In a graduate in-service course on creativity in teaching, an exercise in finishing a story was used to see if teachers scored better on three of Guilford's creativity traits (expressional fluency, elaboration, and originality) when working alone or in groups and when provided or not provided with clues. (SJL)

Values and beliefs that govern educational practices are discussed, as is an alternative value perspective more consistent with the spirit of reform suggested by national reports. Reputational and resource views of excellence are described. Curriculum, teaching, grading, testing, and faculty personnel policies are discussed. (MLW)

With student outcomes assessment, institutions can refocus priorities so that educational quality is based on what and how much students learn. Value-added/talent development and outcomes measures, and models of student outcomes assessment (program improvement, gatekeeping functions, and budget decisions and accountability) are discussed. (MLW)

Examines the life and works of Cynthia Rylant, an author of children's books. Rylant tells about her personal life, discusses her writing habits, how she chooses illustrators for her books, and her relationship with her editor. (NKA)

Discusses the rationale and validity for talent searches, with special emphasis on the Duke University Talent Identification Program (TIP). Describes the Precollege and Summer Educational Programs and notes typical results. Discusses the by-mail program and the efforts by TIP to serve as a resource to schools as they develop their own programs.…

In an interview, Benjamin Bloom outlines his reasons for studying the development of immensely talented people. He feels his study can help educators understand how all students can be more successful. (MD)

Higher education's principal reason for being is seen as that of developing student talents. This premise suggests that a high-quality institution is one that maximizes the intellectual and personal development of its students. Student involvement is seen as the cornerstone of academic excellence. (MLW)

Describes experimental college-level mathematics programs in the Soviet Union and in the United States for secondary level students selected as having a special interest and talent in the mathematical sciences. The United States program was developed by the Central Midwestern Regional Educational Laboratory (CEMREL). (MF)

This article discusses current research concerning issues in adolescent female talent development: grades in school, females' beliefs about ability, the effects of stereotyping, test score differences, career choice, and parental influences. (Author/CR)

Discusses the role of creative arts in developing talent among gifted students. Talent development strategies using the arts are identified. Also describes ways that teachers can support collaboration among the arts and that parents can advocate and foster arts programs. (CR)

This article discusses theories on children's giftedness, including opposing movements in the gifted field--the Talent Development Movement and the Columbus Group Movement--which exemplify the "gifted achiever" and "gifted child" strands of research, theory, and practice. Vygotskian theory is suggested as a conceptual framework that can…

This article describes the knowledge and skills that comprise personal talent and distinguish it from personal competence and several related psychological constructs, such as social intelligence, motivation, and wisdom. Finally, the usefulness of the theory of personal talent for research in high ability studies is discussed. (Contains…

This article presents four strategies for identifying young gifted children: recognize the limits of testing; network with parents; consider new ways of thinking about and observing giftedness, including incorporating different learning styles in teaching; and use portfolios to collect actual samples of children's work. Advantages of portfolio…

This article discusses the effects on gifted education of standards-based education, inclusive education, statewide assessment, including underrepresented students in gifted programs, and reaching different levels of giftedness in a classroom. It argues that educators of the gifted have become distracted and off-task in meeting the needs of gifted…

A survey of 50 teachers of gifted programs (grades K-9) found they had familiarity with at least one or more theory-based models for gifted identification or education. When asked if they follow a specific model, 26 of the teachers stated they did not. Ranking of program goals varied by grades. (Contains references.) (CR)