bluuebunny/crossref_metadata_2025 huggingface dataset:
A Bull's Eye on my Back: the Perils and Pitfalls of Trying to Bring About Educational Change
Authors: Renzulli Joseph S.
Published: January 2012

This article consists of a step by step refutation of criticisms made by Dr. Hans Jellen in a presentation entitled “Renzulli-it-is: a national disease in gifted education” delivered at the Illinois State Conference on the Gifted, on 14th November 1983. The three-ring conception of giftedness (abilities, creativity and task orientation) is justified and supporting research is quoted. The Student Product Assessment Form (SPAF) is defended and compared to Jellen's unadopted S1U 0–100 Approach, and the widely adopted Enrichment Triad Model for developing programmes for the gifted is compared to Jellen's entirely untried “more-of-the-same” approach.
Creativity at University
Authors: Tolliver J. M.
Published: January 2012

The writer suggests that educators inhibit creative pupils not only by the selection of knowledge presented to their students but also by the communication of certain selected skills, expectation of roles and the unconscious expression of values and assumptions. He suggests that universities perpetuate these constraints through the regulatory function of education which seeks to standardize and socialize towards pre-determined goals. The highly creative student is pressurized to think in terms of a useful acceptable product which ensures success and approbation.
The State of the Art of identification of Gifted Students in the United States
Authors: Richert E. Susanne
Published: January 2012

This paper summarizes the main points from a national report on the identification of gifted and talented youth in the USA. The report stresses the importance of linking recent research with practice and offers detailed guidance for comprehensive and unbiased procedures for the identification of potential. The need for adequate teacher training is underlined together with the need for a multiplicity of programmes and systematic public advocacy.
The Teacher of Gifted Students
Authors: Feldhusen John F.
Published: January 2012

This paper discusses the competencies and understanding which will enable teachers to serve gifted students more effectively. The focus is on: personal and psychological characteristics of the teacher of the gifted, competencies which the teacher ought to possess, the design of in-service training, the professional education of teachers and the professional capabilities of teacher trainers. The writer succinctly surveys the relevant research and also focuses on the specific programme for teacher training at Purdue University.
The Meaning and Justifications for DEG in a Democracy: a Taxonomical Approach
Authors: Jellen Hans G.
Published: January 2012

This article is an attempt to (1) conceptually clarify and stabilize the meaning of ‘Differential Education for the Gifted (DEG)’ in form of a taxonomy, and (2) to justify DEG within a procedural democracy. With these objectives in mind, the author hopes to counteract the atheoretical nature of so-called ‘gifted, talented,’ or ‘creative’ education by offering a conceptually tight knowledge base for DEG. The writer also intends to make a strong case for DEG by convincing those educators who still question, label, or oppose differential educational treatment of gifted youth as being elitist or anti-democratic in an egalitarian society.
A Special Deal for Highly Able Children from Disadvantaged Backgrounds? Learnings from the Priority Exceptional Students Study
Authors: Robson Greg , Deschamp Phil
Published: January 2012

This paper contains some conclusions about the work of the writers with High Ability Disadvantaged Students. The authors suggest that disadvantaged giftedness is a maverick in the sense that it is a concept difficult to sustain at either a practical or a theoretical level. The article includes some considerations re school policy, the perception of disadvantaged groups, curriculum development and special withdrawal groups.
Of Primary Concern … the Identification and Nurturing of Gifts and Talents in Young Children
Authors: Wood Eloise
Published: January 2012

This article refers to the problems inherent in attempts to identify giftedness in young children. It goes on to make recommendations with respect to teaching strategies focusing on the needs of able students. Included are sample teaching units based on the specific models described.
The International Baccalaureate, and Concurrent Enrollment
Authors: Cox June , Daniel Neil
Published: January 2012

This is the third in a series of articles * Reprinted with kind permission of G/C/T. reporting on the Richardson Study, a national investigation of educational programs and practices designed for high ability students, including the gifted and talented. The first article treated continuous progress and non-graded schools. The second focused on Advanced Placement as a form of honors. Here we report on the International Baccalaureate Program as another form of honors, and on concurrent enrollment in high school and college. Concurrent enrollment can be regarded as a part-time early entrance to college.

The various programs and approaches to meeting the needs of able learners are by no means mutually exclusive. It would be appropriate for a school or a district to incorporate a number of the options examined in this series in a comprehensive program for excellence in education. A non-graded elementary or middle school might well feed a secondary school offering Advanced Placement courses: some high schools combine their Advanced Placement and International Baccalaureate classes and allow the students to select the examinations they will take.

The Richardson Study is based in part on a national survey sent in the spring of 1982 to over fifteen thousand schools and districts, public and private, throughout the nation. In addition, I explored the topics presented here by visiting schools and by inviting six persons to meet with the Richardson Study Committee to discuss the topics from their separate perspectives. Three are actively involved with the International Baccalaureate (IB), three equally committed to concurrent enrollment.
Future Problem Solving: Preparing Students for a World Community
Authors: Hoomes Eleanor Wolfe
Published: January 2012

This paper describes the aims and the implementation of Future Problem Solving Program (F P S) initiated by Dr E Paul Torrance. It provides useful guidelines for teachers who wish to develop F P S in their schools and gives a list of useful resources. The stages of implementation are clearly described and the reactions of the participating pupils are quoted—the latter clearly indicating pupils' involvement and commitment to the task of making the world of the future a better one for all people.
The Young Persons' Institute for the Promotion of Art and Science
Authors: Landau Erica
Published: January 2012

This paper describes the rationale underlying the enrichment programme of the Young Persons' Institute for the Promotion of Art and Science. It emphasises an holistic approach to provision for exceptional pupi Is concentrating on the need of the pupil to participate in the normal school programme and in the extra-curricular activities provided by the Institute. The further emphasis is on the development of the creative attitude. The paper concludes with a detailed description of the Institute's activities.
Gifted Children and their Identification: Learning Ability not Intelligence
Authors: Tyerman Maurice J.
Published: January 2012

The limitations of conventional intelligence tests are explored together with an analysis of some tests which have been used across cultures. The writer defends the use of tests of learning ability and the approach of ‘test, teach, test’ is presented as one method of assessing children's learning capacity and learning process. An extensive bibliography invites further reading.
The Exploratory Use of Landsat Multispectral Images by Grade Six Children: A New Tool for the Gifted Child
Authors: Kirman Joseph M.
Published: January 2012

This preliminary research indicates that children on the grade 6 level have the potential for using images of the earth made from spectral zones other than the visible light range. Such images lend themselves to enrichment work with gifted children. Their teachers are in a unique position to explore the potential of this new geographic tool.
Evaluation of the Implementation of Innovation in a Gifted/Enrichment Program
Authors: Bell Linda May
Published: January 2012

This article focuses on a specific technique for the evaluation of curriculum enrichment programmes. A profile is suggested which enables teachers to examine their philosophy, the quality of resources, teaching strategies and objectives. An extensive bibliography provides an excellent guide to further reading on evaluation and assessment.
A Call for Education for Life
Authors: Bell Linda May
Published: January 2012

Education must equip all young people with the skills and knowledge to live life as it will be in the 21st century. Pupils need challenge and real problems to solve; they need to be autonomous, socially aware, able to communicate and committed to developing a world fit for all people.
Impulsivity, Reflectivity, and High IQ
Authors: Lajoie Susanne P. , Shore Bruce M.
Published: January 2012

The Matching Familiar Figures (MFF) test, a measure of the reflection-impulsivity construct, was used to determine whether 52 high IQ students (mean age 16, mean PM IQ 120) could be described as slow and accurate or fast and accurate. No significant differences in mean IQ were found among fast accurates, slow accurates (reflectives), fast inaccurates (impulsives), and slow inaccurates The reflectivity-distinction may not be useful for high IQ individuals. It may be better to learn to discriminate what speeds is appropriate while giving priority to accuracy.
Mind and Inferiority: Reflections on ‘English’ as a University Discipline in a Black Context
Authors: Aitken Richard
Published: January 2012

With the apparent liberalisation of laws controlling tertiary education in South Africa, and with the revolutionary challenges to the educational system in the black townships, university English departments have increasingly had to confront problems of identity and definition; the view of literature in educational institutions as the transmission of a received and inherited canonical tradition, a particular privileging of certain kinds of linguistic discourse over others, must be located within a specific social and political history. Unless the discipline embraces the problems of cultural relativism, it will be incapable of contributing to peoples' compassionate alertness to what South African is or might become.

English needs to develop empirical methodologies whereby the corrosive implications of subordination might be addressed. The realm of symbolic and signifying practices (which English studies defines as its particular though not exclusive domain) needs to be seen as a site where contestation might happen, where exploration occurs of new and altered social relationships, perceptions of the self and others, and centrally to an awareness of black culture, the complex alternatives of private and public thought. English as a discipline needs greater reflexivity about its place in a multi-cultural, multi-racial society.
Earliest School Recollections as a Diagnostic Device for Identifying Gifted and Talented Students with Social Adjustment Problems at School
Authors: Roth Henry , Nicholson Charles
Published: January 2012

The researchers devised a system for classifying different types of Gifted and Talented students with social adjustment problems at school. To determine the validity of this system, judges classified 25 elementary-age G-T students into behavioral categories according to their earliest school recollection. Judges' classifications were compared with teachers' classifications of the same students on the basis of the students' observable behaviour patterns. The agreement between judges and teachers was examined. A statistically significant agreement was found between judges' classifications of students and teachers' classifications of students.
Principles for Teaching the Gifted Child with Physics as an Example
Authors: Müller J. Michael
Published: January 2012

Exceptional pupils need to produce knowledge and to work in areas which require high level reasoning. This paper describes one example of a project in physics in which pupils experience high level problem-solving which not only takes them into greater depth technically but also develops appropriate scientific methodology.
Gifted and Talented Education in the Soviet Union
Authors: Fetterman David M.
Published: January 2012

This article presents a brief review of the Soviet Union's educational approach to gifted and talented children, focusing on the Young Pioneer Palace in Moscow. Soviet society, like American society, accommodates both the needs of certain individuals and those of the larger society. The Soviet Union's decision to serve the gifted is of less interest than the method it has selected to meet their needs. In the Soviet Union, an egalitarian ideology is circumvented by special programs and an eleborate network of after-school programs. The latter programs, in particular, are more elaborate than any other extra-curricular gifted education system and, thus, are worthy of consideration and emulation.
Residential Enrichment Courses in Northamptonshire (U.K.)
Authors: Moxham Joanna
Published: January 2012

During the past two years Nene College's Gifted Child Unit has collaborated with Northamptonshire L.E.A. in organising residential enrichment courses for the county's more able primary pupils. The paper outlines the logistics of implementing these courses, dealing with such matters as its academic and social content and the selection of children and teaching staff.
The Learning Enrichment Service: an Innovative Model for Involving Parents in the Education of Gifted Adolescents
Authors: Clifford Jerry Ann , Runions Ted , Smyth Elizabeth
Published: January 2012

The Learning Enrichment Service (LES) is a multi-optioned, research-based model for better meeting the enrichment needs of gifted adolescents and their teachers in an economical and efficient way. With its theoretical basis in Renzulli's Enrichment Triad Model and the Revolving Door Identification Model, LES provides secondary educators and administrators with a comprehensive means of co-ordinating and facilitating enrichment programming in the regular classroom, the specialized classroom and beyond the school into the community. Because of its broad-based and flexible structure, LES offers opportunities for the parents of gifted adolescents to become involved not only in the education of their children but also in the education of other children in unique and powerful ways.
Gifted Children in a Hurried Society; Implications of Elkind's Theories
Authors: McGreevy Ann
Published: January 2012

This article is a reflection of the author's concern for gifted children in America's “hurried society” and was based on the book, The Hurried Child by David Elkind. The areas of school, media and parents and peers are examined for their “hurried effects” on gifted children.
Teaching Mathematics for Delight
Authors: Selkirk Keith
Published: January 2012

Mathematics teachers so often fail to delight pupils and neglect to introduce their pupils to the universality of the subject. Furthermore, the aspect of applied mathematics is ignored. Most important, possibly, is the aspect of creative exploration which so seldom enters into classroom mathematics. The writer suggests that reading maths books, engaging in dialogue about problems and extending teachers' expertise through inservice education are essential requisites if pupils are to joyfully engage in mathematics.
A Letter to Children who would be Wise
Authors: Pickard Phyllis
Published: January 2012

This paper takes a gentle look at some adult failings with particular reference to education and educators. Miss Pickard emphasises the importance of knowing the self, recognizing strengths and weaknesses and developing a social interchange that is a glorious and often very. humorous give and take.
Reflections on Three Decades of Education of the Gifted
Authors: Passow A. Harry
Published: January 2012

This article reviews the development of the philosophy and practice of gifted education. The writer argues for the need of a comprehensive and coherent planning policy which takes into account the total experience of the gifted student. It suggests that the gifted learner needs the basic skills, an understanding of processes and subject matter which constitute a good general curriculum; specialized skills and knowledge that develop particular talents; personal understanding of relationships and values and extra-curricular experiences including personnel and material not available in the normal school. The article also stresses the vital need for differentiation in the curriculum which allows for individual differences in pace, depth and breadth.
Teachers of the Gifted: Preparation and Supervision
Authors: Feldhusen John , Hansen Jan
Published: January 2012

Paralleling the growing societal awareness of the educational needs of gifted youth, there is a related concern regarding the teachers of the gifted and talented. Who should teach gifted students? What traits and competencies should the teacher possess? How should the teacher be selected? This article reviews the research on characteristics of the effective teacher of the gifted, expected competencies, and the appropriate administrative strategies necessary for selecting teachers of the gifted. Illustrations of the research applied to practice within the framework of Purdue University's Super Saturday Program are then presented.
Programs for Gifted Children in Israel
Authors: Burg Blanka
Published: January 2012

The education of the gifted in Israel is a part of the Israeli educational system. The object of the Department for the Gifted is to develop the potential of pupils who have been defined as “gifted”, for their own benefit as well as for the benefit of society. The task of the Dept. is to identify these pupils on a country wide scale, to develop teachers' sensitivity for the needs of special pupils in their classes and to prepare programs for classes and enrichment centers covering a wide range of academic interests.

The concern of the Ministry is not only with pupils' intellectual development, but also with their emotional stability, moral values, attitudes and their motivation to contribute to society. The preferred policy at the Ministry is for pupils in special classes to remain in their educational setting until the matriculation examinations. For these pupils a class is a place in which they belong, where they identify with their friends and yet are not isolated from their peers in parallel classes.

The programs for the gifted start in grade 3 or 4 and continue through grade 12 in special classes and morning groups. The enrichment afternoon programs are operated by universities, municipalities and two associations. In some universities the programs begin in grade five.
System Level Provision for the Gifted Child: a Western Australian Initiative
Authors: Ashworth Margaret , Osborn Debra
Published: January 2012

Providing education for gifted and talented students presents its own administrative problems for education authorities. The State of Western Australia, with a population of 1.5 million and an area 10 times the size of Great Britain, has had considerable experience in tackling a wide range of education challenges. In the field of education of the gifted and talented the challenge has been taken up by PEAC.

Every 10, 11 and 12 year old child attending a Government Primary School in the State of Western Australia has access to PEAC—the Primary Extension and Challenge Programme for intellectually talented students.
Report of a Teachers' Refresher Course on Children with Special Abilities in New Zealand
Authors: Beard Elizabeth M.
Published: January 2012

This report summarizes primary teachers' experiences and concerns in the field of gifted education. The major issues include: identification of pupils' needs, organization of programmes, catering for the whole child and individualization of the curriculum.
Children at Risk: the Identification of the Gifted Among the Minority
Authors: Sisk Dorothy A.
Published: January 2012

This article discusses the major problems in urban inner city schools in the U.S.A. It discusses the issue of the validity of the use of conventional psychometric tests to assess the abilities of disadvantaged pupils; and the writer justifies the use of alternative assessment procedures. She emphasises the importance of changing teacher attitudes toward the disadvantaged gifted since many teachers seek to identify high achievement in conventional school subjects rather than to identify pupils with a high potential for learning. The paper concludes with suggestions of how to nurture and develop the talents of disadvantaged youngsters.
Brain Research: the Necessity for Separating Sites, Actions and Functions
Authors: Meeker Mary
Published: January 2012

Some brain research concentrates solely on the study of sites and actions of brain functions but the writer argues that it is essential for research to investigate the functions also. Educators can offer measures of brain function such as the Structure of Intellect (S O I) and psychologists need information about the characteristics of brain functions if accurate diagnosis is to be made of learning abilities and disabilities.

The writer stresses the importance of defining giftedness in far broader terms than the traditional psychometric measures of intelligence. She outlines the comprehensive range of brain functions incorporated by Guilford's theory of the Structure of Intellect and suggests that its most important use will be the partnership with brain research which itself needs a theory based test of brain functions.
Concerns and Issues Relating to the Education of Talented Girls (A New South Wales perspective)
Authors: Young Carmel
Published: January 2012

This paper is not concerned with a description and analysis of programs for talented girls, rather the intention is to focus on a series of issues which affect the educational opportunities of all females and have implications for the success of talented girls. Few women in Australian society realise their intellectual and creative potential. The factors which prohibit this actualisation are common to the talented and ‘mainstreamer’. Until these problems of educational disadvantage are broached and appropriate strategies devised to ameliorate the malaise of female under-achievement in general, then the specific difficulties encountered by the talented female will remain unaddressed.

Formal recognition at a National and State level of the special needs of girls is relatively recent. However, concern for the talented has a longer history, commencing in N.S.W. in the 1930's with the establishment of opportunity classes at a primary level, the setting up of selective single-sex high schools (1930–42) and ability streaming of students in comprehensive schools. Few of these early strategies to develop the potential and ensure the post-schooling success of girls were successful. Other factors were at work; gender stereotyping of roles, a sex differentiated curriculum and limitations placed on access to various career paths.

Although initiatives are in place to counter these restrictions, many of these factors still inhibit girls from realising their talents and potential. These are the issues investigated in this paper with emphasis on the N.S.W. experience.
Educating Gifted Persons who are Caring and Concerned
Authors: Passow A. Harry , Schiff Jacob H.
Published: January 2012

The paper emphasises the importance of attending to a dimension of giftedness which involves the development of caring, concerned, compassionate, committed individuals who develop and use their giftedness for society's benefit as well as for self fulfilment. The writer argues for the importance of developing leadership motivated to bringing about world peace. Since gifted children have greater sensitivity in social, moral and ethical awareness, we must nurture these sensitivities through appropriate curricula, understanding of real-life problems, awareness of worldwide news, and direct communication with other gifted children around the world.
Mentoring the Creative Child, Adult and Prodigy: Current Knowledge, Systems and Research
Authors: Shaughnessy Michael F.
Published: January 2012

The process of mentoring has been utilised in many fields. It has however, been most dominant in the realm of the creative arts. This paper explores the process of mentoring relative to the creative child, adult and prodigy. Our current information relative to this process will be examined as will current research. Needed areas of research are indicated for future mentors.

Why don't you work with Michelangelo? Can't you study with da Vinci? Maybe Chaucer can help you? The previous questions all reflect infinite possibilities. The opportunity to learn from an established figure has, of course, reflected the epitome of the mentoring process. However, mentoring in the creative realm differs greatly from academic and corporate mentoring. This paper will explore mentoring relative to creative children and adults and overview the state of knowledge relative to the field. This author posits that there are very succinct differences in terms of mentoring the “creatives” as opposed to other proteges. These differences are often accentuated by the nature of the creative process and by the personalities involved. Further, developmental trends of artists, musicians and others may need to be considered. Finally, emotional agendas may also need to be addressed.
Contemporary Polynesian Conceptions of Giftedness
Authors: Reid Neil
Published: January 2012

The writer describes the rich cultures of the Maoris and South Pacific islanders before the influence of European culture; he suggests, however, that despite the effects of colonialism, the richness of the Polynesian cultures has endured. However, Dr Reid argues that Western oriented psychometric tests are inadequate tools for the identification of gifted Polynesian children; Western oriented teachers often undervalue the Polynesian cultures and Polynesian parents generally lack the confidence and experience to be articulate about their children's educational needs. He pleads for the development of an education system in which all cultures are recognized and appreciated. He also argues that educators embrace a broader conception of giftedness that acknowledges cultural differences.
Cultural Ethos and the Development of Excellence
Authors: Coady Judy
Published: January 2012

The gifted have been found in all societies throughout recorded time (Ziv). Their general needs and attributes have remained the same from culture to culture. However, their careers in each society vary greatly in response to the particular values, goals, structure and lifestyle of the culture they inhabit. This paper explores the gifted-societal interaction in two very different cultures to determine the role various societal ethos play in the careers of its gifted. It also explores how each society's treatment of its gifted affects its own ongoing development.
The Gifted Child in the Nigerian 6-3-3-4 System of Education
Authors: Gwany D. M.
Published: January 2012

This paper looks at the significance of education for the gifted as a vital primary step towards economic and political development. The paper focuses on how the gifted child fits into 6-3-3-4 system of Nigerian education and the possibilities of adapting the system to synchronize with the needs and peculiarities of the gifted child. The paper also explores areas of congruence and speculates over possible remedies for areas of incongruence. Specifically the paper analyzes the main characteristics of giftedness as a concept and provides a synthesis on correlates of gifted education in the 6-3-3-4 system.
Choice and Perception of Control: the Effect of a Thinking Skills Program on the Locus of Control, Self-Concept and Creativity of Gifted Students
Authors: Eriksson Gillian I.
Published: January 2012

Thinking skills programs incorporate a range of objectives, including self-management of learning; independent thinking; effective problem-solving; increased creativity; increased accuracy; decreased rashness of judgement (de Bono, 1976). Implicit within many of these objectives is motivation to learn, both in terms of choice to participate and the way in which learning is structured within the program itself. This study aimed to investigate two levels of choice and control of learning: choice to participate (nominated and self-directed) and level of structure within the program (prestructured and flexibly structured)—serving as independent variables. A Block Design was used with the pre and post testing with random sampling and random allocation to two comparison treatments. Treatments included 10 hours exposure to CORT 1 Thinking skills (prestructured) and the Integrated Education Model (IEM) approach to thinking skills (flexibly structured). T-tests were computed on pre and post tests on dependent variables for both treatments. In the Cort 1 treatment, significant differences were found for locus of control, fluency, flexibility and originality. In the IEM treatment, significant differences were found for locus of control, fluency and fleXibility. Analysis of covariance showed no significant differences between the Cort 1 treatment and the IEM treatment of posttest scores across all dependent variables after adjusting for differences on pretest scores. A two-way analysis of variance for the block design between tructure of treatment and choice of participation showed a significant interaction on locus of control. Results showed that thinking skills programs can have a significant effect on locus of control but have no significant effect on self-cocept.
University Programs for High Ability Adolescents
Authors: Leroux Janice A. , DeFazio Peggy
Published: January 2012

Two universities in Ottawa provide a full week of programs for bright secondary school students each spring. This study investigated factors which characterize the Mini-Course Enrichment Program as perceived by student participants and their parents. Findings were analyzed in terms of achievement, career aspirations and impact on self-image. Respondents perceived enhanced personal control, sense of risk-taking, and help in preparing for the future. Specific recommendations evolved for educators and administrators.
Dynamic Assessment and Cognitive Program for Disadvantaged Gifted Children
Authors: Kaniel Shlomo , Reichenberg Rivka
Published: January 2012

Disadvantaged gifted presents a challenge to traditional principles of psychology, and entails a general change in orientation. The necessary change must adapt itself to the multi-dimensional definition of intelligence, to utilization of dynamic assessment tests, and to the creation of intervention programs geared to the specific needs of disadvantaged populations. The central premise of the enrichment program for gifted children from disadvantaged areas is that there is central importance in giving them the tools with which to advance and realize their potential. The great gap that exists between their intellectual ability and their academic achievements may be bridged by effective mediated learning. This kind of learning should allow them to acquire the ability to solve problems by systematic thinking and meta-cognition. By this ability the child will become an independent learner, using his thinking skills in real life situations.
Gifted Education in China
Authors: Li Li , Delisle James R
Published: January 2012

China has one-fifth of the world's population, with 350 million children under the age of fourteen—many of these children have specific gifts and talents, and Chinese educators have taken steps in the last decade to ensure appropriate educational opportunities for children with advanced abilities.

This article describes specific options for gifted and talented children in China, provides a brief history of Chinese education, and addresses some concerns related to the implications of China's social policies on educational attainment.
Nueva Learning Center, Hillsborough, California, USA
Authors: Jensen Anabel , Martin Ghevy
Published: January 2012

Education must prepare the individual to live a creative, humane and sensitive life. The Nueva Learning Center is dedicated to helping people educate themselves to think, feel and act. Nueva provides children with an environment in which they can discover their potential and strengthen their motivations for learning and living.

A school should be a place where children learn at their own pace in ways that are meaningful to them; a place where children are free to learn what they want to know, as well as what we want them to know; a place where the thoughts, feelings and actions of individuals are integrated in a democratic climate. The success of the democratic process requires that individuals take responsibility for their decisions, accept the consequences of the choice they make and have confidence in their abilities.

The Nueva Learning Center was established to provide the finest education for gifted and talented children and to serve as an educational development center for testing new ideas, exploring innovative teaching methods, developing relevant curricular materials, educating prospective and practising teachers, emphasizing interpersonal relationships and disseminating results of significant findings. Nueva's environment encourages experimentation and exploration by its staff without exploiting its students. Children are powerful consultants who show through their involvement and feedback what works … and what does not work.
Research Problems in Developing Giftedness: a Worldwide Perspective
Authors: Passow A. Harry , Schiff Jacob H.
Published: January 2012

The paper analyses world perspectives on gifted education, examil1ing definitions and identification procedures together with attitudes towards provision. The author provides a succinct overview of general areas of research; but, more importantly, identifies key areas in the field of gifted education which require further clarification and rigorous examination.
The Need to Create: Constructive and Destructive Behavior in Creatively Gifted Children
Authors: Lewis Gail
Published: January 2012

The article explores the relationship of “creation” and destruction” in the creative process, however it argues that the destructive element can be transformed into a constructive element—This is achieved where creativity is rewarded and accepted in an atmosphere of tolerance. The writer discusses the negative effects of the repression of creativity and suggests that supported creative expression leads to mental health. She reports the findings of a research study to substantiate her hypotheses and makes suggestions for improved educational practice.
Expectations of Teachers and Students: a Gifted Classroom Observed
Authors: Henry Mary Elisabeth
Published: January 2012

The purpose of this study was to enlarge on our understanding of the expectations of gifted students and their teachers in their classroom. Data were sought through participant observation and interviewing. Six domains of behaviour indicating teachers' expectations of themselves in the classroom were identified viz. as care-givers, authority figures, enforcers of order so that learning can take place, motivators, upholders of values and attitudes, and finally as teachers. Students' expectations were in the main compatible with teachers', their primary expectations being to learn and to have fun. A fit between student-teacher expectations is shown to be of major importance for successful teaching and learning.
Teachers and Their Gifted Children in the Classroom: a Perceptual Analysis
Authors: Awanbor D.
Published: January 2012

There is continuing need to understand the nature of giftedness and enhance the learning conditions of gifted children. The present study involved 241 (149 males and 92 females) teachers randomly selected from 1024 students enrolled in a Part-time Bachelor of Education Degree Programme in a University. The subjects completed a 44—item Likert-type questionnaire and were required to rate each item on a scale of strongly Agree to Strongly Disagree, scored 5 to 1 point, respectively. Of the three characteristics of giftedness namely, learning characteristics, general behavioural characteristics and creativity, around which the questionnaire was developed, learning characteristics was identified as the principal marker of giftedness by the subjects of this study. The demographic variable of sex, educational level and age did not have any significant differential effects on the perceptions of the subjects. A discussion of the results is presented.
Current Trends in Gifted and Talented Education in Taiwan, R.O.C.
Authors: Wu Wu-Tien
Published: January 2012

The paper traces the history of gifted and talented education programs in Taiwan and describes the factors which influence its development, the current goals and nature of gifted programs. The newly established programs such as Sun-Shine Summer Camps, Science Camps, and acceleration programs are discussed. Support systems are noted in four areas: program design, teacher training, resource, and research. The identification procedure emphasizes multiple criterion. After the promulgation of the Special Education Law in 1984 and its supplementary regulations, the rapid growth of the gifted and talented education in Taiwan, R.O.C. has followed.
The Complications of Being Gifted
Authors: Hannell Glynis
Published: January 2012

Whilst intellectually-able children are fortunate in that their attainment levels are usually commensurate with their high levels of ability, it is sometimes the case that an exceptionally high level of ability can, in itself, create some difficulties. Five major types of difficulties are discussed in this paper.
Problems Experienced by Talented Young Musicians as a Result of the Failure of Other Children to Value Musical Accomplishments
Authors: Howe Michael J.A. , Sloboda John A.
Published: January 2012

Eleven of 42 children aged 10 to 17 who participated in an interview study of the early lives of talented young musicians spontaneously remarked on problems they had experienced in connection with the failure of other children of their own age to value or appreciate the importance of musical accomplishments and the learning activities that contribute to expertise in music. The children's observations illustrate the nature of such problems, and suggest that for talented young people who are specialising in a particular area of expertise, difficulties of this kind may be more widespread and more severe than is generally appreciated.
Meeting the Needs of Australian Rural Gifted Children: the Use of a Curriculum Enrichment Project (CEPPS) for Primary Schools in Western Australia
Authors: Allen Jenny
Published: January 2012

This paper discusses the issues of: Who should develop curriculum materials? What form should enrichment materials take? Which theoretical frameworks are appropriate? How should the content be selected?

Gifted children's use of the CEPPS package in the Expressive Arts (interdisciplinary learning) is documented through outcomes related to the objectives of the learning materials. Future predictions indicate there is a need for independent learning packages to be developed for gifted children. (All illustrations are by pupils of 7–11 years of age).
Peace Education: a Classroom Project to End the Iran-Iraq War—a Prelude to the Gulf War
Authors: Kirman Joseph M. , Briner Kathleen
Published: January 2012

While this manuscript was being prepard for the publisher, the Gulf War broke out. Thus, the activities undertaken by the children in this project have become a heuristic model for dealing with classroom activities relating to the current conflict. Other classes can make use of the steps taken by the St Monica children regarding the Iran-Iraq War. This does not mean that they have to come to the same conclusions about how peace can be achieved or involve themselves in the manner undertaken by the St. Monica children. However, the process lends itself to various approaches to conflict resolution depending upon the specifics of the conflict. In the case of the Gulf War, it is possible that some classes might even opt to support the current action as a way to bring hostilities to a rapid conclusion. Others might suggest third party mediation and political trade-offs. In any case, the procedure outlined in this article provides the means for children to do something about the situation to help end the violence rather than being passive, and sometimes frightened, observers.
Teaching Gifted Children
Authors: Marjorm D T E
Published: January 2012

This article discusses the importance of providing an enriched curriculum for all children so that individuals with particular high level abilities can be identified. The author stresses the importance of continuous assessment of children's work. He also highlights the important role of the sensitive teacher who knows her pupils well and discusses the dynamic relationship between acquiring the basic skills of a subject and creative problem-solving. The article concludes with 10 “vital ingredients” for a curriculum which enables pupils to display gifted behaviour.
Identification of Intellectually Able Disadvantaged Filipino Children
Authors: Naval-Severino Teresita
Published: January 2012

This study represents the first phase of research being undertaken in the Philippines on gifted disadvantaged children. The subject of this paper focuses on the assessment tools and procedures employed for the screening and identification of intellectually able or “fast learners” among preschool Filipino children from disadvantaged urban communities. Preliminary screening involved nominations made by daycare teachers using checklists for giftedness. Parent ratings on giftedness were also obtained as a secondary data source for the final selection of fast learners. Children nominated by teachers were subjected to individual testing and evaluation. Results showed that over the two-year period of screening, three to four percent of the entire population of daycare children qualified as fast learners on the basis of teacher nominations and performance on two standardized tests of intelligence. Data also indicated that a greater percentage of children passed the Raven's Colored Progressive Matrices (RCPM) percentile ranking of 75 and above compared to the Wechsler Intelligence Scale for Children (WISC) Short Form IQ of 110. Findings further suggest the potential usefulness of the RCPM as an identification tool for fast learners among this population of children.
Exceptionally Able Children: A Whole School Approach
Authors: Whybra Julian
Published: January 2012

Julian Whybra first suggests three broad categories of exceptional children: those gifted across a wide range of skills and subjects; those who excel in a specific subject area; and those who have gifts that lie outside the normal school curriculum. He discusses the needs of exceptional pupils under two broad headings of recognition and understanding of emotional, social and intellectual needs.

The author outlines several approaches to identification and provision for exceptionally able pupils in Essex, U.K. He suggests a multi-dimensional approach to procedures for identification with an emphasis on inclusion rather than exclusion of pupils. He suggests an equally global approach to provision, advocating a whole-school approach with a number of well-argued and practical procedures for implementation. The article includes a “mind-map” which could be usefully adopted by any school wishing to analyse and evaluate its provision for very able learners. A list of resource centres is also provided.
A Framework for Guidance and Counselling of the Gifted in a School Setting
Authors: Hickson Joyce
Published: January 2012

This article describes differential guidance for the gifted and how the curriculum can be modified and adapted to promote self-realization. A major view is that guidance and counselling should be an integral and integrated part of the school programme. Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern—gifted females, culturally diverse gifted children, and the handicapped gifted child—are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting.
Burnout among Teachers of the Gifted and Gifted Adults
Authors: Willings David
Published: January 2012

This article surveys some of the common causes of “burnout” such as: lack of rewards, irrelevant duties, unsatisfactory work conditions, lack of confirmation of worth and isolation. The writer also comments on the problems of lack of tangible feedback in many professions which provide service to others such as special educators and clergy who frequently deal with constant stress in others. Often a radical change in lifestyle compounds existing problems. In particular the paper discusses the “paralysed perfectionism” of highly able adults and children who initially were dedicated to reaching high level goals. The writer suggests keeping a daily Strategies Diary in which personal rewards and stresses are recorded and analysed with the purpose of reaching greater self-understanding.
Instrumental Enrichment—Effects of Generalimtion and Durability with Talented Adolescents
Authors: Kaniel Shlomo , Reichenberg Rivka
Published: January 2012

It was hypothesized that efficient generalization and durability in Instrumental Enrichment (IE) program can be achieved by using metacognition principles in bridging. 140 talented children 10–12 yr. olds were drawn from schools which are defined as culturally disadvantaged. The subjects were randomly divided into experimental and control groups. During two years the experimental group received 240 hours of intervention. Half of the time was devoted to IE and the other half to various topics which were not learned in school. Throughout the entire intervention program, emphasis was placed upon the bridging between contents by means of metacognition, systematic thinking and integrative lesson plans. Immediately after the program was completed the results showed generalization effects on verbal and nonverbal thinking tasks and very limited generalization on school achievement. A follow-up study, four years later, showed effects of durability on verbal, non-verbal thinking tasks and broad generalization in school achievement. The research points to the necessity to integrate between IE and school curriculum, through the conceptual framework of systematic thinking and metacognition.
An Exploratory Study of Self Concepts and Depression among the Gifted
Authors: Feldhusen John F. , Nimlos-Hippen Amy L.
Published: January 2012

The purpose of this study was to determine the effects of gifted programs on self-concepts and depressive symptoms in gifted and talented program participants. The eighty-two fifth and sixth grade participants included students in special full-time classes for the gifted, students in pullout classes for the gifted, and students in regular classes. Instruments included two self-concept measures—the ME Scale and the Piers-Harris Children's Self-Concept Scale—and one depression measure, the Reynolds' Adolescent Depression Scale (RADS). Sixth grade gifted groups (pullout and selfcontained) scored higher on measures of self-concept than nongifted groups. No other main effects were found for either self-concept measure or for the depression scale (RADS).