When gifted Maori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and…

Dr. Michael S. Matthews is professor and director of the Academically & Intellectually Gifted graduate programs at the University of North Carolina at Charlotte. He is incoming Coeditor of the "Gifted Child Quarterly" and a member of the Board of Directors of the National Association for Gifted Children. Dr. Matthews also currently…

There are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; and, for rural students, these gaps may be even more pronounced. In this manuscript we draw from our ongoing work in a five-year federally-funded, Jacob K. Javits grant focusing on promoting gifted education in rural…

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.

In this reflective conversation, Ugur Sak discusses the current "state of the art" of gifted education in Turkey. He reviews the use of enrichment, discusses acceleration and reviews curricular procedures in Turkey. He responds to questions about the identification of gifted students and discusses the age old debate of talent versus…

These proven, practical early childhood teaching strategies help teachers identify young gifted children, differentiate curriculum, assess and document students' development, and build partnerships with parents. Chapters focus on early identification, curriculum compacting, social studies, language arts, math and science, cluster grouping,…

In this reflective conversation, Dr. Joe Renzulli and Dr. Sally Reis respond to questions about the newly developed Renzulli Learning System. They discuss the system in light of the Schoolwide Enrichment Model (SEM) and provide information regarding its use with curriculum compacting and Renzulli's "Three Ring Conceptualization of…

Four issues of the newletter focus on aspects of education for academically talented students. The major articles in each issue address the following topics: the importance of career, psychosocial, and academic counseling for gifted students; curriculum development; summer programs of the Midwest Talent Search (MTS); leadership training; the…

Intended to develop guidelines in gifted education appropriate for the approximately 212 Washington rural school districts with fewer than 2000 students, the booklet has 3 purposes: to describe Washington's rural community, to provide basic information about gifted education, and to encourage the planning and development of rural programs in…

One of a series dealing with current issues affecting language arts instruction, this paper focuses on providing for the intellectually gifted. It begins by observing that procedures identifying the gifted as those with "A" averages may actually ignore the gifted individual who has an extremely high IQ but only a "C" average. This is followed by a…

One of a series dealing with current issues affecting language arts instruction, this paper focuses on teaching gifted and talented students. The paper begins by identifying two kinds of students who present problems not adequately distinguished in school programs or in the professional literature: students thought to suffer because they are not…

This text offers a comprehensive introduction to major topics and issues in gifted and talented education. The 28 chapters are grouped into four sections on the general nature of giftedness, program development, organization of curriculum and instruction, and excellence in education of these students. Chapters include the following titles and…

Visually-impaired gifted students are at risk for not being identified as gifted. Relevant identification, placement, and curriculum problems are reviewed and excerpts from interviews with two visually-impaired gifted students illustrate their unique needs (e.g., the effects of multiple labels, counseling needs, and the need to feel equal to…

The article describes a system for identifying and programing for gifted students in grades K-4. J. Renzulli's Enrichment Triad Model is used, providing three types of enrichment: (1) general exploratory experiences; (2) experiences to develop higher level thinking processes, research skills, and personal/social skills; and (3) independent…

The author points out the negative and limiting implications of the prevailing approach for identifying gifted children and asserts that the approach should be replaced by a model in which a separate identification step is replaced by curriculum-imbedded and curriculum determinitive processes. (CL)