Sally Reis's research interests are related to talent development in all children as well as special populations of gifted and talented students, including students with learning disabilities, gifted females, and diverse groups of talented students who are often underserved. She is also interested in extensions of the Schoolwide Enrichment Model…

Reviews studies on the cognitive mechanisms underlying creative thought and proposes a general model. This model holds that creative thought involves interactions among a number of distinct cognitive components. Some of the implications of this model for the design of effective educational programs are discussed. (Author/CR)

An integrated curriculum model (ICM) is applied to the talent development process. Discussion focuses on a rationale for such a model, model features, applications in two federally funded curriculum projects, and relationship of the ICM to curriculum reform variables and implementation considerations. (DB)

Describes the program of the Hawaii Explorations Academy, a restructuring effort of Konawaena High School housed at the Natural Energy Laboratory of Hawaii. After a general description of the program, two students describe their experiences in the program. Two program administrators then discuss the role of the environment and the importance of…

This article compares Creative Problem Solving (CPS) to the investigative procedure of Type III enrichment in the Schoolwide Enrichment Model to show that the two models are complimentary. Training in and use of the CPS heuristic with Type III enrichment is offered as an integrated approach for authenticating problem-solving activity and enhancing…

This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

This article argues that there is not a gifted-child pedagogy, but rather a repertoire of instructional practices from which teachers can select the most appropriate. It stresses the need to determine the appropriate pedagogy by weighing factors, such as the nature of the content, subject matter, students' needs, and context. (CR)

This study analyzes four gifted education models and six middle school models to identify specific areas of commonality and/or conflict. Common and compatible areas are identified. Results of the study offer very positive implications for appropriately meeting the needs of all students, including gifted children, within the middle school context.…

This paper describes the Model Mathematics Program, which uses above-level testing to identify students with mathematical talent and then provides flexibly paced instruction for such students at four levels of ability. Students in the program demonstrated significant growth in mathematics computation skills and concepts as well as improved…

The Cognitive Enrichment Network Educational Model (COGNET) is a comprehensive elementary school approach to assist children in becoming effective, independent, life-long learners, by using mediated learning to address each child's personal and cultural characteristics and social milieu. This paper describes the COGNET approach for nurturing…

This article describes cooperative-learning models, discusses adaptation of cooperative learning for gifted students, and outlines an appropriate curriculum for gifted students. The paper concludes that activities that allow gifted students to share knowledge and improve interaction skills are appropriate for heterogeneous groups, whereas…

The problem-centered learning model for gifted students is described and applied to development of learning experiences that are organized around exploration of past, present, and future perspectives of trends, problems, events, and phenomena in the social sciences. Ways to use problem-centered learning in regular classrooms, special programs for…

A survey of 50 teachers of gifted programs (grades K-9) found they had familiarity with at least one or more theory-based models for gifted identification or education. When asked if they follow a specific model, 26 of the teachers stated they did not. Ranking of program goals varied by grades. (Contains references.) (CR)

This article describes a teaching model, Process-Based Instruction (PBI), that is applicable to mainstream classrooms containing students with diverse abilities. PBI enables teachers to individualize instruction by involving all students in the development of plans for curriculum and learning activities. With PBI, gifted students work at their own…

Describes the GOLD program, a successful model for teaching gifted adolescents with learning disabilities which includes both resource-room support and enrichment. The curriculum includes teaching about learning disabilities, self-advocacy, critical thinking, word processing, communication skills, and ethics. Time is provided for remedial and…