Explicates the construct of asynchronous development, advocating for its inclusion in planning for and educating gifted students. The paper examines the work of several researchers as it relates to asynchronous development of gifted students. It also discusses social and emotional aspects of vulnerability; socialization versus social development;…

Examines various assumptions that underlie current definitions guiding the assessment of gifted and talented students, making suggestions reflective of the synthesis of available constructs defining gifted education. Implications of these assumptions for assessment (primarily identification) of gifted and talented students are noted. Using types…

Studied the psychological adjustment of 743 gifted Israeli junior high school students from special classes for the gifted or from pull-out programs from mainstream education. Gifted classes appear to emphasize the negative aspects of giftedness for this sample. Discusses implications for instruction of the gifted. (SLD)

Describes "Reaching for the Stars," a program which develops teaming and mentoring skills in senior physics students. Phase 1 requires student pairs to design a rocket; Phase 2 pairs seniors with gifted second graders who build the rocket from written instructions; and in Phase 3, pairs of seniors create a children's storybook explaining…

Provides an informative profile of the students, faculty, and curricula of each of the 11 state-supported, residential math and science high schools in the United States. The variety of programming models and extracurricular opportunities offered among the schools is also discussed. (Author/CR)

Identifies some of the inherent problems involved in, and presents a differentiated definition of, "developmentally appropriate programming and practices" that specifically targets the special needs of young gifted children. A Multidimensional Curriculum Model is introduced which can be used to design developmentally-based curricula appropriate…

Discusses serious social and motivational problems that gifted children may face in kindergarten classes that do not modify instruction to meet their needs. Two case studies of two gifted Dutch kindergartners are used to illustrate suggested strategies for curricular and instructional methods to prevent student problems in kindergarten. (CR)

Based on the author's teaching/counseling experience, describes the micropolitics of race and privilege manifest in one elite independent school that threatened academically gifted African-American high school students' success. Privileged education must be reexamined before advocating it for students currently ill-served by public schools.…

A study explored leadership behavior of 58 gifted elementary learners working in small groups. Using videotape analysis and a model of transformational leadership, the study diagnosed leadership needs of gifted learners and created successful instructional interventions to enable students to transfer skills developed in a teacher-directed lesson…

Responds to this issue's initial article that presents 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests putting aside the terms "gifted" and "talented," creating a hierarchical or categorical list of abilities, and downplaying the dichotomous conceptualization of nature and nurture.…

Examines issues in the provision of comprehensive services to students who are both gifted and disabled, especially learning disabled. It urges a closer working relationship among the department of gifted education, the department of special education, and parents, and the development of an individual learning plan for each student. (DB)

This article discusses gifted children's attitudes toward competition and draws a distinction between task-oriented competitive behavior, which is motivated by a desire to improve performance, and other-referenced competitive behavior, which is motivated primarily by a desire to outdo an opponent. Teachers and parents are urged to emphasize and…

A four-year follow-up study comparing 73 gifted achievers and underachievers found all achievers attended college, were more sure of career directions, completed more years of college, and were more involved in campus activities, but did not report more satisfaction with life development since high school than underachievers. (Contains…

A study assessed the needs of 170 Hong Kong secondary schools for leadership training of students in different domains of school activities and their endorsement of university-school collaboration in these activities. Schools were in need of student leaders in different student activities, especially in those less related to academic concerns.…

For a two-year period, 32 secondary students gifted in the areas of mathematics and science participated in a curriculum which incorporated higher-level thinking skills and more real-life laboratory experiences into mutually reinforcing mathematics and science lessons. After the program, participants scored higher on mathematics and science…