Suggestions are provided on how to identify the preschool gifted-talented-creative (GTC) child, how parents explain away giftedness, how parents can retrospectively understand themselves as GTC, how to deal with problem behavior and the effects of divided parental authority, and how to bring out the best in each child. (JDD)

A review of research (particularly that conducted by N. Meier, T. Munro, and B. Lark-Horovitz et al.) about the nature of giftedness in the visual arts and focusing on creativity, imagination, aesthetic judgment, and perceptual ability, provides a basis for examining current assumptions and practices and a foundation for future research. (CB)

Focusing on the expectations of schools, teachers, parents, peers, and society for the gifted and talented, the author proposes curriculum design, gives guidelines for parent-teacher conferences, outlines the benefits of peer instruction, and suggests ways that parents and society can identify talented students and enrich their education. (SK)

This literature review reveals that gifted and talented students, especially females, are frequently denied access to vocational education. Little attention has also been directed to the needs and performance of the gifted in vocational education. (SK)

The article presents six classroom activities designed to foster the cognitive and affective growth of gifted, creative, and talented primary grade students. (DLS)

Gifted students are not receiving the kind of education they need and deserve. In overlooking the needs of such students, our schools are allowing a great natural resource to go to waste. (Editor/RK)

Very little is known about the extent or depth of musical and artistic abilities of children in Britain. Attempts to find out why some children were outstandingly successful in music or art as compared with their peers, and to examine the unique problems implied in the identification and prediction of these specific attitudes. (Author/RK)

Describes the Eureka cross-cultural model that is designed to assist in identification of hidden potential in the visual arts and sciences through the process of enrichment among elementary children from different socioeconomic or cultural backgrounds in Israel. Positive findings from a longitudinal study of the program are discussed. (CR)

Explores the multifaceted nature of giftedness and describes the Total Talent Portfolio (TTP), a framework for talent development of gifted students that requires giving equal attention to interests and learning styles as well as to cognitive abilities. Explains the major dimensions of the TTP. (CR)

Comments on "Varieties of Intellectual Talent" (Julian C. Stanley), that discusses characteristics of giftedness and ways of identifying gifted students. Topics explored include the five different forms of giftedness, the roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, and potential…

Discusses the outcomes of the Fullerton Study, a continuing longitudinal research project that is investigating the differences between 107 gifted (n=20) and typical preschool children. Results of the study highlight the importance of early identification and programming for gifted children. Characteristics of the gifted children and parental…

Provides vignettes of three Australian gifted elementary students who attended a grade 2/3 class of gifted and talented students and discusses the class's curriculum and activities. The role of the teacher in challenging, motivating, and encouraging the development of each child's individual interests is highlighted. (CR)

Describes the educational reform in Hong Kong (China), specifically providing equal access to educational opportunities and allowing students to develop to their fullest academic potential. Focuses on a model that balances equity and excellence, the TALENT approach, exploring six areas of practice (talent, acceleration, learning styles,…

Suggests that the aesthetic positions James Joyce expresses in his work have an independent intellectual value in understanding gifted childrens' aesthetic development. Discusses and critiques Joyce's theory on the psychology and philosophy of the artist. (KM)

This paper describes mentorship programs for adolescents gifted in sciences and the creative arts in Singapore. Both programs operate under the WISE model, standing for Whole person development, Individual interests, Scholarship with support and supervised skills training, and Experiential exposure to expectations and demands in the field. (PB)