A survey of 210 gifted junior high students sought to verify literature-based social coping strategies used by this population. Factor analysis yielded five meaningful factors: denial of giftedness, peer acceptance, popularity/conformity, extracurricular involvement, fear of failure, and activity level. (SW)

Developments at the federal level affecting the legal and educational rights of gifted students are briefly examined, along with evidence supporting the need to establish special programs that are mandated and for which state schools are accountable. Eight challenges are presented and accompanied by recommendations regarding education for children…

This interview with an author who investigated "untracking" in America's schools discusses whether tracking enhances academic achievement, why tracking is harmful, how common tracking is, what elementary school tracking looks like, advantages to grouping children homogeneously for certain subjects, alternatives to tracking, cooperative learning,…

In a study involving 43 Norwegian high-ability 16-year olds, the superior achievement of males in both mathematics and general factual knowledge is interpreted as supporting a sociocultural explanation of sex differences in achievement. Parent education was also correlated with achievement. (SLD)

This study of 969 gifted, learning-disabled, emotionally disturbed, or nonlabeled fourth grade students found that having parents with inductive (more use of reason) rather than sensitizing (more authoritarian) communication styles had a definite impact on what the children observed when watching television, with gifted children being particularly…

Eight sixth grade gifted students verbalized their thoughts as they worked on figural task drawings. Analysis of resulting data indicated that the process variables of Story Weaving, Association Shifting, and Vantage were more frequently evidenced by subjects producing more original products, whereas Content Bound Linking was associated with…

This article argues that providing good gifted and talented education programs is in the nation's economic self-interest and is essential to the United States' future economic competitiveness in the world community. (DB)

This article discusses the critical elements of educational partnerships including leadership, communication, and planning for program development. The Cooperative Alliance for Gifted Education involving Kent State University (Ohio), Cleveland Public Schools, and International Business Machines is described, especially the Joint Partnership…

The characteristics of linguistically gifted students are classified into four areas: language traits, conceptualization traits, socialization traits, and productivity traits. Curricular modifications to meet the needs of linguistically gifted students involve changes in the content, process, product, and learning environment. (JDD)

A high school teacher reflects upon the graduation of her gifted seniors and ponders their future as she reorganizes student record files. (JDD)

A rationale for providing foreign language instruction for gifted students is presented, noting the benefits of second language learning at an early age and the need to train future leaders in critical international and intercultural skills. Methods of fostering foreign language mastery are discussed. (JDD)

This study found that participants (n=78) in Science, Society and the Future, a problem-based course for gifted high school students, exhibited significant improvement in problem-solving schemes compared to a group of 42 gifted nonparticipants. The pattern of change was not consistent across problem-solving steps. (JDD)

This research review indicates that gifted students spontaneously utilize self-regulatory learning strategies more frequently than nongifted students. When trained to use strategies, gifted students also use them more effectively and can transfer these strategies to novel tasks. Self-regulation measures may be useful in diagnosing giftedness, and…

This article discusses various kinds of curriculum provision for gifted students, including pull-out extension and enrichment programs, special schools and special classes, and special programs integrated within classes. The use of the terms "enrichment" and "extension" is also examined. (Author/JDD)

This article suggests three broad categories of exceptionally able children, discusses the needs of exceptional students for recognition and understanding, and outlines several approaches to identification and provision. A whole-school approach is advocated for provision of education to gifted students, and a "mind-map" of such provision is…