A COMPREHENSIVE STUDY WAS MADE OF CURRENT GUIDANCE PROCESSES IN VOCATIONAL EDUCATION AND OF THE INTERRELATION OF PRACTICES, NEEDS, AND IMPROVEMENTS. EXPLORATION INTO THE VARIOUS PROBLEMS AND ASPECTS OF VOCATIONAL SCHOOLS, THEIR GUIDANCE TECHNIQUES, STUDENT PREPARATION, STUDENT SELECTION, AND CURRICULUM WERE STUDIED IN RELATION TO DIFFERENT DEGREES…

Focusing on the Young Pioneer Palace system in Moscow, this brief article reviews the Soviet Union's educational approach to gifted and talented children. Noted is the elaborate network of after-school programs with such activities at the Young Pioneer Palace as technical circles, naturalists' circles, song and dance ensembles, and a sports…

The program of the Alabama School of Fine Arts, in its 15th year of serving artistically talented secondary-level students, is briefly described. The state-supported residential school offers a six-year program in five fine arts disciplines. (DB)

Commonly held assumptions about musical giftedness in children are disputed. Several issues are examined, including how musical giftedness is defined, the availability of community resources, parental encouragement versus pressure, and potential emotional and behavioral problems. Some suggestions useful for the parents of musically gifted children…

The article reviews six conceptions of genius and offers a seventh. Three types of genius (analytic, synthetic, and integrated) are defined. Common to all three is the sustained ability to use analysis and synthesis (i.e., to be both linear and creative in approaching complex problems). (Author/DB)

Issues in the identification of high potential students in third world countries with emphasis on work in Kwa Zulu/Natal (South Africa) are discussed. The "test-teach-reteach" paradigm is suggested to assess degree of modifiability under optimal instructional conditions. (DB)

Ten lesson plans are described to encourage creative work and thought in talented art students. Lessons include emphases on brainstorming, fluency, value clarification, logic elaboration, and role playing. (CL)

Gifted students (N=115) in grades 6-12 participated in the Symposium for the Arts, a model program allowing hands-on experiences with professional artists. Significant positive attitude changes toward the arts were revealed, and student evaluations of the symposium were overwhelmingly positive. (CL)

An interview with H. Gardner, a research scientist in neuropsychology, examines his work on the emergence of symbols in children and the implications of early talent development for gifted and creative children. He discusses his research on the multiple talents comprising his conception of intelligence. (CL)

The author discusses his work with gifted/talented children from poor environments and culturally different backgrounds. He describes a program in which students created mini-genealogies and studied their local areas in an attempt to improve students' self-image. (CL)

The paper describes research on effectiveness of teacher-based identification of third form secondary pupils in four subjects (Mathematics, Physics, English, and French). Subject specific identification was found to be more effective than previous research (identification of children with high general ability) has found. (Author/CL)

The article suggests ways for classroom, resource room, or music teachers to deal with the musical needs of gifted or musically talented students. A six-step planning model for teaching strategies is examined. Project descriptions are also included along with a reference list of resource materials. (Author/CL)

The concepts of relevance, usefulness, and importance in evaluation of gifted programs are examined, and guidelines are offered for formulating evaluation questions. (CL)

The article presents guidelines to aid teachers in evaluating students' products during selection of gifted, talented, and creative children to receive school enrichment experiences. Among criteria described are three categories relating to novelty, appropriateness, and elaboration and synthesis. (MC)

An oceanography unit for gifted and talented fifth and sixth graders culminated in a trip to a marine institute that featured snorkeling, hiking, and visiting scientific labs. (CL)