The article examines areas of conflict between teachers of gifted and talented children and regular class teachers and offers suggestions for improving teacher-teacher cooperation. (CL)

The article provides three perspectives teachers of gifted students can adopt in the relationship of process to product: (1) products are viewed nonjudgmentally, (2) product does not presume process, and (3) products suggest standards and expectations. (DB)

The author suggests that public apathy toward the education of gifted children stems from the fact that most people are not comfortable with gifted children. She notes discomfort experienced by teachers, parents, and gifted children themselves. The necessity of a change in attitude is emphasized. (CL)

Examples of pull-out programs for gifted children (in which students are removed to a special setting for a portion of the school week) are reviewed and reactions of teachers and administrators are cited regarding the model's strengths and weaknesses. Views on the model of six authorities are presented. (CL)

The article examines several issues regarding the education of gifted and talented students, by answering letters sent in by readers of the journal. Issues examined include private v public schools, teacher resentment of gifted children, coping with being "different," special classes, and enrichment programs. (DLS)

The importance of helping gifted students achieve self-directed learning is discussed, and approaches to facilitate that goal are described. (CL)