The article discusses the training of teachers for gifted children with an emphasis on the need for developing a better process for identifying and educating gifted Black children in South Africa. The curriculum for a comprehensive and holistic four-year teacher training program is suggested and social, economic, and political influences…

Use of the Raven Matrices and chronometric devices may prove useful in increasing the disproportionately low number of minority students thus far identified and placed in programs for gifted students. Also recommended are more planning flexibility, increased research funding, better information dissemination, and improved teacher training.…

Twenty-three pairs of twins were studied to determine factors influencing special program inclusion, impact of inclusion, and nature of academic programs when only one twin was included. Twins included in special programs were generally characterized by the traditional academic view of high-achievers, while nonselected twins preferred more…

Compared gifted (n=97), talented (n=53), and nongifted (n=90) intermediate school children in terms of divergent thinking fluency, flexibility, and originality scores elicited by standard and explicit instructions. Results indicated that the scores of all groups were significantly different in the two instructional conditions. (Author/ABB)

Research on parents' roles with gifted students is reviewed in terms of family characteristics, parental attitudes and values, family problems with gifted children, achievement and underachievement, identification, enrichment suggestions for parents, and the parent-school relationship. Among findings cited are a lack of experimental research and…

In this monograph, I discuss the current and historic under-representation of economically disadvantaged students, students of color, students from ethnic minorities, and students with limited English proficiency in programs for gifted students. I examine the likely causes of the under-representation of these students, drawing on research and…

This digest briefly discusses the identification of students who are gifted, difficulties in the identification process, appropriate identification practices, and procedures that can help with identification. First, it stresses that identification must be the means to securing appropriate services for the student, not an end in itself. The paper…

Discussed talent search programs and their objectives, such as finding disadvantaged students who, with developmental assistance and financial support, could profit from additional education and training, and then counsel these students and help them find academic admission and occupational placement. (Author/RK)

Educators, by making aspects of school other than academic achievement desirable, can motivate children to achieve in diverse areas. We need not, and we must not, limit the feeling of school success to the top two-percenters in academic accomplishment. (Author)

Procedures for selecting artistically gifted students include nominations, portfolio reviews, creativity tests, biographical inventories, and class observation. Because objective assessments are hard to make, schools should use a variety of identification procedures to discover the truly talented. Examples of checklist forms are given. (CS)

Suggests improper application of standardized IQ tests may misidentify or underrefer thousands of intellectually gifted students each year. Presents 10 hazards that can bias IQ scores of gifted children and cautions psychological examiners and consumers of IQ test information to be aware of these hazards. (Author/AH)

Explores current thinking on ways to improve the identification and education of intellectually talented youth. Discusses the problems of meeting the needs of individuals with many different abilities and describes a model program at Johns Hopkins University for mathematically precocious youth. (GC)

Four articles consider brain hemisphere functioning of gifted students as it relates to gifted programs; alternation of education methodologies; spatial ability as an element of intellectual gifted functioning; and the interaction between hemisphere specialization, imagery, creative imagination, and sex differentiation. (SB)

The article addresses programing approaches for secondary gifted students used throughout the country. Goals, identification, and programing options are discussed, including types of acceleration, enrichment, special classes, on campus offerings outside the school day, off-campus options, and special schools. (CL)

This review on education for the artistically gifted considers trends in student identification, curriculum, and program evaluation over the period 1924-1980. (SJL)