Gifted high school students (N=58) responded to a values survey consisting of two sets of 18 values: instrumental values and terminal values. Results showed no differences by sex in value patterns, academic performance, and self-concept. Suggests that sex-role stereotyped expectations still persist for the gifted in school and society. (RC)

Relates a teacher's experience in teaching technical writing to gifted tenth grade students. Applies this teaching experience to a discussion of the place of technically oriented writing in college writing courses. (RL)

As part of a follow-up study, gifted individuals were asked to name some incident in which one of their elementary teachers had encouraged creative behavior and to relate how this had made a difference in their careers; and 220 gifted Ss were tested to determine criteria for predicting creative achievement. (SB)

Drs. Camilla Parson Benbow and Julian C. Stanley of the Johns Hopkins University Study of Mathematically Precocious Youth discuss the question of whether there are sex differences in mathematical reasoning ability. (DB)

The article examines ways in which programs for the gifted can foster leadership and discusses the effects of sex role socialization on gifted girls' academic performance and career interest. (CL)

The article presents a conceptual model to be utilized in conducting the necessary needs assessment activities to implement a successful gifted program at the school district or state agency level. (Author/DLS)

A survey was made of 113 gifted elementary school students in the city of Chicago regarding their overall adjustment and the extent of involvement in public school gifted programs. (Author/DLS)

Reponses to four letters from parents and a teacher of gifted children, relating to truancy in a gifted teenager; development of a regional gifted program; strategies appropriate for a primary gifted program; and instructional activities for a parent to use with her preschool age gifted child. (SBH)

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

Discusses results of a study comparing the self-concept of intellectually gifted 9th-grade- students with that of intellectually average students, and investigates the relationships that existed among self-concept, intelligence test performance, reading comprehension, mathematics achievement, and overall composite achievement. No significant…

Aspects covered include general inservice, needs assessment, the inservice format, locating speakers, organizing the list of participants, attention to details, inservice evaluation, generating the next inservices, and other coordinator activities. (DLS)

Aspects covered include federal support for the gifted, identification, the arts, the developmental process, and minority and disadvantaged gifted. Trends examined include cooperation between special and regular classroom teachers, more comprehensive program planning, and greater advocacy efforts. (DLS)

The article presents guidelines for a preservice internship in the field of gifted education. A hypothetical timeline displays the scope and sequence of a comprehensive internship program. Rationale is given for the four basic program components: surveying local programs, matching intern placements, supervising interns, and providing an internship…

The Wechsler Intelligence Scale for Children--Revised was administered to 946 intellectually gifted students, 6 to 16 years old. The factor structure was remarkably similar to that reported for previously studied groups, thus supporting the test's validity. (Author/GDC)

This article describes typical activities in a Gifted Bilingual Class, part of the state-funded Union City (New Jersey) Bilingual Program for students who are academically gifted in their native language, but limited in English proficiency. Some student identification and instructional procedures are noted. (SJL)