Four creativity self-identification measures are reviewed: GIFT (Group Inventory for Finding Creative Talent); GIFFI1 and GIFFI2 (Group Inventory for Finding Interests); and PRIDE (Preschool Interest Descriptor). The characteristics approach as measured by self-report and parent-report inventories is seen as effective and efficient. (CL)

The rationale, development, and organization of a program for gifted/talented preschool children are considered. (CL)

Questionnaire responses of parents of gifted students are reviewed in terms of parent identification and verification, family support, parent techniques used at home, characteristics of parents of gifted students, and wishes for their gifted children. (CL)

A training exercise is presented to help teachers become familiar with key concepts in the Scales for Rating Behavioral Characteristics of Superior Students. Activities suggested include matching concepts with items from the scales and categorizing children's behaviors according to the scales. (CL)

A former child "prodigy" recounts her experiences at school to suggest that intellectual achievement is not always due to extraordinary analytic reasoning ability and that precocity may be nonrationl. J. Stanley responds by citing others' work on the topic and suggesting the construct may not survive strong scrutiny. (CL)

A three-stage process for identifying gifted students includes nominations by peers, teachers, parents, psychologists, the students themselves, or other knowledgable persons; screening via profiles; and selection by a committee. (CL)

The article discusses the identification of gifted and talented students and describes a group of slides that were developed to illustrate various learning and behavioral characteristics of such students. Examples of eight of the slides are presented, along with the traits they exemplify. (DLS)

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

The classroom log, which presents the anecdotal account of a typical day in an elementary class, provides teachers practice in identifying gifted and talented students based on student behavior. An answer key is provided, although divergent responses which can be substantiated are encouraged. (CL)

A discussion of education for gifted students in India reviews scholarship schemes to allow bright children to secure gifted services, national programs to identify creativity, and current developments in teacher education. (CL)

Among research issues cited are the ability of schools to help gifted children maximize their potential, the match between curriculum and students' learning ability, efficacy of program design, and validity of identification procedures. A brief summary of research findings considers such topics as early identification, differentiated curriculum,…

A procedure for identifying gifted students relies on multiple criteria in three cluster areas: intelligence, task commitment or intrinsic motivation, and creativity. The editor questions J. Renzulli's conclusions (upon which the identification system is based) and Renzulli answers the criticism. (CL)

The article reviews approaches used in several states to identify students gifted in the performing arts. Specific instruments, such as C. Seashore's Measures of Musical Talents, as well as locally created instruments, peer nomination, and product evaluation are considered. (CL)

The authors offer examples of situations that can be used to allow for the display of traits often associated with the gifted. (SW)

The Talent Identification Program at Duke University has expanded from a 13- to a 16-state area and has offered courses for junior high students identified as gifted in mathematics, humanities, and the social sciences. (CL)