The requirements of an enriched curriculum are examined. Emphasis is on experiential and inquiry learning and acquisition of skills which encourage independence and efficiency in learning. The need for teacher questioning that allows for differentiated responses at a variety of levels is stressed. (CL)

Each of 434 German and 446 American high school teachers nominated one student as highly gifted, estimated what percent of their students were highly gifted, and rated their nominees on 84 characteristics. The percentage of students estimated to be highly gifted was higher for Americans. (Author/CL)

The article examines reasons why some teachers and parents may feel threatened by gifted children and why some exceptional pupils deliberately under-achieve. Discussion of the meaning of Creativity in terms of defensive, productive, adaptive, elaborative and developmental thinkers is followed by suggestions drawn from followup studies of…

Two articles discuss gifted education in China. The first describes the Shanghai Children's Palace, a facility offering instruction and activities in a variety of topic areas for gifted and talented students. The second provides an overview of the country's commitment to gifted education. (CL)

Three articles examine gifted education in South Africa. An overview is provided by K. Neethling. C. Taylor describes an academic vacation school for gifted children in "The University and the Gifted Child: A Generic Link?" J. Omond concludes with a discussion of "Extracurricular Centres for the Gifted in South Africa." (CL)

The author describes the rationale and implementation of the Peninsula Enrichment Programme for Gifted and Talented Children (PEP) in Australia. PEP is a family-based, community run organization designed to present out-of-school enrichment/extension activities for gifted children. (CL)

The article recounts the development of a special school for gifted students in Puebla, Mexico. (CL)

A Saturday visual arts enrichment program employs a differentiated staffing pattern using a master teacher as mentor for both high school students and teacher trainees. (CL)

The 1982 National Report on Identification, Assessment and Recommendations for Comprehensive Identification of Gifted and Talented Youth focused on six topic areas: (1) appropriate definitions; (2) principles of identification; (3) effectiveness of current identification; (4) screening out of gifted students; (5) use of a multiplicity of methods;…

The article, while focusing on mathematics and problem-solving characteristics, reexamines the definition of "mathematically gifted," and discusses current practices and some areas of concern related to the identification of the mathematically gifted. It also calls for an identification procedure which includes information about qualities of the…

The myth that genius never shows up in individuals past early adult life results in the dismissal of all who are not geniuses and the view that their activity contributes nothing. If genius needs goading, it needs also patience, tenderness and reassurance in the educational system. (MT)

Questionnaires completed by 46 states provided information on the status of gifted/talented education nationally. Among results were that the amount of money allotted from state budgets increased 43 percent from 1980/81 to 1982/83 and that there was a general decrease in the influence of tax limitation measures affecting gifted/talented education.…

The Ohio state consultant for gifted education review the efforts leading to current stable funding for gifted education. He emphasizes the need for careful planning, converting plans into action, presenting funding demands in a coordinated and timely way, converting the funds into positive experiences for students, and evaluating the efforts. (CL)

Guidelines for use in formative evaluation of gifted and talented programs focus on objectives, obstacles (such as using standardized tests to evaluate gifted programs), and models. Steps are listed for initiating, carrying out, and completing formative evaluation. (CL)

Assessment of conceptual level of 130 secondary students identified as gifted and 131 students from schools without gifted programs revealed significantly higher scores for gifted students. Findings suggested that such a measure of cognitive complexity may enhance identification of gifted students. (CL)