bluuebunny/crossref_metadata_2025 huggingface dataset:
A Special School for the Gifted: Corollary of a Ten-Year Work in Brazil
Authors: Guenther Zenita Cunha
Published: January 2012

The Gifted Education movement in Brazil has been continuously growing over the last ten years: beginning in the Fazenda doRosario, State of Minas Gerais, with a modest enrichment program, today it has reached the point of having a modern, well equipped Special Technical School for the Gifted, in Pojuca, State of Bahia. This is a residential school founded and sponsored solely by the José Carvalho Foundation, with the purpose of assisting gifted underprivileged youngsters, giving them an opportunity to develop their talents and intellectual capabilities, while aiming at inspiring them into a commitment to higher ideals and future action to initiate changes in our society.

The identification and recruitment of students is done through a network of contacts covering several states in North Eastern Brazil, involving schools and other educationally significant organizations.

The school follows a special enriched curriculum which also permits acceleration. It is organized into four dimensions: one comprising the disciplines and subject matter required by law; another developing educational programs connected to the residency; a third one oriented specially towards occupational training: and a fourth one which congregates optional enrichment projects.

Follow up procedures include awarding college scholarship to all students who apply for them, besides other records and documentary measures.
Educating the Gifted Adolescent as Co-Learner: the Learning Enrichment Service (LES) and the Mentor Academy Program (MAP)
Authors: Clifford Jerry Ann , Runions Ted , Smyth Elizabeth
Published: January 2012

The Learning Enrichment Service (LES) and the Mentor Academy Program (MAP) establish a different perspective from which to view the education of the gifted adolescent. LES and MAP place emphasis on the process of learning and focus on the resources required to encourage the transition from teacher directed learning to teacher and student co-directed learning. ( The Gifted Learner, 1984). In such a learning partnership, the gifted adolescent is recognized as an equal partner in the initiation, planning, implementation and evaluation of the learning experience. (Runions and Smyth, 1985). This co-learning partnership evolves through the student developing the skills necessary to assume more responsibility for his/her learning.
Students Questioning Students (SQS): a Technique to Invite Students' Involvement
Authors: Engel Judith S.
Published: January 2012

A most successful teaching strategy has been developed in my gifted/talented classes. Students question their peers about classwork, homework problems or aspects of the lesson, instead of doing the explaining themselves. Using the Students Questioning Students method (SOS), students stimulate their class-mates to think. Since students are involved in questioning, they become more attentive listeners to other students and to me during the lesson. Often the more capable students ask questions which reflect a high level of thinking skills. The students are taught strategies for asking questions and strategies for providing positive and specific feedback to their peers. With SQS, students have a piece of the action in learning. Their personalities emerge and the process is great fun! The students report that they wished SQS were used in all their classes at The Bronx High School of Science.

SQS was a segment of the American Federation of Teachers program, “Teaching Children to Think,” in the series, “Inside Your Schools,” hosted by Steve Alien and shown on national TV in February, 1986. The entire series of programs for 1985–1986 was shown in the New York City area on educational TV in May, 1986.

The presentation, which would be suitable for teachers of grades 7 through 12, has been given to the following professional organizations: Alliance for Invitational Education Association of Mathematics Teachers of New York State National Council of Teachers of Mathematics Summer Mathematics and Science Institute, Lehman College Sixth World Conference on Gifted and Talented Children The Ontario Association for Mathematics Education.
Gifted Children and Programmes: General Notes for Discussion
Authors: Stone Barry
Published: January 2012

This article looks at some of the practical problems that may arise when a Gifted Education Programme is established in a school.
Competition—the Key to Success?
Authors: Anderson Judith
Published: January 2012

The school described here is in Manhattan, New York City, and is run on the basis of pupils and teachers cooperating and sharing in the learning process. The author argues that absence of competition promotes individual motivation and achievement and that learning through democracy encourages both gifted children and less able children to share each others' strengths and support each others' weaknesses.
Developing Creative Thinking Through an Integrated Arts Programme for Talented Children
Authors: Eriksson Gillian I.
Published: January 2012

The Schmerenbeck Multi-Racial Educational Centre provides extra-mural enrichment to challenge gifted and talented children. In terms of a broader concept of identification, the Centre differentiated a Creative Arts Programme for talented children which has been in operation since 1983. This aims to extend children beyond their technical competence to develop creative excellence; to encourage psychological growth in developing perceptual, cultural, social and self-awareness; to develop aesthetic judgement, critical thinking and self-evaluation; and to develop metacognitive processes.

The design of the programme includes workshops in several art disciplines (fine art, dance, music, drama, writing, etc.); Integrative Courses (Communication, Study, Thinking, Research Skills); and Integrated Art (Creativity) workshops.

This paper discusses the nature and development of creative thinking in relation to expression and communication in the arts based on the results of an evaluation study of an Integrated Arts Programme. In the Integrated Arts Workshops, professional artists and teachers are brought into contact with groups of talented children to give exposure, encourage participation and develop understanding of the nature of creative thinking as expressed through different art forms. Herein, a concept or idea, initiated by the children, is explored through sensory stimulation (developing perceptual skills); through creative problem-solving (developing cognitive processes); and through reflection (developing affective processes).
Developing Inventive Ability: Survival Skills for Societies in a Technological World
Authors: Lewis Gail
Published: January 2012

Those countries training school children in the art of invention may well be the future leaders in the technological race. Invention is a specific talent within the larger domain of creativity, like other forms of creativity; it can be enhanced and developed through training. The key is the identification of inventive ability. Since inventors do not thrive in standard school settings, ignoring the development of the ability may mean that many potential inventions are lost. This study outlines a method of identifying those characteristics most important to invention.
Third World Networking: Problems, Issues, and Practical Solutions
Authors: Harris Carole Ruth
Published: January 2012

Emerging nations stand in greater need of valuable human resources than of measures aimed at the reduction of problems. Developing countries depend upon indigenous talent for lasting measures which ensure growth and independent functioning. The gifted, who provide a source for future growth and strength, for leadership, and for role models, are frequently neglected, providing a self-perpetuated cycle of dependency upon outside talent.

A low cultural self-image, pervasive in sub-dominant societies, which contributes to the reluctance to support education for the gifted, can be effectively tempered by practical demonstrations of workable programs. Such programs as those demonstrated in Micronesia, avail themselves of existing resources and provide examples of effective implementation with concrete, visible results. The working programs could be replicated and expanded into a network and provide an arena for sustained effort, offering a viable solution for the problems of development of indigenous talent.
Hilton College Farm School, Natal, South Africa
Authors: Beveridge Sue
Published: January 2012

This article describes the growth of a primary school in a rural area of Natal.
The Intellectual Skill of Suspending Judgement—Do Pupils Possess it?
Authors: Jungwirth Ehud
Published: January 2012

A logical thinking test containing eight categories of logical fallacies in parallel biological and “life” situations was administered to groups of 16–17 year old secondary school pupils in selective schools in Austria, Israel and the Philippines. Half the test-items contained a logically sound option, the rest requiring a logically reasoned suspension of judgment. It was found that only the top quarters of these groups performed in a close to satisfactory manner when required to choose a logically sound option, but suspension of judgment was uniformly weak to very weak. Comparison groups of student-teachers, although scoring somewhat higher, displayed a similar response-pattern. Reasons for this overall unsatisfactory situation and implication for teacher-education were discussed and recommendations for the improvement of the situation suggested.
Assessing Creative Potential World-wide: The First Cross-cultural Application of the Test for Creative Thinking—Drawing Production (TCT-DP)
Authors: Jellen Hans G. , Urban Klaus K.
Published: January 2012

This first cross-cultural application of the TCT-DP (Test for Creative Thinking-Drawing Production) assessed low, average, and high creative potential of 569 subjects tested in eleven countries. The eleven cultural samples came from distinctly different political, economic, and educational systems in order to verify the culture-fairness, culture-sensitivity, and gender-fairness as well as the sensitivity of this instrument. All subjects tested were elementary school-aged children representing an almost equal percentage of boys and girls. The TCT-DP was discovered to be culture-fair, culture-sensitive, and gender-fair/sensitive. Total scores differed quantitatively between the various samples. Major differences existed also between the eleven variables and four sub-variables utilized as evaluation criteria for the TCT-DP. Stereotypical thinking tends to be cross-cultural. Non-stereotypical interpretations might be seen as such, but in a culture-specific context, some of these unique and novel utilizations of TCT-DP-fragments became stereotypical in nature. Many of the items collected have clinical value or potential for further diagnostic and prescriptive work in the psychological and educational arena of human service delivery.
Identifying Giftedness in the Hearing Impaired: the Effectiveness of Four Nomination Forms
Authors: Yewchuk Carolyn , Bibby Mary Ann , Fraser Barbara
Published: January 2012

The purpose of this study was to investigate the effectiveness of four nomination forms in identifying intellectually gifted, hearing-impaired children. All subjects in the study were between the ages of 5 and 20 years, had hearing losses greater than 70 decibels in the better ear, and were in attendance at the Alberta School for the Deaf. Group I consisted of students nominated as gifted by teachers; Group II, the comparison group, consisted of age-matched students who had not been nominated as gifted.

The results demonstrated that 1) the nominated group (Group I) had a higher mean IQ percentile and a higher mean score on the nomination forms than Group II; 2) there was no relationship between IQ percentile and nomination form scores, and 3) all four nomination forms were significantly correlated for Group I, while three were correlated for Group II. Qualitative data gathered from teachers of the hearing-impaired indicated that perceived characteristics of giftedness in this population are essentially the same as those observed in hearing children except that gifted hearing children are likely to be working above grade level, whereas gifted hearing-impaired children are more apt to be working at grade level.
Adapting the Triad Model to Serve Gifted Underachievers
Authors: Newell Murray
Published: January 2012

This paper suggests adaptations to the Triad to more effectively serve the needs of gifted underachievers, particularly in the affective domain.
The Education of Mathematically Gifted Pupils in Czechoslovakia
Authors: Odvárko Oldrich , Troják Jan
Published: January 2012

This paper outlines the provision for very able mathematicians in Czechoslovakia, giving detail of the syllabi both in the general system of schooling and in the special classes. It comments on the success of the overall provision, the close liaison between the special classes and the Universities and gives detail of the Mathematics Olympiad, the Pythagoriad, the Science competition.
Intellectual Fostering of the More Gifted among Socially Disadvantaged Adolescents
Authors: Smilansky Moshe , Israelashvili Moshe
Published: January 2012

A new reality in the southern areas of Tel-Aviv was created by negative social mobility. As a result, the variance in pupils' qualifications within each class, at high schools, was enlarged. One implication was that teachers' ability to advance pupils, who were able to reach a high level of knowledge, was weakened.

The project for fostering the more gifted among socially disadvantaged adolescents has four main components: (1) Mastery of Mathematics and English at the basic level required by the university; (2) developing excellence in selected areas, as a means to enhance self-esteem and become acquainted with advanced subject matters; (3) peer group, to support social matriculation; and (4) developing capacity for critical thinking. Identification of the gifted is made by La. test, teacher's evaluations and reported self motivation. The main goal of the project is to encourage pupils' willingness and capacity to continue in academically oriented high schools and universities. Aside from dilemmas about creating and maintaining such project, preliminary results of evaluation research are reported.
Research: Evaluation and Needs
Authors: Urban Klaus K.
Published: January 2012

This article summarizes the results of a questionnaire which sought to elicit some consensus on significant research and researchers in Gifted Education to date and recommended research priorities for the future.
Cognitive Structures of the Gifted: Theoretical Perspectives, Factor Analysis, Triarchic Theories of Intelligence, and Insight Issues
Authors: Shaughnessy Michael F.
Published: January 2012

The thinking processes and the cognitive structures of the gifted have been tangentially examined by various theorists of varying perspectives. Piagetians have offered one posture, i.e., formal operations as defined by hypothesis testing; information processing theorists, another. The Triarchic theory of Sternberg examines selective encoding, selective combination and selective comparison. These factors lead to insight and/or the ability to deal with novelty, while past factor analytic theorists have examined verbal comprehension, perceptual organization and freedom from distractibility. Gardner's recent work has cited no less than six separate forms of intelligence.

This paper examines these competing perspectives and attempts to provide a meta-analysis from which to view the cognitive structures of the gifted.
Using the Environment
Authors: Marjoram D.T.E.
Published: January 2012

This paper discusses the inter-related aim of education which is to foster both the development of the autonomous individual and the responsible member of society. The writer places great emphasis on the need of the learner to experience first-hand environmental stimuli which develop capacities for direct observation, independent enquiry analysis and reporting.
Sharing the Adventure: Sharing the Responsibility
Authors: Dalton Joan
Published: January 2012

This article, in a very practical way, discusses the importance of a creative, supportive classroom environment as a major vehicle for the identification and nurturing of children's talents. It provides detailed guidance on questioning techniques, the development of co-operative learning together with the fostering of the independence of each learner.
Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England
Authors: Larsson Yvonne
Published: January 2012

This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre-service and in-service training in teaching methods for gifted education for all teachers so that the individual talents of children can be accommodated according to their needs within the comprehensive system.
Hobby and Interest Night: an Opportunity for Community Enrichment
Authors: McGreevy Ann , Jaquith Diane
Published: January 2012

A Hobby and Interest Night is a community enterprise which provides a stimulating opportunity for children and adults to display hobbies, collections and interests of all kinds. Participants join together for two to three hours on a Friday night to display their hobbies and interests in an orderly fashion and to answer questions. This effort usually gains immediate enthusiasm and support. Such an encouragement of interests is an appropriate procedure for all students, but is especially vital for those students selected for gifted programs. Many decisions about grouping and individualized programs will emanate from having a maximum knowledge of a gifted child's interests and motivation.
Going Creative: Becoming Free
Authors: Bakker Nigel
Published: January 2012

Originally an address at a pre-primary conference, this paper examines the real possibility of creative activity in schools that are institutionalised and state-controlled. The dominance of left-brain activity, the bureaucratic pressure and the maintenance of the status quo argue against any full respect for creativity. The extent to which pre-primary schooling is part of such a schooling system is implicitly examined. As a useful alternative, Huston Smith's fourfold education scheme, subjective education, education for surprise, education for surrender and education for words, is presented as providing important contrasts to current education priorities.
Idiots Savants: Can Retarded Individuals be Gifted?
Authors: Yewchuk Carolyn
Published: January 2012

This article reviews the literature concerning “idiots savants” very thoroughly and discusses various theories which provide tentative explanations. A number of case studies are used as illustrative examples and the writer examines the possible relationship between autism and idiots savants. She concludes with an analysis of the educational implications.
Some Ways of Helping Underachievers
Authors: Willings David , Greenwood Bill
Published: January 2012

Locus of Control is central in teaching underachievers. We find areas where the child or adult and the tutor have control and develop these areas, spreading them over the areas where they feel either that they have lost control or have never been in control. Our modus operandi is a precise reversal of special education techniques. To use a military analogy we by-pass pockets of resistance and attack them from behind.
Music and the Gifted
Authors: Murphy Frank
Published: January 2012

This article examines the nature of musical ability and the ways in which it can be identified. It then considers the problem of making suitable provision for musically gifted pupils at the primary and secondary levels. It also includes an extensive bibliography for further reading.
Students and Teachers at Work: Writing in Gifted and Talented Programs
Authors: Smyth William Douglas
Published: January 2012

Students and Teachers at Work: Writing in Gifted and Talented Programs addresses the need for a good, solid writing program within gifted and talented classrooms. The article discusses what schools are doing wrong and what content, process, and product modifications need to occur. Specific guidelines are given and concrete suggestions. offered emphasizing the process of writing so that students capitalize on their talents. All ideas can work in pull-out programs or within the regular classroom.
Gifted and Talented Education in China
Authors: Kwok Caroline , Kong Hong , Harris R. Carl
Published: January 2012

The year 1977 was significant in the modern history of China because that year marked the dawning of a new era. For the previous 20 years, China had closed its doors to the outside world, but from 1977 onward, with a new Chairman, Deng Xiaoping, the country opened its doors again. With the opening came the call for modernization of the country. Under the slogan known as the Four Modernizations, the Chairman challenged the country to modernize in four areas: agriculture, industry, national defence and science and technology. In order to carry out this challenge, education became important again and the need to produce “rencai” or “people of abilities” to help with the modernization was critical.

With this call for training contributing citizens to help build the country, there was a revival for gifted and talented education in various forms. This article will briefly introduce some of the work being done in gifted and talented (g/t) education in today's People's Republic of China and to offer some suggestions as to how the work in China can be expanded.
TASC: A Model for Curriculum Development
Authors: Adams Harvey B , Wallace Belle
Published: January 2012

Much of the theoretical basis is derived from Vygotsky's theories i.e. that higher levels of human cognition are developed in the inter-personal context of cultural transmission. This has been amplified and systematized by Feuerstein and his colleagues, as the theory of structural cognitive modifiability. Also of relevance are many recent Information Processing theories of intelligence and cognitive development, in particular, Sternberg's Triarchic Theory of Intelligence and Borkowski's modification of Campione and Brown's theory of intelligence as comprising the architectural system (the biologically-genetically determined properties necessary for processing information) and the executive system (environmentally learned components that guide problem-solving—comprising knowledge-base, schemes or rules for thinking, control processes and meta-cognition).

This paper amplifies the theoretical base, and then goes on to describe developments to date: the evolution from an intervention at Standard 8 level (Third Year of High School) aimed mainly at the meta-cognitive aspects of problem solving, into a broader programme for Standards 6–9 (First 4 Years of High school) which includes specific training in thinking skills and problem-solving together with curriculum development to include further training within the lessons of school subjects.

The extended TASC programme, aims to develop in the pupils: certain attitudes towards learning (in all contexts, not only in school), e.g. an active approach to thinking and problem solving, avoidance of impulsivity, perseverence, development of internal locus control and positive self-image Basic Thinking Skills necessary for making sense of experience whether in or out of school, e.g. stable spatial and temporal elationships, ability to make comparisons and to categorize Tools for Effective Thinking and Problem-Solving Strategies Meta-cognition knowing how to and knowing when to use strateg ies.

The extended TASC programme also aims to improve the effectiveness of teachers as facilitators of children's “learning to learn.”

As far as the curriculum is concerned there are short and long term aims: The short term general aim is to modify existing syllabuses in order to maximise the achievement of the general aims for teachers and pupils. The long term aim is to reconstruct the curriculum and rewrite syllabuses in order to achieve the general aims for teachers and pupils.
The Relationship between Affect and Achievement For Gifted, Average, and Learning Disabled Students
Authors: Mulcahy R , Wilgosh> L , Peat D
Published: January 2012

The purpose of the study was to examine the relationship between affect and achievement for three different groups of children at two grade levels. Gifted, average and learning disabled children at grades 4 and 7 were assessed on measures of achievement, ability, perceived competence in cognitive ability, self concept and locus of control. Longitudinal assessment on all measures occurred at two further intervals over the next two years, during which time some of the children participated in a cognitive strategies training program. In general, results indicated significant group differences on achievement and affective measures which were relatively stable for all groups over the two year period of the study.
Mentoring Gifted Children and Prodigies: Personological Concerns
Authors: Shaughnessy Michael F. , Neely Renee
Published: January 2012

Monitoring has begun to be seen as a most viable option for the growth of gifted, talented children.

This paper addresses personality issues and personological variables salient to the process of mentoring gifted children.
Implementing a Global Curriculum
Authors: Lo Deborah Eville
Published: January 2012

In Gifted Education International Vol. 6 No. 2, an article entitled “A Global Curriculum”, was presented by A. Harry Passow who argued a very eloquent case for a curriculum which promotes peace and international understanding. This paper makes the point that it is not enough just to identify a problem. What is needed are practical ways in which teachers and parents can introduce an international curriculum. The world of international children';s literature provides one such way.
Giftedness as an Artifact
Authors: Awanbor D
Published: January 2012

From the revisited stance of the nature-nurture controversy, the study investigated the relationship, if any, between the children nominated for the gifted education programme in Nigeria and the profession of their parents. It was found that the “elitist” label which the critics of the programme often attached to it was not upheld by the present study. It was concluded that parental professions did not solely explain the academic preparation and subsequent inclusion of the children in this study in the gifted education programme.
The Changing Nature of Giftedness: an Examination of Various Strategies for Provision
Authors: Wallace Belle , Pierce Jenny
Published: January 2012

This article is the first part of a two part paper. The first part discusses how the conception of giftedness has changed. The influences of home and school are briefly discussed and the characteristics of very able learners are explored in connection with what parents and teachers need to provide in the way of understanding and support.

Part Two of the paper discusses various kinds of curriculum extension programmes discussing the underlying educational assumptions and feasibility of their implementation in a typical school system.
Student Leadership in Schools: Benevolent or Malevolent
Authors: Cawood J.
Published: January 2012

This paper discusses the importance of positively developing student power to the benefit of the country's well-being. The author refers to the world leadership crisis in the 1990s and suggests that schools in general neglect to develop adequately the qualities of leadership so desperately needed. Leadership is portrayed as both a science and an art meaning that certain aspects can be learned while other aspects derive from less tangible qualities of personal inspiration and creativity.
Children's Views on Peace and Justice
Authors: Larsson Yvonne
Published: January 2012

There are reservations expressed by teachers in introducing courses on peace studies. Generally teachers can find no obvious place for such a study and nervous of public opinion, fear repercussions in unpredictable and anonymous ways. Historically, the study of ‘peace’ and ‘conflict resolution’ has been undertaken by military academies and defence colleges. Not surprisingly, these institutions have left the general public with a deep distrust and a suspicion that peace initiatives somehow play into the hands of real and imagined enemies. This is one of the major reasons that peace studies is such a controversial subject. Nevertheless, the consideration of peace does form part of many established courses and children are concerned about the prospects of peace and justice as this paper shows. International Year of Peace in 1986 provided the motivation for some teachers to encourage their pupils to think about peace and justice. It is particularly important for gifted pupils, as possible future leaders, to consider the implications of attitude to peace and justice.
Provision of Education for the Gifted in the Orange Free State: a Unique System
Authors: Paulsen W.J.
Published: January 2012

The Orange Free State system for gifted education provides for three levels, namely level 1 in the ordinary classroom, level 2 in part-time withdrawal classes and level 3 at the Education Centre.

An important principle of the system is that all children, not only the gifted, should benefit from the system. For this, the importance of the training of all staff that are in any way responsible for gifted child education, is recognised.

After level 1, certain norms are used to determine who of the children will be allowed to advance to level 2 and then another evaluation takes place to decide whom of these could advance to level 3.

What makes the system rather unique is that the total provision is during school hours, even the level 3 provision at the Education Centre.
The Changing Nature of Giftedness: an Examination of Various Strategies for Provisions
Authors: Wallace Belle , Pierce Jenny
Published: January 2012

This article is the second part of a two part paper. Part I ( Gifted Education International Vol. 8, No. 1) discusses how the concept of Giftedness has changed. The influences of home and the characteristics of very able learners are explored in connection with the provision that needs to be I made by parents and teachers. Part II of the paper discusses various kinds of curriculum provision discussing the use of the terms “enrichment” and “extension”. A number of models for provision are examined: namely, Pull-out extension and enrichment programmes Special schools/classes Within class/integrated programmes
Locus of Control as an Important Factor in Teacher's Rating of Highly Able Children
Authors: Herskovits Mária , Gefferth Éva
Published: January 2012

In our study on the identification of giftedness the role of intellectual and non-intellectual factors and their relation to each other are being investigated in the development of giftedness.

We think that non-intellectual factors (positive personality traits, motivation, interest, etc.) do not predict giftedness in themselves but they are absolutely necessary in the actualisation of abilities. We presume that in some cases (“late-bloomers”, unequal development of intellectual, emotional and social factors) it is some personality characteristic that might play a decisive role in helping to foster the intellectual development. In this way the fact that the teacher notices some positive personality traits (strong internal control, responsibility, wide range of interests, strength of will etc.) and evaluates the child positively even if s/he does not really have good achievement, yet, can enhance the chance for later development.
The Mathematical Equivalent of the Penalty Shoot-Out
Authors: Brown Ian C
Published: January 2012

A description is given of a local mathematics competition that has been running for ten years among London's state schools. This article identifies some of the issues involved in setting questions which encourage children to take part and discusses types of questions which may be used to separate candidates who are almost equal. Examples of tie-breakers are given.
Out of Sight but Not Out of Mind
Authors: Bailey Stan , Sinclair Ron
Published: January 2012

This paper outlines a case study of a gifted learning disabled youth. Aspects of his schooling, his family support and encouragement, and his own task commitment are discussed as factors related to his being able to transcend his disability to a large extent. Implications beyond this single case study are suggested.
Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented
Authors: Kirschenbaum Robert J.
Published: January 2012

The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.
Children Using Language: Can Computers Help?
Authors: Heaney Liam F.
Published: January 2012

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity.

The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses.

A Language for Life
Exciting Mathematics with Infants (5–l7 years)
Authors: Taylor Hilda
Published: January 2012

Miss Hilda Taylor was, until recently, headmistress of an infants' school (5–7 years) in Essex (U.K.). She describes, in this short series, how mathematics is grounded in living experience and shows how she uses a story from which to draw mathematical experiences.
Thinking beyond the Obvious Boundaries in Mathematics: an Exploration of Joyous Discovery
Authors: de Vries Marianne E.
Published: January 2012

This articles presents a collection of ideas for the development of creative exploration in Mathematics. The writer provides numerous themes for curriculum extension and also provides sources for further reading. The major message is that of co-operative discovery-learning with the emphasis on enriched provision for all children providing them with opportunities to display their individual talents and insights in Mathematics.
The Education of Gifted and Talented in the UK
Authors: George David
Published: January 2012

This article reviews the state of the gifted movement in Britain. The author incorporates data from a national review to support his challenge that much still needs to be done although the development of a national centre is a major step forward. The article concludes with a brief review of the issues facing the movement.
Motivation, Self-Perception and Gifted Students
Authors: Hay Ian
Published: January 2012

This review looks at the role of motivation and self-perception (self-esteem and self-concept) for children identified as gifted and talented. The aim is to first discuss some of the research findings and their implication for gifted and talented students. The second aim is to include some suggestions parents and teachers can consider to assist the development of positive motivation and self-perception within gifted and talented students. The paper argues that self-perception and motivation are improved when students work on tasks that have personal meaning, purpose and choice, in a learning environment that is orientated towards higher level thinking, problem solving and decision making.

The non-cognitive variables of motivation and self-perception are significant issues in understanding the development of gifted and talented children as these affective variables help to explain why only some of the children with high ability are successful in achieving their potential. The historic trend in education and psychology has been to isolate the affective and cognitive variables that influence children's development, placing affect with personality and cognition with learning and memory (Beane, 1986; Wylie, 1987). Increasingly researchers and practitioners are now recognizing that the affective, non-cognitive variables associated with education are significant in influencing the outcome of learning and in understanding how children approach and master learning tasks (Ames, 1984, 1986; Bandura, 1986; Bloom, 1976; Delisle & Renzulli, 1982; Dweck, 1986; Hattie, 1992; Heckhausen, 1987; Markus & Wurf, 1987; McCombs, 1988; Sternberg, 1982; Vygotsky, 1978; Wittrock, 1988).
The Three Faces of Creativity Revisited: Intimacy, Passion, and Commitment
Authors: Pyryt Michael C.
Published: January 2012

The purpose of this paper is to use concepts from Sternberg's (1986) triangular theory of love to provide a framework for understanding creative achievement. The combination of intimacy, passion, and commitment are viewed as the major determinants of eminent achievement. These dimensions are discussed in terms of their explanatory value for understanding the creative process. Special attention is paid to Wallas' (1926) description of stages in the creative process. The implications of intimacy, passion, and commitment for developing creativity will also be addressed. The basic assumption of this paper is that the personological approach to creative achievement as exemplified by the research of Roe (1952), MacKinnon (1962,1965), Barron (1963,1969), Helson (1966), Welsh (1975), and Albert (1980a, 1980b, 1983) needs to be reemphasized. This position is clearly not a mainstream position, given the current research focus on creative thinking abilities (Treffinger, 1986). It is clearly recognized that other conceptualizations might have equivalent explanatory power. The ultimate success of the model will be determined by the extent to which it provides to be both conceptually compelling and empirically validated.
To Snare the Gifted Mind
Authors: Menke Cajetan J.
Published: January 2012

In the ensuing article a veteran of many years of teaching homogeneously grouped gifted students discusses the need for creative ways of drawing students into the subjects being presented. The author offers some practical experiences that he has found both useful and helpful in the ongoing struggle to stimulate sharp young minds. At the present time the author is Department Head of the Talented and Gifted Programme at Centennial Regional High School, a large comprehensive secondary school in a suburb of Montreal, Quebec.
Testing for Giftedness: the Pros, Cons and Concerns
Authors: Shaughnessy Michael F. , Fickling Kris L.
Published: January 2012

Testing for “giftedness” is a domain of concerns for teachers, counselors, parents, and most notably, children themselves. The issues surrounding, labeling, placement and non-placement are thorny and emotionally charged. This paper attempts to present both sides of this challenging issue so that parent/teacher/specialists can understand each other and the facts of this domain.
The Case of Morty: A Four Year Study
Authors: Pirie Barbara S. , Adams Ruth R.
Published: January 2012

The authors describe a four year case study with a young boy from his Kindergarten through his third grade years. The young boy had above average intelligence but had great difficulty learning to read, write and spell. Procedures and materials are outlined as well as results.
Educating Mathematically Gifted Pupils at the Kolmogorov School
Authors: Chubarikov Vladimir N. , Pyryt Michael C.
Published: January 2012

The purpose of this article is to describe the discovery and development of mathematically gifted students at the Kolmogorov School—Special Educational and Scientific Centre of Moscow State University. This residential school, which was founded by Academician Andrey Nikolaevich Kolmogorov, a member of both the Academy of Science and the Academy of Education in the U.S.S.R., in December, 1963, currently fosters the mathematical development of approximately 200 pupils in grades 10 and 11 who are selected through written and oral examinations after participation in regional olympiades. The article illustrates the curricular principles used at the Kolmogorov School.
Are/Should Boys and Girls Gifted in Mathematics be Taught Together?
Authors: Marjoram Tom
Published: January 2012

Boys and girls are nowadays taught mathematics together more frequently than in the past, a trend which is not always helpful to girls who in some cases still do better in maths and science in girls schools.

However, in mixed schools, segregation for science and maths may carry negative messages. Enlightened and research-informed teaching approaches are beginning to improve the situation.

Throughout history we find role models to show that girls are capable of the highest levels of mathematical achievement.
Writing, Reading and Gender
Authors: Thomas Peter
Published: January 2012

Peter Thomas runs residential writing courses for talented children in Oxfordshire. He finds, even among pupils of equally high linguistic ability, a significant gap between the writing performance of boys and girls. Recognising the strengths and limits of this gender difference has implications for the teaching and assessing of children's writing.
A Tapestry of Values: Gifted Women Speak Out
Authors: Leroux Janice A.
Published: January 2012

How do the expectations of young gifted women compare with those of successful career women? In two studies conducted with 1) able young women in university and; 2) prominent Canadian women, similar concerns were voiced. Pressures to conform to stereotypical roles, inconsistent vertical development of careers, and the importance of connections were reported. Independence and contributing to the welfare of others were emphasized, as were concern for the multiple responsibilities of active career women.
Talent Identification and Development in Education (TIDE)
Authors: Feldhusen John F.
Published: January 2012

Talents emerge from general ability as a confluence of genetic dispositions, home and school experiences, and students' unique interests and learning styles. Gagné (1985) delineated a general pattern of talent development in youth, and other researchers (Bloom, 1985; Gagné, 1985; Keating, 1979; MacKinnon, 1978; Tannenbaum, 1983; Taylor, 1978; and Reis & Renzulli, 1986) have explicated the nature and development of talents. Our own model is represented in Figure 1. We see genetic factors as determining potential strengths and setting limits to the extent of talent development. Those who are likely to go on to high level talent development will exhibit precocity early on. Abilities, aptitudes, and intelligences emerge as a result of experiences, motivations, and styles. Creative insight skills (Davidson & Sternberg, 1984) a functional knowledge base (Glaser, 1984), and metacognitive creativity skills (Beyer, 1987) provide the final underpinning for the emergence of specific talents.
Case Study: Jimmy — A gifted child with behaviour difficulties
Authors: Adams Ruth R.
Published: January 2012

This informal case study was written as an example of a gifted child whose behaviour and school adjustment problems prevented his teachers and parents from a full understanding of his intellectual capabilities. It illustrates the role of counselling in solutions to such problems.
Mentor Links Program
Authors: Forster Jill
Published: January 2012

This article describes the establishment of a mentor program in New South Wales as one initiative in implementing policy for the education of gifted and talented children. After the trial program as delineated in the article there has been an expansion of the program with an increase in student applications and in searches for mentors. The program is concerned with linking students who want to achieve with achievers.
New Directions for the Schoolwide Enrichment Model
Authors: Renzulli Joseph S.
Published: January 2012

This article not only proposes new directions for the Schoolwide Enrichment model, it also analyses the processes of real and effective curriculum change. The very act of learning is perceived to be at the centre of the change process. Developing modifications of existing curricula should also provide appropriate content and skills development which allows all students to develop their full potential. The article is based on Dr Renzulli's recent book, Schools for Talent Development: a Practical Plan for Total School Improvement, published in 1994 by Creative Learning Press.
Bridging the Gap between Minority Disadvantaged High potential Children and Anglo Middle Class Gifted Children
Authors: Sisk Dorothy A.
Published: January 2012

The writer explores the causes contributing to the under-representation of minority groups in gifted programmes and discusses the goals and implementation of PROJECT STEP-UP which seeks to address these issues. PROJECT STEP-UP demonstrates that by focussing on the strengths of “at risk” children, providing practice in higher order thinking skills and providing parent assistance, dramatic changes can be made in pupils level of performance.
Families and Communities: Essential Resources for Nurturing Giftedness and Talent
Authors: Passow A. Harry , Schiff Jacob H.
Published: January 2012

The writer emphasises the importance of providing opportunities for students to manifest, exceptional talent. These opportunities are extensive if education is utilising the resources within the family and the community. The paper provides an example of a Leadership Development Programme and from this draws guidelines.
Talent Development During the High School Years
Authors: Feldhusen John F.
Published: January 2012

The author stresses the need for adequate career guidance for gifted youth to clarify their life goals. He also outlines the organisational strategies that can be used to provide extra-curricular activities for youngsters who need greater challenge.