Programs for gifted and talented education should be guided by research-based practices, but states' policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to…

The future of public school performance demands that states and districts actively develop and seek strong principals. Instructional leadership is the critical element that is missing in efforts to improve America's lowest-performing schools and in moving good schools to great schools. Turnover among principals currently is at an unsustainable…

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…

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.…

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…

Describes the Bringing Out Head Start Talents (BOHST) project, which was designed to modify materials and procedures for training Head Start personnel, parents, and volunteers to identify disabled and low-income gifted children and develop appropriate programs for them. (BB)