A model is presented that views gifted individuals as being process oriented, creative individuals as product oriented, and talented individuals as performance oriented. Approaches to acting that differ based on elements of giftedness, creativity, talent, and combinations thereof are explored. (JDD)

Criticizes Morelock's (1996) attempt at differentiating giftedness from talent, in part because it chooses precocious development instead of outstanding human abilities as the essence of giftedness and endorses the "talent for all" ideology. Gagne's Differentiated Model of Giftedness and Talent is presented as a more logical approach. (Author/CR)

This response to a critique by Francoys Gagne defends the Columbus Group definition of differentiating giftedness and talent. Concepts addressed include qualitative versus quantitative differences, generalizability of the gifted definition, intensity, precocious development, vulnerability of the moderately gifted, moral superiority, and gifted…

This rejoinder to Morelock's response to criticism of the Columbus Group definition of giftedness and talent addresses continuing concerns and defends the Differentiated Model of Giftedness and Talent. Giftedness is described as encompassing natural abilities and is distinct from the "talent potential" definition that is offered by Morelock. (CR)

Young, Wright, and Laster (2005) stated that since the "Brown v. Board of Topeka, Kansas" decision, gaps in educational achievement have been a recognized problem across the United States. Particularly, differences in achievement levels for elementary and secondary African American students have remained. Daniels (1998) stated that…

The focus of this issue of "Systems Newsletter" is serving highly/exceptionally/profoundly gifted learners, those students who score 3+ standard deviations above the mean on the Stanford Binet 5th edition. In an interview with Dr. Silverman, she clearly outlines steps schools should take to ensure services for these students. She also…

While conceptualizations of giftedness have been broadened to include many forms of giftedness, a reconceptualization of gifted programs has not followed. The paper argues that the Reggio Emilia approach to early childhood education, combining important features of the fields of early childhood education and gifted education, is a good fit for…

This article reports on two of the first studies of post-Soviet reforms of gifted education in Lithuania. After a professional development (PD) programme was provided Lithuanian teachers to help them develop a list of characteristics of gifted children, define giftedness, and design a procedure for gifted identification, two qualitative studies…

Since its inception in the 1920s, the field of gifted education has remained in a constant ebb and flow. Public understanding and support, as well as, federal aid has mirrored this pattern, waxing and waning in response to national interests and concern from private institutions and foundations. Discourse between excellence and equity also has…

Questionnaires were given to students prior to testing for giftedness to assess how the gifted identification process changes attitudes toward gifted programs and parent-child relationships. After those identified as gifted had been participating in a pullout gifted program for one semester, another questionnaire was administered to all original…

To determine whether having a program is sufficient one must first define what is meant by "program." If by program one refers to the pullout program in the elementary school, or the afterschool enrichment program in the middle school, or the Advanced Placement program in the high school, or the hockey program, then certainly having a "program" is…

Reviewed are the highlights of the past 20 years in the author's search for understanding what might be done about the creativity of gifted minority/disadvantaged children. (BD)

Describes the MUSICLINK program that provides music opportunities to talented at-risk students through collaborative connections between the school and community. Addresses the issue of musical talent identification and focuses on the two programs within MUSICLINK: LessonLink and StudyLink. Recommends policies for nurturing and developing student…

This qualitative study focuses on the intrinsic value of musical understanding and how it is influenced by socio-cultural and educational factors shaping the development of a gifted adolescent. Using Gross's (1993) model of case studies of exceptionally gifted children, the student was identified for her innate abilities, and studied using the…

In October 2010, the Council of the Great City Schools released a major report on the academic status of African American males, "A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools." The report was the first phase of the Council's efforts to recommit the energies of the nation's urban…