Describes experience working with a second-grade Native American male identified as a bully. Author used classroom and individual interventions and communicated with the child's parents, principal, teacher, and other school personnel. Suggests that problem children need courageous advocacy to succeed. (MKA)

Describes how a Red Flag Carry-Over Reclaiming Intervention is used with a 16-year-old mainstreamed male student. Removing the student from the situation, allowing him silent "drain-off" time, and helping him learn to identify his self-defeating behavior helped him to avoid an overwhelming life experience. (MKA)

Discusses the underachievement of gifted female students and the need for intervention. The developmental stages of gifted females in the classroom, the development of self-esteem in females, and the intervention roles that teachers, counselors, and career development groups can play to assist gifted females are described. (CR)

Reviews and focuses on a comparison of current curriculum models used in gifted-child education and early childhood education. The Reggio Emilia approach to early childhood education, which emphasizes the child's needs, interests, and abilities as the focus of curriculum development, is described. (CR)

The relationship between emotional maturity and the developing self in the gifted individual is examined. Emotional maturity is seen to involve the integration of intrapersonal and interpersonal aspects of the personality. The developing self is thought to be more than the sum of its components and becomes a global factor in the development of a…

Describes the ninth-grade curriculum of the Downingtown Educational Enrichment Program (DEEP) that includes student design and implementation of independent-study contracts. The program serves identified gifted students through a year-long scheduled elective course option that meets every other day and offers one-half credit. (CR)

Discusses American values that have led to the characteristics and assumptions which determine the unique way we deal with issues of giftedness, including respect for individual differences, and equality and fairness. Addresses governmental and constitutional issues that have affected gifted education programming. (CR)

The parents of a highly gifted son reflect on their experiences and their changing and differing perspectives as their son has navigated through the educational system over the years. The parents offer suggestions for educators of gifted students. (SM)

Examined relations between parent attitudes, intrinsic value of science, peer support, available activities, and preference for science careers for science-talented rural high school girls. Findings from questionnaires completed by 220 students and their mothers highlight the importance of providing activities and other supports to maintain girls'…

Describes a two-week instructional unit for ninth-grade gifted students which emphasizes development of ethical thinking and decision-making skills using a structured group-discussion methodology. Students formulate discussion questions through a multi-step process. Unit guide sheets, brainstorming examples, and activity schedules are included.…

Outlines the patterns and processes of visual representation which occur during early childhood and suggests some differences that may be apparent in relation to the young gifted child. Stages of development are described and the use of children's drawings as indicators of giftedness is also outlined. (Author/CR)

A survey of 46 parents of precocious children found they practiced authoritative parenting, fostered creativity, showed low levels of frustration, exerted an appropriate amount of flexible control, viewed play as a highly valuable activity, showed confidence in their ability as teachers, and acted as facilitators of the teaching/learning process.…

Provides a list of activities for making students more sensitive, aware, and flexible. Activities center on seeing and feeling things in a new way, using techniques to open up creative thinking, making a fertile atmosphere for creativity, and fostering the personality traits of the creative person. (CR)

Explores a curriculum-review process for assessing how a specialized secondary school for the gifted might improve its programs and services. The review process used document review, interviews, focus groups, and classroom-observation techniques to arrive at recommendations and an action plan. (Author)

A study explored emerging, persistent cognitive style in four gifted preschoolers to investigate how gifted potential may be transformed or obscured as abilities are applied to tasks. Remarkable style consistencies among the screening analysis, summer program behaviors, and later reports of cognitive ability and styles in kindergarten and first…