Examined the effects of early mathematics acceleration on the development of junior and senior high school students' mathematics attitudes and anxiety. Longitudinal Study of American Youth data indicated that for gifted and honors students, early acceleration did not necessarily confer negative emotional effects, while for regular students, it had…

This article presents scenarios that rationalize a developmental approach to giftedness. It argues that in order to be gifted, one needs to be increasingly active in one's own development as an adult. The implications of viewing giftedness as developing from being to doing are discussed. (Contains references.) (CR)

This article describes the Wings Mentor Program in Maryland, a program developed to provide additional support to students with gifts who also have learning disabilities and highly able students who were not succeeding in the classroom. Students realize their creative and intellectual potential when paired with mentors who nurture them. (Contains…

Ninety-two preservice or inservice teachers were asked to categorize characteristics and behaviors according to whether each described a student identified with an emotional/behavior disability (EBD), who is gifted, both, or neither. Results revealed stereotypical thinking in the identification of characteristics of students labeled EBD. Results…

This article discusses strategies for encouraging the gifted child's brain to make the most of learning opportunities. Strategies include offering programming enrichment classes, accelerated classes, and teachers trained in differentiating instruction. The importance of providing enrichment, challenges, and feedback are stressed and the game…

A study involving 106 gifted children and 71 typical children (ages 6-9) evaluated the correlation between intelligence and performance on the Test of Variables of Attention (T.O.V.A). Results found gifted children with ADHD performed better on tasks of omission error, commission error, and response sensitivity than typical children with ADHD.…

A study explored the first semester experiences of 10 students (ages 17-18) who enrolled in the National Academy of Arts, Science, and Engineering (NAASE), an early entrance program at the University of Iowa. Students' perceptions were influenced by their transition experiences, their relationships, and the quality of their learning experiences.…

This article explores the advancement of gifted girls in the past 25 years and argues that the problem of underachievement of talented females continues to exist. The diversity of gifted women's creativity, their need to engage in meaningful work, and their need to balance work and family is discussed. (Contains references.) (CR)

This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

This article argues that there is not a gifted-child pedagogy, but rather a repertoire of instructional practices from which teachers can select the most appropriate. It stresses the need to determine the appropriate pedagogy by weighing factors, such as the nature of the content, subject matter, students' needs, and context. (CR)

This article provides an overview of state finance polices for gifted education and frameworks for evaluating those policies. The frameworks are then applied for evaluating state school finance policies as of 1998-99 and state aid allocated in 2002. Only Florida provided both sufficient and equitable support for gifted education. (Contains…

This study investigated the self-reported behaviors and attitudes of parents of 17 identified precocious and nonprecocious children. Results found the parental groups were not significantly different and both groups showed desirable to highly desirable parenting behaviors and attitudes. Factors that could influence children's academic achievement…

This paper explores the use of conceptual themes as a framework for interdisciplinary studies with gifted students. Describes sample themes and suggested student products, as well as guidelines for brainstorming, planning activities, facilitating production, and evaluating student products. (PB)

Parents, school personnel, and counseling professionals (N=335) were surveyed concerning the special counseling needs of gifted students. All groups surveyed believed that gifted and talented youth had unique social, emotional, family, talent, and career development needs best met through differentiated counseling services but not being met…