A survey of 98 educators of the gifted in South Dakota indicated that respondents viewed gifted females as self-confident, having nontraditional career plans, experiencing deeper satisfaction from their talents, having a greater interest in science and math, worrying about success and failure equally, and being more global in their problem solving…

Thirty-three gifted fourth graders received writing strategy instruction and were given a goal of learning to use the strategy of writing paragraphs. The children who received feedback on their progress achieved better writing outcomes and transfer than children who did not. These children judged their self-efficacy for writing improvement higher…

This article summarizes research findings on ability grouping in relation to gifted students. Grouping variations (e.g., tracking, flexible grouping, multiage grouping, and magnet schools or teams) are distinguished. The article also considers assessment of gifted students with achievement tests, leveling effects of heterogeneous groups,…

This paper describes an accelerative instructional program in algebra provided to a sixth-grade boy, highly able in mathematics, by parental home tutoring. The boy's high intrinsic motivation and teaching sensitive to his needs and abilities led to successful achievement. (DB)

Described is a two-week summer residential program designed for students who have been identified through one of several middle school talent searches. Discussed are the assumptions and goals, course content and pedagogy, evaluation, and materials of the program. (CW)

An inquiry-based high school science class was developed to create a learning environment that would facilitate the development of scientific talent in students in a comprehensive high school. The class was designed to motivate students to pursue a sophisticated, substantial, independent scientific investigation over 2-3 years. (JDD)

Through interviews and essays, nearly 200 high-school-senior scholarship finalists described changes they would make in their schools if given the chance. Students expressed a need for more voice and more choice in the areas of academic quality, power/control/trust mechanisms, equity issues, and in building a sense of community. (MKA)

Explains that although society views gifted students as not in need of special assistance, these students do experience difficulties, many of them become droputs, and require extra help. Offers 10 broad proposals, such as placing more emphasis on talent development, for reaching out to at-risk talented students. (MKA)

This study investigated the relationship between advanced-grade placement and the self-concept of 600 gifted adolescents. No differences were found in any facet of self-concept between grade-advanced and non-advanced students nor in interactions of advanced status and gender and/or grade level. Caucasian students were significantly more likely to…

The mother recounts her son's educational career with testing results which identified him as both a gifted and learning disabled. His difficulties in school and eventual successful completion of college and employment are recounted. The need for schools to meet the needs of unconventional learners is stressed. (DB)

A teacher of an advanced placement English class of over-stressed, over-busy, and rebellious gifted seniors describes how she used Kafka's "Metamorphosis" to help them adjust to this transitional period in their lives while keeping all reading and assignments within the class period. (DB)

Examines the effect of talent searches that use the Johns Hopkins model for highly gifted secondary students on the policies and practices of colleges and universities. Discusses implications for enhancing students' readiness for college and colleges' responses in the areas of admissions and financial aid, credits and placement, accelerated…

Addresses issues that have perpetuated the underrepresentation of African Americans in gifted and talented programs, which include: inadequate definitions, standardized testing, nomination procedures, learning style preferences, family and peer influences, screening and identification, and gifted underachievers. Concludes by discussing alternative…

Low income, urban African American students (N=22) identified as academically promising were asked about their perceptions of the transition to ninth grade. Results highlight the salience of mothers, the challenges of the ninth grade curriculum, and adjustment to a bigger, more complex school environment. (Author/MKA)

Inclusionary practices may appease critics, but have actually caused a decline in rigorous academic options for high achievers. Mainstreamed gifted kids have fewer chances to challenge one another. Full inclusion for all special-needs students is tomorrow's bad practice. Programs featuring flexibility, acceleration, and variety are promising…