Reviews the history of education for the gifted and talented. Defines giftedness as multifaceted including general intellectual ability, specific academic aptitude, creative and productive thinking, leadership ability, visual and performing arts, and psychomotor ability. Suggests that using better methods to identify gifted students points to a…

Leadership development to meet the need for excellence in teachers and youth is explored. Two examples are given: an award-winning teacher education program for bringing high ability students into teacher education, and a residential summer program designed to identify and develop leadership giftedness in middle school and high school youth.…

To serve all gifted students, we must broaden identification methods, develop more and varied types of programs, and provide comprehensive teacher training. (Author/TE)

Reviews five books on talk in the classroom; teaching with humor and play; how children talk, write, dance, draw, and sing their understanding of the world; talented teenagers; and life histories of women teachers working for social change. (BAC)

This study of 12 older women who achieved eminence in their respective fields after the age of 50 involved development of a model of talent realization that included the following factors: abilities, personality traits, environmental factors, and the perceived social importance of their talent, merged into a combined belief in self and a desire to…

Gardner discusses an eighth form of intelligence which involves the ability to recognize important distinctions in the natural world. He also expresses ideas about apprenticeships and museums, and current policy on assessment and evaluation. (SW)

The value of certain nonschool experiences is demonstrated in the University of California-Berkeley's summer Academic Talent Development Program (ATDP), which supplements school experiences by inviting adolescents into academic communities. The paper describes ATDP, arguing for a less school-centered vocabulary that will enrich the available…

This interview with a gifted adult, Curt Dempster, the artistic director of the Ensemble Studio Theater, New York City, explores his career development, his suggestions for identifying artistic talent in children, his ideas about intensive training programs for talented children, and his concerns about the role of arts in contemporary culture. (DB)

Reviews how educational reforms and changes in political viewpoints have influenced gifted education in Britain, ways in which the National Curriculum support the educational experiences of all children, and teachers' perceptions of the role of the National Curriculum in both identifying and providing for gifted students. (CR)

Depicts a secondary gifted program in Beijing, China. Students in the program complete the regular eight years of elementary and secondary education (grades five through 12) in four years and then are admitted into universities. Factors contributing to the uniqueness of the program and issues affecting program development are discussed. (Author/CR)

Identifies some of the inherent problems involved in, and presents a differentiated definition of, "developmentally appropriate programming and practices" that specifically targets the special needs of young gifted children. A Multidimensional Curriculum Model is introduced which can be used to design developmentally-based curricula appropriate…

Responds to this issue's initial article that presents 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests putting aside the terms "gifted" and "talented," creating a hierarchical or categorical list of abilities, and downplaying the dichotomous conceptualization of nature and nurture.…

Discussion of trends in gifted education suggests the need for a step backward (the importance of realistic expectations for gifted students), continuity in broad-based approaches to identification and development of enriched curricula for all students, and new directions and challenges including modifying attitudes toward gifted education,…

A case study of four Hong Kong schools investigated the perceptions of gifted students towards the regular classroom environment before and after they attended enrichment courses. The schools examined had not developed explicit policies and most pupils were dissatisfied with regular classroom learning, particularly after attending enrichment…

This article discusses the purpose of gifted program evaluation and identifies some of the pertinent issues involved in evaluating gifted programs. The gifted program delivered by the Peel District Board of Education in Ontario, Canada, is used to illustrate key evaluation considerations, including gifted identification procedures and gifted…