Among research issues cited are the ability of schools to help gifted children maximize their potential, the match between curriculum and students' learning ability, efficacy of program design, and validity of identification procedures. A brief summary of research findings considers such topics as early identification, differentiated curriculum,…

A procedure for identifying gifted students relies on multiple criteria in three cluster areas: intelligence, task commitment or intrinsic motivation, and creativity. The editor questions J. Renzulli's conclusions (upon which the identification system is based) and Renzulli answers the criticism. (CL)

Six issues in the evaluation of gifted programs are considered: the purpose of evaluation, difficulties in defining student objectives in behavioral terms, potentially unrealistic and inappropriate expectations for the program, lack of valid measurement instruments, and lack of appropriate evaluation designs. (CL)

Fifty-five gifted fifth and sixth graders in segregated or integrated classes completed the Piers-Harris Self Concept Test and a measure of peer relationship. Comparison with scores of 55 gifted children who had not been identified or placed revealed no significant differences among social distance or self-concept scores. (CL)

The article defines the highly talented; describes their special academic, social, and personal needs; gives reasons why children talented in a specific areas are often overlooked; and offers suggestions for parents, teachers, and counselors. (CL)

Reviews literature arguing for the moral education of gifted students. Bibliotherapy and group dynamics activities are advocated as strategies for promoting moral development. An approach to using stories in bibliotherapy is suggested in appended material. (Author/RH)

Four articles on humanities instruction for gifted and talented students are presented. (CL)

A paraeducator model uses community volunteers, including parents, to implement individualized educational programs for gifted and talented students. (CL)

Discusses the need for, and function of, programs in school libraries which are aimed at gifted and talented students. Three elementary programs are described: Frederick County Public Schools, Maryland; Taft Elementary School, Lakewood, Ohio; and SPACE (Students Participating in an Active and Creative Environment), Richland School District,…

Findings of a 1980 survey on gifted education are briefly considered, and the issues and concerns addressed by The Council for Exceptional Children and its division--The Association for the Gifted (TAG)--are pointed out.

Popular myths about gifted and talented children are identified and refuted. (DB)

The model delineates a three-phase experience, progressing from general to specific endeavers. General exploration is encouraged during the guidance phase, followed by increased direct involvement through observation during the mentorship phase, with specific work experience coming finally at the internship site. (DLS)

Discusses the use of the term "creativity" in television and how it functions within the technical, economic, and organizational framework of the industry. Three common uses are identified: the creative writer of a script; the originator or producer; the director or middle-level personnel who may exercise "creative freedom."…

The author asserts that gifted education should implement a futuristic curriculum that would include a basics strand; study of the future; a focus on self concept; self actualization opportunities; and examiniation of ethics, attitudes, and values. (CL)

The authors discuss difficulties in parenting gifted adolescents whose development may be strikingly uneven. Research is cited regarding fostering self confidence, task persistence, goal direction, and the acquisition of an androgynous self-concept. Democratic parenting is also discussed. (CL)