This article describes programs developed under the "Minds Meeting Minds" concept, which provides gifted high school students with several days of intensive small group training and contact with scientific and technological leaders at major corporations. Emphasis is on real world issues, state-of-the-art technology, lifestyles,…

Intermediate level academically talented students learn essential elements of computer programming by working with robots at enrichment workshops at Dwight-Englewood School in Englewood, New Jersey. The children combine creative thinking and problem-solving skills to program the robots' microcomputers to perform a variety of movements. (JDD)

Seven responses to a U.S. Department of Education report assessing programs and services for talented and gifted children are presented by Charles F. Desmond, James R. Delisle, Gail E. Hanninen, Anthony Miserandino, Stephanie Tolan, John F. Feldhusen, and James J. Gallagher. (JDD)

Differences in girls' and boys' writing are felt to stem from cultural experiences relating to their reading and viewing. The aim of teachers should not be to produce degendered narrative but to encourage the complementary components of assertiveness, reflectiveness, and awareness of opposed values in both boys' and girls' writing. (JDD)

This paper compares academic performance of American students with that of other countries; addresses responses to poor performance, such as outcome-based approaches to learning and use of national standards; outlines practices being adopted by schools to promote reform; identifies curriculum reform principles; and discusses implications for…

This interview with Research Professor of Education at the University of Illinois at Chicago discusses a wide range of education topics, including improving school science, allocation of finite human capital, factors contributing to educational productivity, effect of social obstacles on higher education achievement, use of cooperative learning,…

This article provides a pragmatic approach to the development of theme units in a secondary English program for verbally talented students. The article provides a rationale for theme-based teaching, describes the structure of a thematic unit, and provides guidance on teacher development of thematic units. A unit on "losses/gains" is presented as…

Interviews with 169 children labeled 10 years earlier as gifted, nonlabeled but equally able, or having average ability revealed significant intergroup differences in work patterns and emotional outcome. Intense academic study possibly inhibited creative development; parents and teachers should be aware of the possible loss of creative potential…

This review of the Screening Assessment for Gifted Elementary Students (SAGES) and the Screening Assessment for Gifted Elementary Students-Primary (SAGES-P) looks at test content, utility, and technical considerations. The tests are commended for their provision of gifted norms. Some reservations about the tests' validity and reliability data are…

In 3 isolated rural schools, 48 gifted girls in grades 4-6 participated in a semester-long intervention aimed at changing math attitudes. Intervention strategies, which focused on problem-solving activities, math-related career options, and self-esteem issues, produced significant positive changes in five of six categories of mathematics…

A biblical parable is used as an allegory for five principles of "stewardship" that teachers can use to guide gifted youth including teachers first teach correct principles; students set their own goals; teachers are available to assist students; students are responsible for seeking help; and students take responsibility for their stewardship. (DB)

Several short articles outline services of information clearinghouses in special education, how to access them, collaborative activities among clearinghouses, types of information requests received by the ERIC Clearinghouse on Disabilities and Gifted Education and by the National Clearinghouse for Professions in Special Education, documents about…

Inclusive schools have a cohesive sense of community open to differences and responsive to individual needs. This sense of community is disrupted by the practice of pulling out gifted children for special services. Inclusion involves changes in philosophy, curriculum, teaching strategy, and structural organization. Schools should embrace…

Expansion of previous research on adolescents' attitudes toward their giftedness involved development of an open-ended questionnaire which was administered to 144 gifted and talented students (ages 15 and 16) in Texas. Results showed that views of the gifted label and its effects are multifaceted, and gifted adolescents are realizing positive and…

This article offers advice on interpreting intelligence quotient (IQ) data and other results from intelligence tests. Myths regarding the practical applications and broader implications of IQ profiles are debunked. Several warnings are given regarding test use along with general statements of intelligence tests' strengths and weaknesses in…