Traces the evolution of current definitions of the gifted and talented. Examines a model of assessment, and presents steps in the selection of students for a gifted and talented program. (CT)

Describes and traces the history of the Arts Recognition and Talent Search (ARTS) program, which recognizes young people who have exhibited talent in the arts. (Author/JM)

Five articles on the young gifted child focus on identification, the application of child development principles, characteristics, the role of play in a differentiated curriculum, and appropriate books. (DB)

The nature of giftedness and talent is discussed in terms of definitions and characteristics of the gifted/talented population. Research and literature on gifted/talented children is reviewed, including the work of J. Renzulli, L. Terman, and J. Goertzel. (SBH)

The Writer-in-Residence project in Lothian Region schools is described through an interview with Donald Campbell, a poet and playwright who is one of the five writers traveling between schools to identify and assist students with writing talent. (SJL)

Discusses the need for gifted and talented students to develop annual talent growth plans with the assistance of their counselors or program coordinators. Lists potential talent development services (such as mentorships, Odyssey of the Mind, and grade advancement), and describes the components of a sample growth plan used with approximately 600…

Evidence is presented for the reliability and validity of the Talent Identification Instrument, an observation process in music and dance in which multiple judges rate students throughout a multisession audition. Strong agreement among raters and adequate stability estimates were found. Factor analysis and construct validity procedures provided…

Identified characteristics and needs of vocationally talented high school students and assessed how their needs can best be served in vocational education using descriptive data from 31 secondary vocational directors. Found three categories of talent by students in vocational courses: academic, vocational, and academic and vocational talent. (ABL)

The article describes several young Chinese musical prodigies as well as principles of the Shanghai Music Conservatory's middle and primary schools which provide intensive musical training to musically gifted students. (DB)

The article describes a program at a special school for retarded and otherwise handicapped children in Japan which stresses development of artistic talents. The children's work has been the subject of an exhibition in Paris. (Author/DB)

This article reviews the historical development of female participation in sports, then identifies the unique issues associated with women's struggles for athletic acceptance and competitive excellence. Topics discussed include talent recognition and development, sex roles and socialization, physiology and maturation, coaching the female athlete,…

This paper describes an established model leadership talent development program based on a weekend retreat combining experiential and seminar components. The conception and evolution of the program is outlined, and key components contributing to its success are described. Follow-up activities in regular academic settings throughout the year are…

This paper calls for reconsideration of gifted education practices to expand acceptable definitions of "success" and allow students additional avenues to demonstrate their abilities. Suggestions for cultivating emotional talents in students including self-reflection, philosophy and its applications, and global perspectives on current events are…

Parents of academically gifted children expect schools will identify children's talents, play a significant role in talent development, and support excellence and achievement. However, gifted programs either do not exist, are minimal, do not allow for progress, or are insufficient to meet the needs of these children. (SK)

Compares and contrasts the early years of the great polymath Henri Poincare (1854-1912) and the icon of 20th-century science, Albert Einstein (1879-1955). Similarities and dissimilarities are discussed in how both men related to their educational systems, and lessons are drawn for identification and support of gifted children. (CR)