary children, or are planning programs, and what factors in planning/implementing such programs seem of most importance. (Author)

The article describes the components of individualized education programs for gifted students and reviews some considerations prerequisite to their development. (Author/DLS)

Mentorships are co-learning partnerships that link adolescents with community members in real-life experiences that can support gifted adolescents' emerging selves through ideal adult role models and social interaction. Mentorship programs have three goals (reality, relationship and responsibility) and five organizational components (screening,…

"Action Science" was developed to increase gifted girls' involvement in science. The program, for girls in grades one-nine, emphasizes enjoyment of science activities, parental involvement, female role models, and hands-on investigations. The article includes a rationale for a "girls only" program and program evaluation results. (Author/JDD)

The interview with J. Gallagher focuses on the effects of recent reports on secondary education in America on the education of gifted and talented students. Gallagher suggests that the calls for excellence will highlight the importance of gifted education and notes the challenges involved in program improvement. (CL)

In response to a critique (EC 231 995) of the research bases of his three-ring conception of giftedness, the author notes selectivity and bias in the critic's methodology, raises larger issues (such as equity) underlying identification and programing for the gifted, and discusses the role of theory and the need for action. (DB)

In this interview, Eliot Feld, a ballet dancer who has choreographed more than 100 ballets for every major company in the United States and around the world, discusses his passion for dance, dance training, mentors, balancing academics and performance at the High School of Performing Arts, and establishing Ballet Tech. (CR)

The paper views career development for gifted and talented youth as an organized, long-term commitment which should begin with parents, be fostered by educators, and continue into work settings in which professionals are engaged. At-risk students from backgrounds that do not foster such career development activities require additional assistance.…

The analogy of a compatible marriage is used to describe the relationship between gifted programing and test instrumentation for identification of giftedness. The interaction of programing and instrument development is explored from an historical perspective and from the personal viewpoint of a researcher/practitioner. (Author/JW)