Thirteen states' certification requirements for teachers of the gifted are described and two models advocated by the National Association for Gifted Children and The Association for the Gifted (for certification of teachers of the gifted and teachers of the fine and performing arts) are described (CL)

The author replies to criticism of his Revolving Door Identification Model by citing his critics' methodological problems and their misunderstanding of his definition of giftedness. (CL)

Suggestions are made for using the brainstorming approach in improvisational music with students. Examples of approaches used with primary students as well as with beginning instrumentalists are cited. (CL)

A program to develop the potential of poverty-ridden Negroes in the Mississippi Delta is enjoying a great deal of success. (CK)

Misunderstandings about the hard-core unemployed are undermining the effectiveness of many hard-core programs; yet, hard-core unemployed offer a better group of prospective employees than the usual applicant for entry jobs. (SE)

Over 600 talented elementary students in Massachusetts participated in a challenge program in which students were to devise a game format integrating math concepts into the theme "Futures: Fact or Fantasy." The challenge model can be used in other subjects to provide differentiated learning experiences for talented students. (CL)

The author refutes the myth that gifted students comprise a single, homogeneous group. She cites the wide variety of characteristics and notes the influence of environment upon the individual, all of which supports the need for multicomponent programs. (CL)

Some identification and programing approaches for gifted students are said to shortchange all students and perpetuate a myth of exclusivity. The real issue, the author contends, is not whether the label "gifted" is affixed, but whether all children's needs are met through the regular curriculum or through adaptations. (CL)

Planning is of prime importance in providing programs for gifted and talented students. Districts should emphasize an awareness campaign on the premises and needs of gifted education. An individual should then be appointed and trained as the district specialist in gifted and talented education. (CL)

The author points out the limited usefulness of standardized tests in identifying gifted students. Research is cited to dispute common assumptions underlying many tests, including that speed is important, that intelligence is last year's achievement, and that testing must be conducted in an anxiety producing situation. (CL)

When 163 children identified as gifted by teachers were assessed on the Wechsler Intelligence Test for Children, it was found that teachers underrate and overrate the performance of children generally on the basis of academic attainment. More children were found as gifted in primary than secondary school. (CL)

The article relates the concept of giftedness and ways of identifying giftedness to Jean Piaget's theories of intelligence. Four implications are indicated, including that distinctions between gifted and nongifted children can be made at the end of the concrete operational level (about 8-10 years old). (CL)