The article focuses on the counseling function of school guidance personnel with gifted and talented students and presents a general model within which this counseling function occurs. (SBH)

The author emphasizes the need to train teachers of gifted and talented children as change agents to win public support for gifted programs. (SBH)

The Indiana University Summer Arts Institute, which serves 60 artistically talented students from grades 7 through 10, is described. Eligibility criteria, program goals and structure, program content (emphasis on visual arts, music, dance, and drama), the inservice component, and research/evaluation are discussed. (DB)

To determine the effectiveness of using computers to teach problem solving skills to gifted/talented students, 60 elementary students received instruction in either computers, creative problem solving, or the traditional gifted curriculum. One result was that both the computer education and the creative problem solving groups increased in computer…

A review of literature regarding the concept of giftedness, the history of education for the gifted, and the identification of gifted children precedes recommendations for establishing an identification procedure, including consideration of service delivery models, program areas, student characteristics, teacher collaboration, formal evaluation…

The author provides general information on scholarships for students with academic, artistic, and athletic talents. Topics covered include (1) early planning, (2) sources of scholarship information, (3) recruiters, (4) school and other sources of aid, (5) the campus visit, and (6) alternatives to scholarships. A list of references is attached. (CH)

Reports on a study which attempted to determine differences between two different types of music curriculum. Specifically, the study compares the Kodaly Method with a more traditional curriculum. Concludes that music education based on the Kodaly Method started in early childhood is highly effective for the development of musical abilities. (RKM)

Suggests ways of encouraging young children to write that are preferable to forcing them to try to have their work professionally published. Points out negative aspects of young children writing for publication, and offers more constructive alternatives. (SKC)

Patterns of Verbal and Performance Intelligence Quotients (IQ) and subtest scores of young gifted children (N=306) were identified on the Weschler Preschool and Primary Scale of Intelligence (WPPSI). Most students had higher verbal than performance IQs, and the verbal IQ mean was significantly higher than the performance IQ mean. (Author/CB)

The analogy of a compatible marriage is used to describe the relationship between gifted programing and test instrumentation for identification of giftedness. The interaction of programing and instrument development is explored from an historical perspective and from the personal viewpoint of a researcher/practitioner. (Author/JW)

Seminars, characterized by high level content, interaction, discussion, and individual study and research, are an effective instructional format for gifted and talented students. Examples of seven seminar programs at both elementary and high school levels are briefly described. Stressed is the importance of the proper physical and psychological…

Describes and critiques the four traditional conceptions of educational excellence (reputational, resources, outcomes, and content views); explains and defends the talent development approach, and presents a conception of educational equity. (Author/LHW)

Reviews this book, a critique of the values that underlie much current educational practice and that give rise to our traditional conceptions of excellence in higher education. (LHW)

The history of research and attention to artistically talented students from 1850 to the present is offered in this article. Programs for these students have lacked valid test instruments, longitudinal studies, and in-depth research. (DF)

The author examines his ideas on gifted education, identifying those which have gained momentum (such as future problem solving and mentors), those whose time will come (including intergenerational learning), and those whose time may not come (such as creative activities for the elderly). (CL)