With this study, the contribution of the waste management themed summer program, which includes enriched activities considering the learning needs of gifted students, has contributed to the students' environmental attitudes, creative thinking skills and critical thinking dispositions. A five-day program was applied to gifted (n = 29) fifth grade…

Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in…

Determining what giftedness is all about means focusing on many aspects of the individual. In this paper, the author focuses on letter D of the ABC's of being smart. She starts with specifics about giftedness (details), and then moves on to some ways of thinking (dispositions).

The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play…

In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic…

A study of 33 gifted children (ages 6-12) showed that external indicators of smartness were synthesized with internal factors of feelings and judgments about intelligence. A developmental progress in the children's understanding was found which suggests that age is a factor to consider when discussing giftedness with children. (Author/CR)

An existential-phenomenological approach was applied to a case study of a gifted adolescent girl's perceptions of the school experience. Results of interviews and observations were interpreted in terms of awareness of self and social cognition, involvement in the school experience, and communication patterns and strategies. (DB)

An elementary-school self-contained gifted class was compared to a control group on a general test of cognitive ability. Program participants exhibited significantly higher gains than did controls, and at the end of the program, participants also rated the quality of their school life more highly than did controls. (Author/JDD)

We are delighted to welcome you to the International Psychological Applications Conference and Trends 2013, taking place in Madrid, Spain, from 26 to 28 of April. Our efforts and active engagement can now be rewarded with these three days of exciting new developments about what we are passionate about: Psychology and its connections. We take pride…

The cumulative impact of self contained class placement for 43 gifted students (grades 6 through 8) was assessed and compared to that of 38 gifted students in regular age-grade placement. Ss were compared across multiple goal domains relevant to gifted education (higher order cognitive skills, personal autonomy and responsibility for learning,…

This article discusses the resistance of many students who have taken Advanced Placement English in high school to college freshman-year English composition requirements. Concepts of adherence and opposition to authority are applied to help understand these students. Recommendations for helping these students develop their thinking and writing are…

This study investigated 394 participants in the 1987 Arkansas Governor's School (AGS) and a comparison group of 60 AGS alternates on selected measures of cognitive development and personal/social acceptance. The AGS is a 6-week intensive residential program for talented high school students who had finished their junior year. Information was…

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary…