A study of 58 gifted students in grades 4, 7, and 10 found that scores on an intelligence test were higher than course grades, that attitudes toward school declined at the junior high level, and that achievement declined as students progressed from grade 4 to grades 7 and 10. (Author/CR)

A study of 270 abstracts of articles published from 1952 to 1996 investigated the literature on social and emotional needs of gifted students and found most articles were not research based. Half of the articles were overviews of programs, models, or guides and did not include adequate information on their outcomes. (CR)

Describes the international art education program in The Art Center of Waco, Texas. The benefits for gifted artists in learning about the art of other cultures and experimenting with different art forms are discussed, and the role parents play in developing an international learning community is highlighted. (Author/CR)

Describes the philosophy and curriculum of a coeducational high school in Jordan dedicated to fulfilling the needs of gifted and talented students. The school encourages individual initiative and democratic participation and selects students based on school achievement, behavioral characteristics, mental ability, specific mathematical ability, and…

Elementary school students (N=29) with a mean age of 7.96 years who were referred for gifted evaluation in an affluent suburban school district in Western Pennsylvania were administered the Kaufman Brief Intelligence Test and the WISC-III. Discusses findings, limitations and implications of the study. (KW)

This article provides information on publishing in the field of gifted education in the hope of helping writers improve their publishing success, increasing the number and quality of manuscripts submitted for consideration, and broadening authorship in the field. Suggestions from a survey of eight editors are included. (Contains 7 references.) (CR)

In this study, 425 academically talented students completed questions assessing achievement goals and beliefs about intelligence. Students ranged widely in learning goals that focus on understanding material and performance goals that focus on doing better than others. As learning goals became stronger, so did beliefs that intelligence could…

Compares and analyzes three different measures of creativity in (n=135) gifted and (n=161) normal students to understand the nature of creativity and propose guidelines for measuring creativity. Uses Torrance Test of Creativity Thinking (TTCT), Test of Creative Problem Solving and Finding in Science (CPFS), and Creative Behavior Checklist in…

Notes the importance and the difficulty of recognizing those students at risk for depression. Proposes that one of the most important things educators can do is to ask for inservice education on this disease and policies for handling those at risk. Concludes that when educators work with depressed students, they should consider adjusting class…

Ideas are offered for in-depth projects that foster individual creativity and production in elementary and middle school gifted students. The projects cover various topics in the areas of charting, essay writing and theme writing, journalism, graphing, politics, speech, government, biography, history, state history, investigation, and industry.…

Although Susan Allan's article in the same "Educational Leadership" issue has cogently delineated ability grouping's academic benefits for gifted youth, she has failed to recognize the emerging reformist agenda to eliminate grouping as racist. Oakes's and Goodlad's descriptions of instruction at various grouping levels have lead to erroneous…

A group of eight gifted junior high students was presented programed units of psychology instruction based on Fred Keller's model of personalized instruction. Compared to a control group which received traditional lecture-format instruction, subjects completed the material in less time and scored significantly higher on the final test. (Author/JDD)

Summarizes the findings of three studies conducted for doctoral dissertations that investigated differentiated programs of library use for gifted and talented students. Topics discussed include types of library materials used; use of the resource center; scores on tests of information skills; and the role of teacher-librarians. (three references)…

This study examined degrees of acceptance of the "gifted" label between 155 adolescents who reported either extreme comfort (N=71) or extreme discomfort (N=84) with the label. Few students reported the use of conferences in school-initiated labeling. Adolescents whose parents had initiated labeling were most likely to report comfort with the…

Parents of highly gifted children are encouraged to use resources found in the work of Leta Hollingworth (1886-1939) as they cope with child-rearing challenges in the areas of emotional needs, discipline, and problems associated with school such as avoiding negative attitudes toward authority. (DB)