Explains why mathematics olympiads were introduced in Mozambique. A description and analysis of results (scores, type of problems, social background, and composition by sex of participants and winners) and short biographies of winners are given to offer insight into the social aspects of the development of their mathematical talent. (Author/JN)

Information gathered in Sweden concerning student post-high school aspirations, gifted students, work values and choice of continued education, attitudes toward science and research, and perceptions of researchers and research is summarized, and its implications for the distribution of the sexes in graduate study and research careers are…

Urges teachers to become involved in developing and planning gifted and talented programs in their schools. Notes three barriers to program initiation: money, colleagues, and administrators. Suggests 10 guides for success in obtaining programs and stresses that success depends on hard work, risk taking, commitment, and working with others. (SB)

Describes a one-semester biochemistry course designed for students who have completed courses in biology, CHEMStudy chemistry, and physical science. Course goals include presenting biochemical concepts (in preparation for college courses), challenging students considering science-related careers, and serving as a springboard for science fairs. (JN)

A meta-analysis of 26 studies shows that accelerated gifted students outperform students of the same age and ability who are not accelerated and achieve as well as equally gifted older students in the higher grades. Correlational studies suggest that accelerates are equally successful later in life. (MLF)

Remarks of nationally recognized leaders in gifted education are summarized from a 1982 meeting to discuss development of preschool gifted programs in Louisiana. Discussion focuses on identification, curriculum, teacher preparation, evaluation, and parent participation. (CL)

Problems involved in identifying gifted and talented children are addressed and strategies which school districts may employ are considered. Further identification difficulties involving students from different ethnic and cultural groups, students in rural areas, females, and very young children are cited. (CL)

A collaborative approach by the University of South Carolina and a local school district has focused on summer acceleration programing for gifted junior high students as well as on seminars to help regular classroom teachers learn strategies in gifted education. (CL)

Procedures are examined for identifying and selecting students for art-centered, mentally gifted, educationally handicapped, and mentally retarded programs in Westville, California. (MM)

As a result of a report on the shortcomings of education for gifted and talented youth throughout the country, the U.S. Office of Education established a National Leadership Training Institute for the Gifted and Talented, designed to train teams of five leaders each from every state. (SBH)

When is a gifted child ready for the discovery of a new idea? When is this child ready for independent searching and inquiry? Sometimes in many traditional educational settings, it seems as if a student must wait until graduate school before he is allowed to carry out independent inquiry. At the turn of this century, there is more to learn and…

After a preface, the first chapter of this book sets out to explore the nature of intelligence. It considers the labels used to describe gifted and talented children and looks at how the adult's beliefs about intelligence will impact on what they do, say and look for in the early years setting. It challenges educators to think about the nature of…

Advanced Placement (AP), launched in 1955 by the College Board as a program to offer gifted high school students the opportunity to complete entry-level college coursework, has since expanded to encourage a broader array of students to tackle challenging content. At the end of the year-long course, students may opt to sit for the course-related…

This study sought to determine the degree to which school and community factors influence mathematics and science achievement of public school students in Georgia. Of particular concern was identifying variables to assist educators, parents, and other child advocates in providing academic programs that are responsive to the needs of learners. Data…