In response to a critique (EC 231 995) of the research bases of his three-ring conception of giftedness, the author notes selectivity and bias in the critic's methodology, raises larger issues (such as equity) underlying identification and programing for the gifted, and discusses the role of theory and the need for action. (DB)

The study evaluated speed as a factor in Wechsler Intelligence Scale for Children-Revised performance with 66 high scoring and 36 average scoring children (ages 3-15 years). Results cast doubt on the utility of speed bonuses in tests of general intelligence with gifted children. (Author/DB)

The validity of the Gifted Student Screening Scale was evaluated with 479 students in grades four-six. Further testing of 54 students who scored just above and just below the cutoff score indicated the test was not racially biased and that the cutoff score was probably too low. (DB)

This study attempted to identify simple activities appropriate for use in regular classes and capable of identifying children with creative talent. Australian grade seven students, previously identified as having high or low creative ability, performed significantly differently on five such activities. (Author/DB)

Criticizes Morelock's (1996) attempt at differentiating giftedness from talent, in part because it chooses precocious development instead of outstanding human abilities as the essence of giftedness and endorses the "talent for all" ideology. Gagne's Differentiated Model of Giftedness and Talent is presented as a more logical approach. (Author/CR)

This response to a critique by Francoys Gagne defends the Columbus Group definition of differentiating giftedness and talent. Concepts addressed include qualitative versus quantitative differences, generalizability of the gifted definition, intensity, precocious development, vulnerability of the moderately gifted, moral superiority, and gifted…

This rejoinder to Morelock's response to criticism of the Columbus Group definition of giftedness and talent addresses continuing concerns and defends the Differentiated Model of Giftedness and Talent. Giftedness is described as encompassing natural abilities and is distinct from the "talent potential" definition that is offered by Morelock. (CR)

In January, W. H. Brady Scholar Charles Murray stepped back from current education debates about reauthorization of the 2002 No Child Left Behind Act and education funding in the president's budget to ask more fundamental questions about the goals that should shape American education in the future. This "On the Issues" is adapted from…

Typical standardized achievement tests cannot provide accurate information about gifted students' abilities because they are not challenging enough for such students. Talent searches solve this problem through above-level testing--using tests designed for older students to raise the ceiling for younger, gifted students. Currently, talent search…

Interrelationships of intellectual ability, task commitment, and creativity were examined for gifted fifth through seventh graders. Ss were administered the Crockett Role Category Inventory, the Iowa Tests of Basic Skills and the Torrance Tests of Creative Thinking. As expected, no significant correlations among test results were noted. However,…

The form presents information on screening and nominating potentially gifted and talented students. Four categories of nominating factors are considered and described in terms of specific processes and examples of behaviors typical or characteristic of each process. Information on an 11-year-old Mexican child is given to illustrate completion of…

The digest addresses issues related to preschool gifted and talented children. Such a child is defined as one who functions significantly above average age level in language development, thinking skills, creative thinking skills, physical adaptability, social skills, and/or leadership. Early identification is viewed as important, and the use of…

The report presents findings from a study of gifted programs in six elementary schools in Edmonton, Alberta, Canada. In each school, the principal, vice principal, school counselor and many teachers were interviewed. A questionnaire was developed and administered to examine degree of agreement with views ordinarily expressed by experts in gifted…