The Growing Giftedness Model for teaching gifted students is presented, which includes the following features: identification that relies entirely on scores and on demonstrated performance; cluster grouping during elementary school and classes dominated by gifted students at the secondary level; acceleration and enrichment; creative expression…

This article describes an interdisciplinary classroom project in which ninth graders simulate a "World Council on Genetic Technology." Students in small groups take on the persona and interests of individuals from specific countries in the group effort to develop a covenant for regulating the use of biotechnology. The benefits of having gifted…

Renzulli's Triad/Revolving Door Model is a program for teaching gifted children in regular classrooms. It provides various types and levels of enrichment to a broader spectrum of students, minimizes elitism, and improves enrichment for all students. The paper explains how to use Renzulli's model, which requires tremendous teacher preparation. (SM)

Presents the Self-Actualization and Interdependence (SAI) model for teaching gifted students. The SAI model is a nongraded approach that groups children according to a age, class dynamics, relationship to teachers, and special interests and abilities. The curriculum aspects of the model are described. (CR)

Qualitative analysis of language generated in structured interviews with 11 high-ability at-risk middle school children (who had not been identified for gifted programs) yielded information concerning personal difficulties, perceived support, familiarity with danger and violence, home environment, school experiences, perceptions of the future, and…

The first six years of a new program to organize high-level scientific research training for gifted high school students in Hungary are described. Besides giving top-level research opportunities for talented students in their most receptive age, the program has already helped the establishment of almost two hundred scientific research clubs.…

In this article, a gifted student with attention deficit hyperactivity disorder (ADHD) describes his difficulties in preschool, elementary school, junior high, high school, and college. An analysis by an Advanced Placement English teacher follows each description. A list of suggestions for working with gifted students with ADHD is provided.…

This article discusses teacher misconceptions of gifted students and gifted programs and the effects of a postgraduate teacher education program in Australia called the Certificate of Gifted Education. Results of the program indicate powerful changes in teachers' attitudes and support the need to provide every teacher with training in gifted…

To explore abilities of children with autism, four case studies were conducted of children (ages 8-16) with autism in India. The strengths and weaknesses of the children are described, along with strategies for enabling them to reach their full potential. The role of their parents in their development is stressed. (Contains 7 references.) (CR)

Describes the process of developing a summer school social studies program for academically talented seventh graders. Based on a video encyclopedia, the program covers social, political, economic, and cultural events of the twentieth century. Includes sample activities. (LS)

Discusses ways in which preschool teachers can meet the needs of the gifted preschool child in the classroom. (BB)

Nine gifted learning-disabled children with organizational skill deficits were put on a structured timetable of after-school activities. Parents were taught behaviorally based discipline techniques designed to reduce disruptive family behavior. Improvements were subsequently observed in the middle school students' home and school behavior, school…

Interview responses of fifth- and sixth-grade gifted and talented children in resource programs revealed attitudes about their own abilities, competition, their school programs, expectations of others, and participation in special programs. A variety of social and emotional needs clearly emerged. (MSE)

The study examined the antecedents and correlates of general life satisfaction as reported by 108 gifted and talented young women. Results of the six-year longitudinal analyses supported the predicted centrality of instrumental self perception to social self esteem, occupational confidence, and general life satisfaction. (Author/DB)

This study examined the self-concepts, locus of control, and machiavellianism of 169 ethnically diverse (African-American, Mexican-American, and Chinese-American) middle school gifted students. Self-concept was significantly and positively correlated with internal locus of control and with low machiavellianism. (Author/DB)