This interview with Annemarie Roeper, the co-founder of the Roeper School and the "Roeper Review," highlights her views on gifted education, the influences on her thinking, her educational background, her beliefs on the development of the self, the creation of the Roeper School, and the development of the Roeper Review. (Contains 4…

The role of psychologist and educator Leta Hollingworth (1886-1939) in studying the development of artistic talent in gifted individuals is examined in context of her research and current research related to general intellectual and special abilities and the appropriate education of students talented in the visual arts. (DB)

In a few select high schools in the U.S., supercomputers are allowing talented students to attempt sophisticated research projects using simultaneous simulations of nature, culture, and technology not achievable by ordinary microcomputers. Schools can get their students online by entering contests and seeking grants and partnerships with…

Interviews with 19 adolescents attending the Indiana University Summer Arts Institute examined their perceptions concerning their early art talent, adult and peer encouragement, positions in their families, future expectations, interest in creating art, living environments, familiarity with artists, schooling, and art abilities. Gender…

This interview with Maxine Greene, educational philosopher, offers perspectives on gender issues and factors that contribute to or obstruct the development of remarkable women, as well as issues in creativity, talent development, and feminism. (Author/DB)

This interview with Oleg Davydenko, a geneticist in Belarus who also runs a club for adolescents interested in genetics, addresses his work, the origins of the club, self-selection by students, characteristics of the best student members, the club's financial support, his own development as a youth, and the role of contests like the Olympiads. (DB)

This panel interview from the Indiana University Summer Arts Institute focuses on motivational techniques for use with talented visual arts students. A debate arises concerning freedom and structure in the learning experience. Physical spaces for study and the education of music and art students together are discussed. (PB)

Traditionally, gifted programs have focused only on students deemed academically gifted, excluding those with vocational/technical, artistic, or personal/social talents. Article suggests it is immoral to identify 5% of the student population as "gifted" and the rest as "ungifted." Since all students have relative talent…

Shows applications of the Talent Identification and Development in Education (TIDE) model in two suburban Midwestern school districts. In both large and small districts, TIDE changes the way school communities view gifted and talented education. A broader understanding emerges that recognizes nurturing of strengths, interests, and talents in every…

Illustrates how Harry Passow's views on curriculum and talent development are similar to those of Howard Gardner and how both theorists' views were used to develop a student-centered curriculum planning model. Describes how the model creates a stimulating learning environment to nurture students' talents. (Author/CR)

To test Howard Gardner's depiction of a stark contrast between Western and Eastern views and approaches to creative development, a study examined the attitudes of Singapore teachers steeped in Chinese culture (n=58) with those in the Western tradition (n=49). More of the Eastern group favored nonintervention, contrary to Gardner's proposition. (CR)

Discusses the underrepresentation of culturally different students in gifted programs in South Florida and a pilot project that identifies and teaches primary-age children who appear to have above-average ability, but who are often hindered from achieving their true potential by economic circumstances or cultural differences. (CR)

Discussion of Advanced Placement (AP) programs as a talent development option for gifted high school students focuses on their rationale as an example of differentiated curriculum, benefits of advanced placement for these students, important issues in talent development such as quality instruction and models/mentors, special problems of AP…

This article discusses the need for teachers and parents to work together to help gifted students. It lists 10 principles for the identification and recognition of giftedness that parents and teachers should adhere to, including learning as much as possible about characteristics and needs of gifted children. (Contains references.) (CR)

Too often, gifted programs offer standard, all-purpose enrichment without regard to special talents. Talents are not usually fully developed in youngsters. Teachers can help develop children's talent by becoming talent scouts, structuring appropriate learning activities, praising talented behavior, helping kids set learning goals, locating helpful…