Discusses the benefits of individualizing inquiry for students. Describes using this method in the social studies classroom in step by step guidelines. Offers an illustration of its successful application. Notes factors to be considered before teachers commit to this instructional method. (KO)

The paper describes the cultures of the Maoris and South Pacific islanders, argues that Western-oriented psychometric tests are inadequate tools for the identification of gifted Polynesian children, and calls for the development of an education system in which all cultures are recognized and appreciated. (Author/JDD)

Curing the problem of underachievement requires a sizeable investment of time and effort and depends heavily on sufficient family and teacher awareness of their respective roles as well as the role of peers to plan for prevention and early intervention. (MSE)

A practicum course for prospective teachers of the gifted was designed, implemented, and evaluated. The 209 teachers found the practicum teaching, observations of their teaching, and papers they wrote to be effective learning experiences. Observers' ratings of the teachers indicated that a majority performed well in the practicum. (Author/JDD)

This research review concludes that precocious reading ability is a complex skill, and levels of specific subskills vary widely among individuals. Precocious reading ability is moderately associated with general intelligence and with academic achievement. Parents may encourage the early development of reading through natural and mutually enjoyable…

A process model for guiding explicit, systematic, and observable reflections on the state of gifted education is suggested, based on Ann Kerwin's Map of Ignorance. Use of the model is recommended for determining what is known and what is unknown in order to develop an agenda for future research and clarify practice and theory. (Author/PB)

This article describes an authentic assessment approach used in English/language arts and mathematics with gifted students in Texas elementary and secondary schools, which focused on developing instructional experiences that challenge gifted students and documenting student progress over time. The use of portfolios was valuable for both…

Analysis of Pegnato and Birch's data invalidates the observation that teacher nominations should not be relied upon in gifted identification, as analysis shows that effectiveness and efficiency are related to number of subjects singled out as a result of the chosen cutoff value. An alternative is presented: compare correlation coefficients of the…

The emotional experience of one teacher was studied in depth using phenomenological interviews and participant observation. The teacher experienced a variety of emotions generated when the instructional dynamics of the lesson were congruent or incongruent with his professional practical knowledge, and a compelling emotional state of "being a…

Results from a study involving 32 learning-disabled, 17 gifted, and 14 normally achieving students from grades 4 and 5 support the idea that learning-disabled children's problem-solving performance reflects a weak integration of metacognitive skills with online processing and problem solution. (SLD)

Reviews five selections from childhood and education periodicals on parent role characteristics, parent education and student achievement, father's child-care involvement, parenting gifted children, and family leisure and social support. (ET)

This article discusses themes used in summer inservice workshops to develop the skills and confidence of elementary school teachers providing science instruction to gifted students. The article notes the value of hands-on activities, letting children explore, focusing on process skills, and the teacher's role as facilitator. (Author/DB)

This discussion of the need to keep young and talented teachers in teaching describes two projects in which a teacher took risks to create innovative learning activities for gifted intermediate grade students. Characteristics of the young, talented, and motivated teacher at risk of "crucifixion" are outlined. Risk reduction strategies are offered.…

This study investigated several nontraditional identification methodologies for their efficacy in identifying both minority and nonminority gifted students. Sixth graders (n=433) were given drawing and problem-solving tasks. Peer and teacher nominations were also used. The assessments identified a proportionate number of minority and nonminority…

Educational disputes involving gifted students may be resolved via conferences with parties involved, mediation, due process, or court litigation. Students in programs or activities receiving federal support may file complaints with the U.S. Department of Education's Office for Civil Rights. Suggestions are offered for becoming informed about…