Uses current research and theory to frame the peer interactions of "Emily Dickinson," a 16-year-old with oral-language problems and social isolation. Classroom-based assessment revealed an interaction pattern in which Emily used her strong literacy interests and skills to initiate and mediate social interaction with peers, including another gifted…

Examines the development of thematic and observational drawings among third and seventh graders, with some receiving formal instructions whereas others did not. Finds that formal instruction did not significantly affect students' drawing achievement, but does find a trend toward decreasing female achievement with age. Makes observations for art…

Investigates expectations that highly able children will be as emotionally well balanced as other children but will have special problems arising from others' reactions to their exceptionality and from inappropriate education. Finds that "gifted" children have different emotional profiles than others of the same measured ability not…

A survey of 204 parents of gifted students (ages 3-14) found a majority reported their child showed high potential in more than two talent domains. Twenty-seven percent of parents reported that their child's school offers services for special talents and 60 percent reported their child participates regularly in sports activities. (Contains five…

This response to an article regarding the tension between talent development and personal growth in gifted education argues that dissociation of these two aspects is conditional, not a constant state of affairs. Contingencies and processes responsible for the dissociation are identified and ways to integrated these two perspectives are discussed.…

This article examines how a state, a district, and a local school in Texas are making steps toward meeting the first recommendation (setting challenging curricular standards) of the 1993 national report "National Excellence: A Case for Developing America's Talent". Specific performance standards for students are listed and standard…

Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)

This article discusses the evolving need for identification of gifted and talented students in Hong Kong, assessment of intelligence, identifying the academically gifted, identifying the creatively gifted, and identification by informal measures. The use of multiple measures for identification used at the Chinese University of Hong Kong is…

Summarizes research dissertations which explore obstacles of gifted women, early entrance of gifted students, teacher identification of students for gifted education, underachieving high school gifted, teaching gifted students, adjustment of gifted children to divorce, leadership abilities in the gifted, and cultural diversity among the gifted.…

When the faculty members for study abroad programs invite student affairs professionals to accompany them abroad, they combine skills and talents to ensure that students' holistic needs are met. The authors were partnered in an Italian Studies summer program in 2001 and 2002,in which the student affairs professional was available to help the…

This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent…

The Chemistry/Physics Program at Evanston Township High School was designed to provide an environment for the rigorous teaching of advanced science and mathematics to accelerated students. This type of student makes up the bulk of students in the Advanced Placement Chemistry and Physics classes. However, there is a small number of students who…

This study investigated the reliability and structural validity of Elementary Reading Attitude Survey ([ERAS]; McKenna and Kear, 1990) scores in 575 academically talented students attending an academic summer program. Results indicated that ERAS Academic and Recreational scores had satisfactory internal consistency coefficients, and that…

Which are the characteristics leading teachers to judge a child as "gifted"? To answer this question 384 German primary school teachers were asked to describe a gifted child in their own words as well as on a 90 item rating scale. A total of 192 teachers, who declared they had never instructed a gifted child, described a fictitious…

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve. Providing meaningful professional development to develop or enhance these…