A brief history of and arguments for educational programs for gifted students. (RA)

If zeal and intelligence are common to all forms of giftedness, why is there a problem--a trap--for students who exhibit these traits in an instrumental music program? (RM)

Seventeen 10 year old academically talented students were compared to 15 10-year-old and 20 12-year-old average students in responses to videotaped vignettes depicting interpersonal interactions. Results supported the notion that interpersonal sensitivity is developmental in nature, but not suggestions of the superior interpersonal sensitivity of…

An intelligence test and several oral reading tasks were administered to 87 post-kindergarten children (mean age of six years, four months) with high achievement ratings to describe the cognitive correlates of precocious reading achievement. The structure of individual differences in reading subskill patterns compatible with precocity were also…

Outlines the development of the construct of giftedness, asserting that giftedness is not a fact of nature or something discovered by educators and psychologists but rather a recently invented, socially constructed concept. Reviews the evolution of this construction and discusses practical implications of its application in education, speculating…

Refutes the myths surrounding gifted students that may still influence how they are educated. Suggests ways to improve the classroom learning experience for these students. (Contains 12 references.) (PKP)

Radical acceleration is a successful, yet rarely utilized educational practice that assists educators in meeting the cognitive and affective needs of highly gifted students. Individual case studies and cohort studies of students who have radically accelerated are reviewed regarding combinations of procedures that result in successful acceleration,…

We document a typology of perfectionism in a sample of academically talented adolescents and directly examine its relationship to indices of psychiatric symptomatology, adjustment, self-esteem, and coping. Adolescents enrolled in a state-funded residential academy for academically gifted high school students (N = 141) responded to the…

Kanevsky (1995b) proposed a model of learning potential based on Vygotsky?s notions of "good learning" and the zone of proximal development. This study investigated the contributions of general knowledge, information processing efficiency, and metacognition to differences in the learning potential of 5 gifted nongifted students.…

Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies…

This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the…

This study assessed the profiles of eight intelligences of 133 gifted students from five perspectives based on their self-ratings and ratings by their mothers, fathers, teachers, and peers. Across different perspectives, logical-mathematical intelligence received the highest ratings whereas bodily-kinesthetic and naturalist intelligences received…