The paper describes self-selection procedures to identify gifted students including those used in Montclair, New Jersey's magnet gifted schools, 2-or more day seminars on specific topics (convocation), the Olympics of the Mind program, and ROGATE (a statewide program sequence of school/college activities for junior high and high schoolers). (CL)

Three groups of subjects were selected, two recognized gifted education approaches and a control. The data presented no evidence that self-concept is sufficiently sensitive for identifying gifted elementary students, whereas locus of control might be utilized as a method for identifying gifted youngsters because of its discriminating potential.…

The article presents a chronological review of reseach from 1912 to the present on the identification of elementary and secondary students with superior abilities in the visual arts. Among issues raised are the relationship between IQ and talent and the nature of qualitative differences between talented and less able children. (CL)

Discusses some of the difficulties associated with the identification of scientific talent and briefly reviews some of the research in the area of scientific ability. Also describes one strategy that has been used with success to identify the scientifically talented. (JN)

Argues against emphasis on standard curriculum and makes suggestions for providing basis to increase heterogeneity of high level abilities of college students and for allowing highly talented but selectively developed students to gain appropriate training. (IR)

A three-stage process for identifying gifted students includes nominations by peers, teachers, parents, psychologists, the students themselves, or other knowledgable persons; screening via profiles; and selection by a committee. (CL)

Discriminant function analyses with 1,121 traditionally selected and expanded criteria gifted students (grades 1 through 8) using the Revolving Door Identification and Placement Model revealed that the most discriminating variable of group membership was class rank. For Ss in grades 1 through 3 or 4 through 6 academic self-concept was the second…

Issues involved in identification and definitions of giftedness are examined. Six areas comprising a broad definition are listed, and critical aspects of the identification process are considered, leading to review of a five-step model. Finally, the use of standardized intelligence and reading tests is considered. (CL)

The factor-analytic structure of the SRBCSS (Scale for Rating Behavioral Characteristics of Superior Children) was analyzed to determine whether the factors found are similar to the behavioral dimensions that the SRBCSS purports to assess. The results suggest that there are five dimensions being assessed by the SRBCSS. (Author/CL)

A pilot program for 14 gifted 14 year olds is described in terms of identification procedures, program objectives, program procedures and curriculum, activity organization, and placement. Specific recommendations are made for future programing for this group. A list of classroom materials is included. (CL)

The article discusses the identification of gifted and talented students and describes a group of slides that were developed to illustrate various learning and behavioral characteristics of such students. Examples of eight of the slides are presented, along with the traits they exemplify. (DLS)

A model of musical education for the musically gifted child is proposed. The nuclear model involves development of a nucleus of specific performance or creative talent as well as instruction in general musicianship, the arts as a whole, and general education.

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

The classroom log, which presents the anecdotal account of a typical day in an elementary class, provides teachers practice in identifying gifted and talented students based on student behavior. An answer key is provided, although divergent responses which can be substantiated are encouraged. (CL)

The multiple talent approach is a system for helping teachers identify and develop multiple talents in elementary grade students, including talents in the areas of productive thinking, forecasting, communication, planning, and decisionmaking as well as in the academic areas. (SBH)