This revision of "Identifying Gifted Students: A Practical Guide" is aligned with both the updated National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards and the NAGC and The Association for the Gifted, Council for Exceptional Children (CEC-TAG) professional development standards. This book is…

The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students.

A discrepancy model is proposed as one way to meet the program needs of gifted and talented students. The model incorporates processes which first identify strengths then those academic or other talents in which the student shows limited or no ability. The third aspect of the model calls for identification of those areas in which the individual…

Traces the evolution of current definitions of the gifted and talented. Examines a model of assessment, and presents steps in the selection of students for a gifted and talented program. (CT)

A discussion of the Retrieval and Acceleration of Promising Young Handicapped and Talented program, shows how one group conceptualized, developed, disseminated, and evaluated this model for identifying and programing for young gifted/talented handicapped children. Five model components are discussed: general programing, talent…

The paper examines the nature of giftedness. Part I reviews enduring questions and sources of controversy in the search for the meaning of giftedness, including the purpose for defining giftedness, difficulties with isolating a unitary definition of giftedness, and the distinction between gifted and potentially gifted persons. Part II describes…

This article summarizes Renzulli's Revolving Door Identification Model, an approach to the identification of gifted and talented students. It then investigates reasons for its popularity, addresses criticisms leveled against the model, and assesses its validity and utility for identifying and serving gifted students. (Author/JDD)

The document provides a supplement on evaluation and information on resources related to the identification of gifted and talented children. Section I on evaluation covers three different approaches to evaluation along with a statement of their strengths and weaknesses and examples of assessment techniques appropriate to each method. Also…

The volume presents information on the identification of gifted and talented children, ranging from very broad screening and selection sequences to specific procedures and instruments for locating talent in a variety of areas. Initial sections provide excerpts from Connecticut State Department of Education publications on identification of gifted…

A triarchic model for identifying, teaching, and assessing children who are gifted is presented. The model involves three abilities: memory-analytic, creative-synthetic, and practical-contextual. Results are presented of the Yale Summer Psychology pilot project that is based on this model. Expanding the model to other fields beyond psychology is…

This pamphlet examines the limitations of traditional identification strategies as they are applied to children from minority and nontraditional cultural backgrounds, and then suggests more effective alternatives. Conventional group tests are criticized for not providing a sufficient basis for addressing students' needs with regard to enrichment.…

The paper describes steps taken in initiating a program for gifted students undertaken in 11 secondary schools in Cape Province, South Africa. The development of an identification model was made difficult because the fixed South African educational system inhibits creativity and productive thinking abilities. Factors used to select students for…

Presented is a model designed to aid school personnel in identifying gifted and talented children. In the chapter on problems and challenges of identification, the inadequacies of standardized group intelligence tests are pointed out and factors contributing to the broadening of the concept of giftedness are outlined. Stressed in chapter 2, on…

Suggestions are made for a new paradigm for identifying talent potential in underserved populations. Suggestions focus on dynamic assessment of gifted behaviors within students' own sociocultural contexts, more varied and more authentic assessment, and integrating identification processes with learning opportunities. (Author/PB)

This report describes a model demonstration project in Upper Arlington, Ohio, schools which developed a multifactored approach to the identification of creative thinking ability. The project focused on determining the characteristics and needs of creatively gifted children in a process which included research-based activities, standardized and…