Questionnaires completed by 466 gifted children (nine to 15 years old) and 457 of their parents revealed perceptions of the ideal teacher, favorite subjects, range of interests, and responsibility for discipline. Responses showed a wide interest range for the children, who were also described as well behaved, cooperative, and popular with peers.…

Groups of students (grades 3 through 7) in the Virginia Beach Program for the Gifted and Talented participated in a series of group process activities designed to elicit and codify the characteristics they felt were essential to the successful teacher of the gifted. (SB)

The author presents issues in the field of gifted education from the student's point of view. Among the areas addressed are the following: teachers' expectations for the gifted, the dumb athlete stereotype, rigid class periods, excessive bragging about bright students by friends and relatives, and acceptance of the grade letter "B." (SB)

The author suggests that public apathy toward the education of gifted children stems from the fact that most people are not comfortable with gifted children. She notes discomfort experienced by teachers, parents, and gifted children themselves. The necessity of a change in attitude is emphasized. (CL)

Two educators respond to four questions concerning gifted and talented students. Topics include program development in a small town, a bright student's dissatisfaction, and parents' concerns over their daughter's religious fanaticism. (CL)

A teacher of primary grade gifted students describes the class's reactions to a six-week unit on the handicapped. Activities are said to have focused on the meaning of specific conditions, the range of careers in working with the handicapped, and observation of a preschool class for deaf students. (CL)

Because mathematics effectively segregates males and females in certain work forces, denying females access to many technologically oriented fields, teachers and counselors of gifted students should begin early to shape attitudes and awareness. (CL)

A unit on the study of Helen Keller is outlined to create awareness in gifted language arts students (grades 4-6) of the efforts and accomplishments of disabled individuals. (CL)

The article examines several issues regarding the education of gifted and talented students, by answering letters sent in by readers of the journal. Issues examined include private v public schools, teacher resentment of gifted children, coping with being "different," special classes, and enrichment programs. (DLS)

Three interpersonal patterns are described as one way to classify types of gifted students with social problems: disapproval, entitlement, and unmet expectations. Examples of student behavior and counseling implications of each pattern are noted. (CL)