The involvement of 1,000 parents of gifted and talented children in the educational system was studied in New York and Cleveland. A questionnaire determined their involvement in 27 selected service, financial, and parent education practices. Contrary to some expectations, these parents were not very involved in school activities. (SLD)

Study of relationships among divergent thinking, metamemory, achievement, and Intelligence Quotient (IQ) in gifted fifth- and sixth-graders (N=98) found that metamemory was related to both divergent thinking and achievement, suggesting that metamemory is independent from, yet essential for, convergent and divergent thinking which may underlie…

A reworked 1978 article presents a model for designing, implementing, and evaluating programs for gifted students that asks (1) why such programs are needed, (2) what identification/selection criteria should be used; (3) how enrichment or acceleration should be balanced; and (4) and what evidence there is of program success. (VW)

Identification procedures and educational services for the county of Surrey (England) are described. Identification procedures consider students in the top one percent of ability who are then monitored by a senior staff member in each school who coordinates a suitable individualized learning program for each child. (Author/DB)

This article describes four years of experience the Pittsburgh High School of the Creative and Performing Arts has had with a dance program. Problems and virtues of the program are highlighted, and suggestions for improvement are offered. (MT)

The Test for Creative Thinking-Drawing Production, an open-ended drawing test, is an approach to assessing and identifying students' creativity in terms of 11 criteria: completion; additions; new elements; connections with a line; connections with a theme; boundary-breaking, fragment-dependent; boundary-breaking, fragment-independent; perspective;…

Longitudinal data are presented from the Lighthouse Program for gifted students which features cluster grouping and a quota identification systems to ensure proportionate inclusion of minority students. (Author/CL)

Self concepts of 102 gifted fourth grade children assessed prior to gifted class placement were systematically higher than those of 92 subjects assessed after beginning the program. A significant interaction between time of assessment and IQ was found. (CL)

Reveals that only a small number of Illinois high schools submitted successful entries in the talent search and that most of these came from the Chicago area. (FL)

The multiple talent approach to learning features a double curriculum in which talents and knowledge are both stressed. Program efforts and research are cited to suggest the importance of incorporating such an approach into gifted and talented programing. (CL)

Ten guidelines of the program include understanding the make-up of gifted and talented students, retaining good faculty, providing adequate support services, and allowing sufficient time for student growth and exploration. (Author/CL)

The paper describes an experimental on-site program for gifted Canadian Arctic Inuit youngsters, based on J. Renzulli's triad model, focusing primarily on development of problem-solving and decision-making skills, as well as including a creative-artistic component. Problems and issues are addressed, related to program development in remote and…

Recent growth in programs for the gifted in Canada suggests that the deeply entrenched negative attitudes toward the gifted are changing, albeit slowly. Identifying gifted children is still a problem. The United States Office of Education's definitions of giftedness acknowledges a variety of ways of being gifted. (BRR)

Results of questionnaires completed by 88 Ontario school boards revealed that most boards have programs for both gifted and gifted underachieving students and that most used a variety of identification criteria and programing alternatives. A majority specifically identified and programed for gifted underachievers although they tended to treat them…

Argues that despite limitations and abuse, IQ tests should play significant role in programs for gifted students. Substance of the Lippmann Terman debates of the 1920s is examined, followed by acknowledgment of major limitations of IQ tests and discussion of rationales for special programs for the gifted. Argument is made for use of IQ tests in an…