Thirty colleges and universities and 70 principals and teachers in Colorado were surveyed to comment on state certification issues and to rate competency areas as to their respective value in training teachers of gifted and talented children. (PHR)

Presents a brief description of Adams County District 12's program to promote higher-level thinking skills in its elementary and secondary level gifted students. (SJL)

Describes a two-part energy unit for gifted fifth and sixth graders. Students conduct energy use/waste surveys and participate in a simulation game concerning a particular environmental/energy problem. (SJL)

The article describes a model two-week summer enrichment program for gifted and talented sixth- and seventh-graders in King William County, Virginia, a rural, low socioeconomic area. (DLS)

Notes reasons why, despite ample legislative provision, gifted programs are developing slowly in New Jersey. Also provided is the position statement on gifted and talented education of the New Jersey Education Association. (SJL)

The importance of arts education for gifted students is discussed, and the terms creative, aesthetic, and artistic are defined. Four suggestions for encouraging artistic talent, including establishing a resource file of master artists and arts institutions, are presented. (CL)

Describes a study conducted at Murray State University (Kentucky) which proposes to create a teacher-student learning situation that would identify and maximize divergent learning potentials and styles with the goal that each child would be properly classified as "gifted". (CT)

Ss who participated in the short-term course on personality type did demonstrate changes in responses on the Ideal Child Checklist toward a more positive valuing of characteristics that describe highly creative persons. (SBH)

The article, excerpted from an interview with A. Lopez and C. Payne, focuses on research on creativity and giftedness among minority students. Also considered are teaching methods, programs and materials, identification, relationship between native language and creativity, and teacher preparation. (CL)

One hundred seventy gifted and average junior high students were administered the Learning Style Inventory (LSI) to identify how students prefer to learn. Gifted Ss were more persistent, tolerated the presence of sound, and preferred learning alone to a greater extent than average Ss. (CL)

The author describes the development and success of a program designed to allow gifted and talented and learning problem eighth grade students to choose their own courses and course sequence as they pursued mastery of seven critical skills in reading, writing, computation, problem solving, research, and adjustment. (CL)

Variables in student performance--including instructional mode, conceptual approach, perceptual preference, curricular interest, time preference, and counseling needs--are discussed; and the author suggests that alternative schooling which takes these variables into account for individualization would serve gifted students as well as slow learners…

The development of a humanities based program in which English, social studies, math, and science were interrelated for senior high gifted students is described. A sample unit on Greek civilization is included to illustrate the range of activities in philosophy, science, literature, mathematics, and art. (CL)

Imagery as it relates to creative imagination, incubation, and right brain activity, and as a subsystem of the General Systems approach, is discussed in terms of gifted education. Considered are the theories of G. Land (transformation theory), J. Gowan (developmental stage theory), and J. Eccles. (SBH)

As presented, goal attainment scaling involves devising a set of goals with involved persons, assigning weights to these goals, developing a set of expected outcomes for each goal, scoring the outcomes, and calculating a summary score of the outcomes across the goals. (Author/DLS)