Research relating to the role of the home in child development and research on the role of parents as teachers, as well as some recommendations for home/school relationships are discussed as they pertain to the gifted child. Delineated are cognitive factors present in the homes of gifted children (e.g., planned cultural activities, verbal…

Scholastica '85 (University of Regina) was an academic summer day camp designed to serve both gifted and learning disabled adolescents and to afford experienced teachers a practicum opportunity wherein learning disabled and gifted student engaged in integrated activities when common denominators were present and segregated activities when the…

When high ability students (N=19) who had entered college before 15 years of age were compared, 50 years later, with equally intelligent students who entered college between 16 to 20 years of age, results found both groups equal in psychosocial adjustment and longterm achievement though younger college students were more often rated as high…

Describes a study indicating statistically significant differences between the two groups of intellectually superior four- and five-year-olds in the areas of story recall and print awareness, and that the accelerated readers of this age group tend to have mothers who have deliberately provided their children with reading instruction. (HTH)

SCIENS is a Middlebury College (Vermont) program designed to excite minority student interest in the natural sciences and to provide students with training and research experiences. The program, encompassing three summers, involves core instruction for high-potential 11th-grade students, summer research in college laboratories, and internships in…

Key factors involved in successfully raising a gifted/talented/creative child are identified. Four factors found to be crucial for talent development include genuine interest and respect for the child, ongoing communication and involvement, conveying an attitude of persistence, and allowing freedom. (JDD)

The third-grade classroom teacher can identify mathematically gifted students and can provide them with opportunities for extending their understanding and enjoyment of mathematics through use of such techniques as content sophistication, enrichment, peer tutoring, curriculum compacting, puzzles, and math centers. (Author/JDD)

This literature-based review examines characteristics of American Indians, difficulties and techniques in accurately identifying gifted American Indian students, and programming options. Emphasized is the need to formulate and implement a concrete plan of action for appropriately serving gifted American Indians while preserving their cultural and…

The present status of gifted education in Nigeria is discussed in terms of the changing perception of giftedness, the learning environment (including home tutoring, acceleration, enrichment, and special classes/schools.) Implications for Nigerian education are discussed including the school statutory age, the mandated curriculum, and educational…

Survey responses of state directors for gifted education (N=40) identified three (knowledge of educational and psychological needs, application of various instructional strategies, and modification of curricula) of 20 objectives as most important for programs preparing gifted teachers. Objectives concerning delivery models, identification of…

An art program for talented and gifted seventh and eighth grade students is described, focusing on student selection, teaching techniques, funding, and evaluation. Included are a screening test for talented art students and a form to aid students in verbalizing about their art projects. (JDD)

The article addresses minority assessment issues, describes a Wechsler Intelligence Scale for Children-- Revised (WISC-R) re-norming (for Inuit children) project, examines usefulness of the re-normed WISC-R and reports results of a study comparing gifted and average Inuit children on the WISC-R, Bender Visual Motor Gestalt Test, and the Goodenough…

A study of 12- to 14-year-olds was conducted to investigate which components of spatial ability may be dependent on general cognitive functioning level and to compare possible differences in carrying out certain spatial operations in children of equal intelligence, but who are not specifically gifted for mathematics or visual arts. (MBR)

Describes a science program for honors students that offers a blend of both teacher-directed and student-directed activities. Includes information on instructional strategies used, independent student study projects, financial considerations, grading, and student reaction to the program. (JN)

The advanced study program sponsored by the U.S. Naval Academy for the Anne Arundel Public Schools is described. Graphs, Games, and Puzzles and Strange Algebras are two of the courses presented. (MNS)