Comments on "Varieties of Intellectual Talent" (Julian C. Stanley), that discusses characteristics of giftedness and ways of identifying gifted students. Topics explored include the five different forms of giftedness, the roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, and potential…

Discusses the outcomes of the Fullerton Study, a continuing longitudinal research project that is investigating the differences between 107 gifted (n=20) and typical preschool children. Results of the study highlight the importance of early identification and programming for gifted children. Characteristics of the gifted children and parental…

Provides vignettes of three Australian gifted elementary students who attended a grade 2/3 class of gifted and talented students and discusses the class's curriculum and activities. The role of the teacher in challenging, motivating, and encouraging the development of each child's individual interests is highlighted. (CR)

Describes the educational reform in Hong Kong (China), specifically providing equal access to educational opportunities and allowing students to develop to their fullest academic potential. Focuses on a model that balances equity and excellence, the TALENT approach, exploring six areas of practice (talent, acceleration, learning styles,…

Suggests that the aesthetic positions James Joyce expresses in his work have an independent intellectual value in understanding gifted childrens' aesthetic development. Discusses and critiques Joyce's theory on the psychology and philosophy of the artist. (KM)

This paper describes mentorship programs for adolescents gifted in sciences and the creative arts in Singapore. Both programs operate under the WISE model, standing for Whole person development, Individual interests, Scholarship with support and supervised skills training, and Experiential exposure to expectations and demands in the field. (PB)

This discussion uses student cases and a review of the literature to advocate for the development of individual student talent as a philosophical basis for accommodating the social and emotional needs of gifted secondary students with learning disabilities. Descriptions of several educational innovations and reform efforts likely to enhance talent…

This article provides a consistent framework through which educators may better identify and serve gifted and talented students by revisiting the dynamics of the Schoolwide Enrichment Model (SEM) in relation to student achievement. Delivery and structural and organizational components of SEM are discussed, along with research supporting the model.…

In this digest identification and development of leadership skills in gifted and talented students are examined. Leadership is analyzed and its scope expanded from qualities of one who leads to a more complex view of how a person exerts influence. Conceptions of task-oriented versus relationship-oriented leaders are considered. Ways in which…

This article cites the work of prominent life cycle theorists and gives brief summaries of the lives of several famous women and their accomplishments. With emphasis on particular attributes common to the creative, gifted, and talented female, a tentative life cycle model is formulated. (JDD)

A popular allegorical defense of special programs for gifted students is updated. The allegory expores issues of differences among students and implications for instruction. (CL)

Analyzes critical research and promotional literature on J. Guilford's Structure-of-Intellect (SOI) model as it relates to the cognitive functioning of gifted students, and evaluates implications for identification and programing of gifted students. It is concluded that the promotional literature promises more than it has delivered and that major…

Performance of 46 gifted and talented students (7-12 years old) on the Woodcock-Johnson Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children-Revised was compared. Concurrent validity between the two full-scale measures was indicated. Scores on the alternative cluster of Broad Reasoning provided more accurate appraisal of…

Mentorships are co-learning partnerships that link adolescents with community members in real-life experiences that can support gifted adolescents' emerging selves through ideal adult role models and social interaction. Mentorship programs have three goals (reality, relationship and responsibility) and five organizational components (screening,…