No matter where gifted and talented students obtain their education, they need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests. A program that builds on these characteristics may be viewed as qualitatively (rather than quantitatively) different from the basic…

This examination of the international state of giftedness research outlines two competitive paradigms (the psychometric paradigm and the paradigm of cognitive science) and argues that the paradigms should be regarded as complementary. The neglect of social psychology in the conceptualization of giftedness is decried, and applied and basic research…

Findings of a follow-up study that examined the experiences of 1991 high school graduates of the Center for the Arts and Sciences (CAS) program in Saginaw, Michigan, are presented in this paper. A survey mailed to 33 graduates received 16 responses. Findings indicate that all respondents were enrolled in a school, college, or training program. The…

Considerations about school music programs, often considered to be a nonutilitarian element of school curriculum, are examined in this paper, with a focus on the application of technological thinking to school administration. Indepth interviews were conducted with 30-40 administrators, teachers, counselors, parents, and students in each of three…

The research base on cooperative learning was examined for its applicability to academically talented students. Common types of cooperative learning are described with highlights of the model characteristics as they apply to academically talented students. The models include: Teams-Games-Tournament (TGT); Student Teams Achievement Divisions…

This paper notes that gifted education has been dominated by psychology and proposes, in contrast, to de-psychologize the concept of "giftedness-at-risk" with an alternative model which sees ontological giftedness, becoming the best one can be, as not the property of an elite few but a permanent positive human possibility for all.…

This document considers both self-examination and external evaluation of gifted and talented education programs. Principles of the self-examination process are offered, noting similarities to external evaluation models. Principles of self-evaluation efforts include the importance of maintaining a nonjudgmental orientation, soliciting views from…

This paper lists practices recommended by the Council for Exceptional Children's Division for Early Childhood concerning work with infants and young children who are gifted, in early intervention and early childhood special education programs. An introductory section discusses the benefits of early intervention with gifted children and notes the…

The Tennessee Technological University's Program of Special Education sponsors a "Super Saturday" of enrichment activities for gifted and talented students as well as students with learning disabilities. A session on horticulture was planned and arranged by students in a class on horticultural therapy who designed learning activities of…

The goal of gifted and talented education in South Carolina is to identify and nurture potential through the development of specialized curriculum offerings modified and adapted to meet the unique learning styles, learning rates, interests, abilities, and needs of gifted and talented students. An appropriate program for gifted and talented…

This study examined the attitudes toward and knowledge about suicide of gifted and unselected high school students. A questionnaire was developed which included items about societal factors related to suicide, warning signs of suicide, general knowledge of and attitudes about suicide, personal knowledge about suicide, and the intervention strategy…

Two institutes held on the east and west coasts, in March 1980, to develop and promote a leadership cadre to strengthen the arts in the education of the gifted are reviewed. The coalition of nine states (Arizona, California, Indiana, Pennsylvania, Massachusetts, Michigan, New York, Oklahoma, and Washington) and its purpose--to further the arts in…

The purposes of this study were to determine whether mathematically gifted boys and girls in secondary schools were significantly different in cognitive abilities and personality factors and to determine whether these cognitive abilities and personality factors were accurate predictors of mathematical achievement. Mathematically gifted boys (n=77)…

Presented are techniques for establishing and criteria for evaluating an in-service education program for teachers of gifted children. (SB)