This qualitative case study looks at a former art student from a working-class suburban family who had been identified as gifted and talented in the visual arts at a very young age. This case study follows the Hurwitz and Day (1991) descriptive criteria for identifying gifted children and the characteristics for their artwork by gathering data…

This article presents an interview with Barry Shauck, currently head of art education and professor at Boston University and the incoming president of the National Art Education Association. In this interview, Shauck discusses the identification process, curriculum, instruction, and programs designed for the gifted. Shauck also relates how he…

This article reports on outcomes from a study funded by the National College for School Leadership (NCSL) designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. Focus groups and a questionnaire were used to secure perceptions of heads, middle…

Two major issues in gifted education are addressed: (1) egalitarianism vs. excellence, and (2) the determination of talent fields, standards, and criteria in defining and assessing giftedness. Assessment considerations involved include single or multiple standards and the concept of predicted potential or actual achievement. (CL)

Since its inception in 1971, the Study of Mathematically Precocious Youth has expanded from a local program serving 19 mostly seventh graders to a national program with an enrollment of 1,600. This article discusses trends experienced during the 13-year period and their implications for the program's future. (Author/CL)

The paper describes four ways of conceptualizing gifted-disadvantaged students' and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students. (Author/CL)

The author briefly examines theories of creativity, describes problems in its identification, and cites implications for gifted education of creativity training research done over the last 20 years. (CL)

The triarchic theory of intellectual giftedness asserts that intelligence must be understood in terms of three aspects: the internal world of the individual, the external world of the individual, and the interface between these two as it unfolds through experience. The theory is explained through the profiles of three graduate students. (Author/CL)

The article discusses the many positive aspects of using intelligence tests in gifted assessment, including the ability to accurately predict academic and everyday success, the outstanding psychometric properties of intelligence tests, and the utility of intelligence tests in identifying giftedness in handicapped children, underachievers, and…

The author reviews principles underlying his Revolving Door Identification Model (RDIM) and its use in conjunction with the Enrichment Triad model. Two levels of identification in RDIM are considered and research briefly summarized. (CL)

Aptitude test performance of 300 sixth graders compared with measures of intelligence, creativity, and task commitment (J. Renzulli's definition of giftedness) showed that strict application of Renzulli's definition resulted in identification of a small number of students. Totally different children were identified by verbal as opposed to figural…

The authors reply to a response by J. Renzulli et al on an earlier article criticizing strict application of Renzulli's Revolving Door Identification Model (RDIM) for gifted students. They suggest that Renzulli et al missed the major points of their argument and ask for more rigorous investigation into the RDIM. (CL)

Four creativity self-identification measures are reviewed: GIFT (Group Inventory for Finding Creative Talent); GIFFI1 and GIFFI2 (Group Inventory for Finding Interests); and PRIDE (Preschool Interest Descriptor). The characteristics approach as measured by self-report and parent-report inventories is seen as effective and efficient. (CL)

A major problem hindering quality services for gifted preschoolers is a selective identification process that may overlook the child's gifts and talents. Enriching the preschool environment to promote creativity, problem solving, affective development, and mastery is an alternative that would serve all children. (CL)

The authors review findings from research on definition, identification, characteristics, courses, and intervention programs for underachieving gifted students. Among conclusions cited is the need for a more commonly accepted and functional definition and for understanding that underachievement is a pattern typically set in the elementary years.…