Seven suggestions for meeting the social/emotional needs of gifted students include encourage controlled risk taking; provide myriad social experiences; inventory family similarities and differences; encourage biography reading; provide mentorship opportunities; love and respect students as individuals; and encourage a self-concept that extends…

This article describes the Kent State University Ameritech Electronic University School Classroom, opened in 1998 to provide a technology-based classroom for K-12 students and a research laboratory for college faculty and students. Other centers studying the impact of technology on teaching and learning are also described. (Contains three…

Provides a cognitive reading guide for the first four chapters of the novel, "Where the Red Fern Grows" (Rawls, 1961), that incorporates teacher-directed whole-class instruction with a student reading guide to equalize instruction for various levels of learners. Ideas for whole-class instruction are contained within the lesson plans. (CR)

Discusses major outcome goals and proposes the use of a system of learning strategies and instructional procedures known as content enhancement with an academically diverse group of students, including gifted students with learning disabilities. Content-enhancing instructional routines focus on organization, understanding, recall, and application…

Reviews current trends and needs in gifted education. Discusses six types of gifted students, six northwestern states' policies on gifted education, and five rules for planning appropriate gifted programs. Pinpoints learning environment, curriculum content, and skills mastery as three areas where adaptations should be made to challenge and…

This article describes the establishment of a "women's issues" group with middle-school gifted girls. Ground rules for the group, selection of materials for discussion, issues discussed, and outcomes of the group are highlighted. Participants were found to like learning, like thinking about abstract issues, and have high academic goals. (CR)

Exploration, in three elementary classes, of the social affiliations of students who were either academically gifted or had learning or emotional/behavioral difficulties found students formed distinct peer clusters around shared characteristics, particular social characteristics were associated with students' level of centrality in the classroom,…

A high school history teacher of gifted students examined difficulties in establishing cooperative groups when members changed frequently. Student interviews and surveys indicated that some students were happy to remain nonparticipants in any group. Participation was less a factor of group makeup than a factor of student opinion about grades.…

A junior high school English teacher explains how she managed to teach gifted and talented students in a mixed-ability classroom. She discovered the importance of taking "baby steps" (allowing independent study), varying learning activities, raising the bar for everyone, and discovering her students' passions. (MLH)

Discussion of the need to include affective components in the education of gifted students considers: development of interpersonal and emotional intelligence, the need for an affective curriculum component, the role of the teacher to address the social and emotional needs of gifted students, and inclusion of affective learning in multidisciplinary…

This article discusses how the "Piirto Pyramid" of talent development was used with gifted elementary students and students with disabilities in an inclusionary classroom to motivate students to work harder. Students clipped and posted articles from newspapers and magazines that typified an aspect of the pyramid. (Contains three references.) (CR)

A commentary precedes this previously published study that indicates school modifications for a highly gifted 9-year-old in a mixed ability fifth-grade classroom took little account of affective needs and resulted in limited success in the cognitive area. The student's difficult personality interfered with the success of his schooling. (Contains…

A commentary precedes this previously published article that uses case studies of two highly gifted preschool students to illustrate potential pitfalls in program planning. Three key components (assessment, flexible scheduling, and counseling) are stressed as critical to the success of any gifted program. (Contains references.) (CR)

Two gifted program evaluations found an absence of data on student learning, fragmentation of service models across the K-12 expanse, and a lack of systemic staff-development strategies and parent involvement. Insufficient resource bases and complex leadership demands that required movement on multiple fronts simultaneously created barriers to…

The stories of three young people from low socioeconomic backgrounds highlight significant issues in educating gifted students living in poverty. Major themes uncovered included educators who maintained high expectations, the positive influence of enriched teaching-learning opportunities and extracurricular activities, and the success of a…