Eighty-four teachers were asked to rate characteristics on a checklist as describing gifted, average, or below average students. Characteristics ascribed to below average students corresponded with patterns of gifted underachievers. Findings suggested the need to improve teacher recognition of student who underachieve. (CL)

One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. The purpose of this study was…

A COMPREHENSIVE STUDY WAS MADE OF CURRENT GUIDANCE PROCESSES IN VOCATIONAL EDUCATION AND OF THE INTERRELATION OF PRACTICES, NEEDS, AND IMPROVEMENTS. EXPLORATION INTO THE VARIOUS PROBLEMS AND ASPECTS OF VOCATIONAL SCHOOLS, THEIR GUIDANCE TECHNIQUES, STUDENT PREPARATION, STUDENT SELECTION, AND CURRICULUM WERE STUDIED IN RELATION TO DIFFERENT DEGREES…

Issues in the identification of high potential students in third world countries with emphasis on work in Kwa Zulu/Natal (South Africa) are discussed. The "test-teach-reteach" paradigm is suggested to assess degree of modifiability under optimal instructional conditions. (DB)

The paper describes research on effectiveness of teacher-based identification of third form secondary pupils in four subjects (Mathematics, Physics, English, and French). Subject specific identification was found to be more effective than previous research (identification of children with high general ability) has found. (Author/CL)

The author replies to criticism of his Revolving Door Identification Model by citing his critics' methodological problems and their misunderstanding of his definition of giftedness. (CL)

Historical analysis of the psychological traits and childhood environments of 55 leading poets, novelists, and dramatists indicated that outstanding traits and conditions of childhood can be identified and serve as portents of future accomplishments. (CL)

Misunderstandings about the hard-core unemployed are undermining the effectiveness of many hard-core programs; yet, hard-core unemployed offer a better group of prospective employees than the usual applicant for entry jobs. (SE)

Some identification and programing approaches for gifted students are said to shortchange all students and perpetuate a myth of exclusivity. The real issue, the author contends, is not whether the label "gifted" is affixed, but whether all children's needs are met through the regular curriculum or through adaptations. (CL)

The author points out the limited usefulness of standardized tests in identifying gifted students. Research is cited to dispute common assumptions underlying many tests, including that speed is important, that intelligence is last year's achievement, and that testing must be conducted in an anxiety producing situation. (CL)

When 163 children identified as gifted by teachers were assessed on the Wechsler Intelligence Test for Children, it was found that teachers underrate and overrate the performance of children generally on the basis of academic attainment. More children were found as gifted in primary than secondary school. (CL)

The article relates the concept of giftedness and ways of identifying giftedness to Jean Piaget's theories of intelligence. Four implications are indicated, including that distinctions between gifted and nongifted children can be made at the end of the concrete operational level (about 8-10 years old). (CL)

A rationale for the multidimensional approach to giftedness is presented, and creativity in the multidimensional model is examined. Several conclusions about the assessment of creative talent are made, along with thirteen specific recommendations. Some continuing problems in the area are discussed, along with needed research. (DLS)

Reviews the current state-of-the-art of research on the gifted. (MLF)