In teaching others about their enrichment research projects, gifted students develop instructional skills useful in many contexts. The model MAT (Making All-of-us Teachers) Program uses a five-part process: (1) thinking about teaching; (2) choosing a lesson topic; (3) planning the lesson; (4) delivering the lesson; and (5) review and evaluation.…

The paper describes the keyword method for vocabulary instruction with learning disabled, mentally retarded, gifted, and typical students. The keyword method, a mnemonic technique using visual imagery, involves recoding, relating, and retrieving. Building fluency, using scientific word parts to understand complex words, and generalizing to…

A year-long course for gifted fifth and sixth graders used the historic downtown of Chester, North Carolina, as an outdoor classroom. Each child researched on an "adopted" building. A field trip to Clemson University's School of Design focused on the historic buildings. (MLF)

An interview with Elliot Eisner, widely regarded for his research in the diverse fields of art education, curriculum development, and educational evaluation, focuses on his views regarding students' aesthetic ways of knowing, including discussion on concept formation, intellectual development, appropriate educational settings, and cognitive style.…

A study assessed emotional needs of gifted children (N=46) and matched non-gifted peers by evaluating their responses to vignettes of children in psychosocial dilemmas. Gifted children more frequently assigned internal attributions of blame, reflected heightened sensitivity to protagonists' feelings, and used moral reasoning based on recognition…

This article reviews the history of self-directed learning for the gifted and describes the Autonomous Learner Model (Betts, 1985) which includes a strong affective component, career development, and guidelines for a process-based scope and sequence. Guidelines are provided for developing independent study programs for gifted learners. (Author/CB)

A series of social studies lesssons to develop leadership in gifted students uses the videotape series called "Portrait of America" and simulation techniques in activities which emphasize self-awareness, higher level thinking, visualization, group dynamics, and independent study. (CB)

Use of conventional standardized intelligence tests to identify gifted students presents problems with students from diverse cultural backgrounds. Assessment of learning ability (in particular the method of "test, teach, and test") may be a better method for identifying gifted students. Tests being used in Israel and Great Britain are…

Educational opportunity for growth and self-fulfillment should remain open to people of all ages. In Great Britain there are several higher and adult education systems to encourage and fulfill the talents of youth, adults, and older students, including open learning systems, youth services, flexistudy, open universities, adult education, and…

Assessment via tests and examinations may be viewed as burdensome, coercive, and irrelevant by gifted students. Teachers can help students overcome negative attitudes toward assessment by: assessing students' best (as opposed to typical) efforts; involving students in planning and developing the assessment program; and providing specific,…

Explains current practices in gifted education as they relate to the schools' role in legitimating existing patterns of social stratification. Argues that schools provide noncognitive instruction to gifted students to thwart their development as intellectuals. Evaluates the extent to which gifted education programs are elitist. (KH)

Describes an approach for meeting the emotional and social needs of gifted individuals through the use of seven separate categories. Each category provides a description of an important component of affective education for gifted individuals. Categories are defined and selected resources described. (Author/ABB)

This article presents stages of gifted program inservice and staff development and correlates those stages with the target groups (teachers, administrators/policymakers, parents, students, and others) that would benefit most from each stage. Stages of entry are: awareness; orientation; curriculum design; advanced teacher training; parental…

Inappropriate expectations, insufficient instructional time, and lack of a support system erode the positive effects of gifted program inservice opportunities. Alternative training experiences are described which emphasize teacher-to-teacher rather than consultant-to-group interaction; focus on a specific objective reinforced by several inservice…

This article presents a review of the literature dealing with the unique career-related education needs of the gifted student. This review cuts across several disciplines and has been completed to inform industrial education personnel about gifted students, some of their unique characteristics, and how they may be integrated into industrial…