Reviewed are the highlights of the past 20 years in the author's search for understanding what might be done about the creativity of gifted minority/disadvantaged children. (BD)

Describes how disadvantaged children can be given a chance at academic success through development of their creative talents. (SP)

The author describes the events that convinced him of the central role of creativity in identification of gifted and talented students. He suggests five policies and procedures, including the need for evaluating multiple talents and for considering the kinds of excellence valued by the child's culture or subculture. (CL)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

The authors discuss initial results of an investigation of the future images of 200 gifted and talented adolescents. (CL)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

The author examines his ideas on gifted education, identifying those which have gained momentum (such as future problem solving and mentors), those whose time will come (including intergenerational learning), and those whose time may not come (such as creative activities for the elderly). (CL)

Followup responses of 1976 and 1977 participants in the Georgia Governor's Honors Program, a six-week summer program for gifted students, and analysis of learning styles suggested that Ss who report a right cerebral hemisphere or integrated learning style made significantly more applications of their new learnings than Ss with a left hemisphere…

The authors explain why workers with gifted and talented students need training in career education. (SBH)

The article suggests ways parents and teachers can help gifted, talented, and creative children to learn about the future and plan careers. (DLS)

Two projects have been designed to help gifted students enlarge, enrich, and make more accurate their images of the future. (BD)

Two hundred gifted and talented secondary students received an intensive exposure to a diverse array of learning and thinking experiences (indirect training) while 68 graduate students received intensive training in creative problem solving with emphasis on right cerebral hemisphere functions (direct training). (CL)

Two programs are described: the first, the Future Problem Solving Program, is an interdisciplinary approach to studying and solving future problems. The second, Quality Circles, originally a management technique, has been implemented in schools to improve motivation, attendance, learning, and quality of life. (Author/LC)