bluuebunny/crossref_metadata_2025 huggingface dataset:
Simple Living in Complex Times: Helping the Globally Gifted Cope
Authors: Fiedler Ellen D. , Kane Michele
Published: January 2012

Concerns about the economy, the environment, and a widespread yearning for change have fueled gifted youngsters' worries about the future and the state of the world. Furthermore, the characteristics that distinguish them from others, including their intellectual and emotional intensity, often amplify their feelings about significant issues that touch their world today. Because of an awareness of an increasingly urgent need for people to simplify life, gifted students need guidance in unraveling the intricacies of simplifying life in increasingly complex times. With support from adults in considering wide-ranging perspectives, gifted students can simultaneously develop their awareness and understanding of the issues, while being guided in searching for practical solutions that can be implemented both locally and around the world. The combination of personal issues and social concerns need to be addressed as gifted students sort out the complexity of simplifying life, and practical strategies for grappling with these can be put into action. In addition to current thinking on the topic, this article draws upon ideas that have stood the test of time and are more relevant than ever today and offers practical suggestions for assisting gifted students with the fine points of moving toward simplicity.
From Human to Humankind: Facilitating Global Awareness Among the Gifted
Authors: van der Westhuizen Carol N , Maree Jacobus G
Published: January 2012

It is generally accepted that the world has become a global village. The notion of world workers constantly migrating from one country and continent to another, has become commonplace. The ever-changing world impacts not only every country in the world but, indeed, every human being, including the gifted. Little wonder then that, in 1975, scholars demonstrated appreciation for the need to move beyond national concerns and to start focusing on the bigger picture; to embrace the notion of a global village and celebrate global awareness. George Parkyn said that our “very survival depends upon a new concern with the quality of human life and its relationship to the finite world we inhabit” (in Conceptual curriculum 2004: 1). Since then the development of global awareness has been increasingly highlighted by a number of authors (Rogalla, 2003; Tallent-Runnels, 2007; Terry, 2008, Volk, 2007 & 2008). Roeper (2008) said the term global awareness “is too limiting, it is really Universal Awareness with which we are concerned”. Sheard (2008) concluded that children who have lived “outside their passport countries” (third culture kids, or TCKs), could be a resource to the gifted community through the lessons the TCKs have learned. She also said that “instilling global awareness in gifted children might have social and emotional costs as well as benefits”.
The Importance of Global Awareness in an Early Entrance to University Program
Authors: Danylchuk Daria L.
Published: January 2012

The pace, scope and significance of changes experienced in recent years have focused awareness on the interdependence of all nations with respect to issues of economic stability and environmental stewardship. Experts from all over the world are discussing ways in which global crises have arisen and how they will need to be addressed. Global attention is turning to investments that must be made with respect to trans-national health care, education and poverty. Education, according to Microsoft's Bill Gates, is the most critical investment for the future of all citizens and all nations. Enhancing education opportunities and the quality of education for students within and across all nations awakens us to the new era of social responsibility calling for preparation of youth to participate in global citizenship and global leadership. We are facing problems that we cannot solve as individual nations. We are facing solutions that impinge on individual nations' autonomy. We are challenging ourselves to learn how to negotiate and compromise in order to align our future-focused goals of mutual survival.

“Why don't you ask the real questions, like what is it like to be a gifted kid?” University Transition Program Graduate, 1998 “The most surprising thing to me is the transformation that all of us have experienced in just two years of rigorous radical academic acceleration and intensive preparation for early entrance to university.“ Christine Wei, University Transition Program Graduate, 2009
Towards a New Era of Gifted Education
Authors: Yamin Taisir Subhi
Published: January 2012

This article by the President of the World Council for Gifted and Talented Children (WCGTC) was in part presented in his presidential address to the biennial WCGTC Vancouver conference in August 2009. Dr. Taisir Subhi Yamin discusses the growing interest in gifted educaton and outlines goals to ensure that there is a cadre of highly qualified and competent teachers for gifted programming. He emphasizes the “digital world” and its impact on organizations that support gifted education, and he discusses the work of the International Association of Educators for World Peace and its efforts for global awareness and understanding.
Creativity, Mood Disorders and the Aesthetic
Authors: Fraser Deborah
Published: January 2012

This article explores the sensitivity and mood disorders found in a number of gifted people. Dabrowski's theory of positive disintegration provides the theoretical framework through which issues for these people are examined. Personal narratives and poems from gifted young people provide insights to their sensitivities and struggles. The aesthetic is proposed as one way in which to understand their needs. There are direct implications for parents, teachers, health professionals, and creative people when mood disorders are considered developmental rather than purely pathological. In particular, the therapeutic influence of expressing strong feelings through creative writing has merit in terms of support. Dabrowski's theory and the use of the aesthetic deepens both our understanding and our appreciation of the gifted.
Developing the Ethical Minds of Gifted Adolescents
Authors: Seider Scott
Published: January 2012

In this paper, we present Gardner's conception of the ethical mind; make the case for adolescence as an important period for fostering the development of the ethical mind; and present obstacles that can thwart this development. We conclude with recommendations to parents and educators working with gifted adolescents that can be useful in surpassing these obstacles. Specifically, we suggest that parents and educators develop curriculum and discussion topics about ethical issues that make use of young adults' intense focus upon the self; offer opportunities for direct interaction with struggling fellow citizens; and present content about ethics in a variety of formats that play to differing critical thinking abilities. Each of these strategies can play an important role in fostering the ethical minds of gifted adolescents.
TASC Problem-Solving at Camerton Primary School
Authors: Sandel Rob
Published: January 2012

As a small school we value the opportunities we have to get to know and develop the talents of each of our children individually.
Real-Life Problem Solving: Examining the Effects of Alcohol Within a Community on the Navajo Nation
Authors: Reinoso Judy L.
Published: January 2012

TASC, DISCOVER, PBL, and Prism models were integrated and applied in a Community Awareness Unit designed for sixth grade. The students listed different problems they considered important in their community and then selected a theme that was of the greatest interest to them: The effects of alcohol on the community. The teacher wrote a problem based scenario to explain the theme and the students divided into six stakeholder groups to investigate and gather information on the essential question from their stakeholder group's viewpoint. At the end they presented their results to their peers and the community. The students developed realistic solutions to a community problem that affected all of them. The students gained valuable skills from the required curriculum as outlined in the Arizona State Standards in language arts, science, math, and technology. They applied these skills and concepts in an integrated way and exercised their creative problem solving abilities to propose innovative solutions to persistent problems.
Applying the DISCOVER Model to Nurture Creativity in Pre-Service Early Childhood Teachers
Authors: Kuang Ching-Chen
Published: January 2012

The purpose of this study was to illustrate how professors can motivate pre-service early childhood teachers to be more creative using the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) Model (Maker, 2005; Maker & Schiever, 2005; Schiever & Maker, 1991, 1997). The participants were 50 pre-service early childhood teachers from a private rural college in MiaoLi County, Taiwan. They were enrolled in a Children's Literature course in the Department of Child Care and Education. The picture book was used to increase the engagement and motivation of the participants through the DISCOVER Model's six problem-solving types. Tree choice, authenticity, problem solving, and creative ability were factors included in every task. The participants' creative work demonstrated the effectiveness of the method. Pedagogic ideas and methods for integrating the model into higher education are included in the recommendations.
Cultivating Problem Solving Abilities in Gifted Preschoolers
Authors: Kuo Ching-Chih , Su Fang-Liu , Maker C. June
Published: January 2012

A three-year program, “The Enrichment Program for Cultivating Multiple Talents and Problem Solving Abilities for Gifted Preschoolers”, was put into effect at National Taiwan Normal University, Taipei, Taiwan. Participants were 61 children ages 4 to 6 who were gifted or gifted with disabilities. In this study, we report the children's changes in problem solving abilities in two different types of classes within the program: one in which all children participated together in activities involving problem solving in multiple intelligences (DISCOVER/MI) and another (Talent Development) in which small groups of 1 to 8 children with similar interests and multiple intelligence strengths participated in activities designed especially for them. The scores of teacher assessments showed that most students performed well on closed as well as open problem solving types (Maker & Schiever, 2009), especially on Type 1 (closed), Type 4, and Type 5 (open) in both types of programs, but that they generally performed better on the Type 4 problems than Type 5, and better on both open-ended types when they were in the talent development courses than when they were in the MI courses. Authors concluded that young children whose talents are just developing may perform better on problems with slight limitations (Type 4) because they have had little experience structuring problems, which is necessary in solving Type 5 problems.
Selective Problem Solving (sps): A Model for Teaching Creative Problem-Solving
Authors: Sak Ugur
Published: January 2012

Problem solving is an integral part of human life from mathematics and science to business, marketing, arts, technology and more. It is sometimes a form of creativity with discoveries and aesthetics. In fact, wherever a genuine problem exists novel behavior is needed on the part of the problem solver. The aim of this article was to describe and discuss the Selective Problem Solving (SPS) model that can be used for creatively solving problems that are confronted in many disciplines. The SPS was developed based on an integration of research on creativity and teachings of Poly a on problem solving. The SPS model is a revision and extension of the Polya model with an inclusion of problem finding, problem identification, problem construction, and selective thinking. It consists of six steps: Problem definition, problem identification, problem solution, problem construction, problem solution, and reflection.
Meeting the Needs of Exceptionally Able Children
Authors: Wallace Belle
Published: January 2012

Part 1

This paper examines the major issues which underlie curriculum extension for exceptionally able pupils. While it is necessary to be concerned with appropriate methods, content and education processes for all children, exceptionally able children require a different pace, depth and breadth of learning experience.

Part 2

Part two examines the principles which should govern the preparation of curriculum extension materials and examines various strategies of school organization which allow curriculum extension to take place.

Part 3

Part three gives practical examples of curriculum extension activities, at infant, junior and secondary levels.
Selection and Training of Teachers of the Gifted in the United States
Authors: Addison Linda
Published: January 2012

Linda Addison examines the qualities which teachers of exceptionally able pupils should possess. She maintains that all pupils need ‘good’ teachers; teachers who are concerned with process rather than product, teachers who are creative, flexible, and have leadership qualities. However, she argues that teachers of exceptionally able pupils should be knowledgeable about the special needs and learning styles of these children and should receive appropriate specialist training. She concludes with a brief review of some teacher-training programmes in the U.S.A.
Some Thoughts on Education and Mathematics
Authors: Sawyer W. W.
Published: January 2012

The effectiveness of education depends on adaptability to individual differences. Rigid syllabuses and lock-step teaching ignore the real forces in the mind that make for development and learning and the resentment of the gifted when drill continues after a skill has been learned is very often evident. The problem is how to get practice of necessary skills without causing such resentment, a problem often neglected by some “modern mathematics ” reformers.

The appeal of arithmetic to infants is usually self-evident and recognising unusual mathematical maturity is not difficult. The unjustified fears of some educationists about allowing children to forge ahead, needs discussion and recognition of the need for young mathematicians to work in depth and at speed.
Teaching able and Gifted Children
Authors: Sherwood Frank
Published: January 2012

The National Association for Gifted Children has published a study of Initial and In-service Teacher Training in England, Scotland and Wales, in their special area, during the Academic Year 1981–82. Entitled “Teaching Able and Gifted Children”, the study was compiled by Frank Sherwood, the Association's Education Officer.

Questionnaires were sent to all Colleges and University Departments of Education and to Local Education Authorities, asking them for the principles they followed in this aspect of training and for details of resources and courses provided. Broad conclusions from the response, by more than half of the Colleges and Authorities, are drawn by Mr. Sherwood.
Should Schools Offer what Parents Want?
Authors: Hopkinson David
Published: January 2012

Should parents be allowed the right to choose the kind of school they want for their child? Do existing independent schools offer gifted children opportunities which are not always present in maintained schools? If this is so, what should maintained schools be doing to make certain that pupils whose parents cannot afford independent education, are, nevertheless, receiving full opportunity to develop their potential? Do state schools really involve pupils and parents in full discussion of pupils' needs and interests?
The Expressed Needs of Parents of Gifted Children
Authors: Braggett E. J. , Ashman A. , Noble J.
Published: January 2012

In workshop situations, parents of gifted children sought assistance in three major areas. First, they desired to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors and motivation. Second, they were anxious about school-related needs: allowing gifted children to proceed at their own pace and avoid the boredom of unchallenging work, teachers who felt threatened by outstanding children, and a parental desire to understand the school system and its organisation. Third, they searched for enrichment activities and resource materials over a wide range of interests. Overall they wanted reassurance that their youngsters, although gifted, were normal children.
Educating Gifted and Talented Children — a Parent's View
Authors: Beard Elizabeth
Published: January 2012

When a child is assessed as potentially gifted, parents are often presented with a bewildering array of contradictory situations. Teachers, principals, psychologists, reference books and the media may present very different ideas as to the best way to meet the needs of such children.

Parents need to be aware of the educational, ideological and political motives which underlie the various viewpoints, and to identify their own motives and aspirations regarding their exceptional children.

Teachers need to be aware of these same motives, and of the wider implications for both society and exceptional children, of the programmes they institute, support and undertake. There is disagreement on the best procedure to follow; ideas and programmes from other countries are not always appropriate to New Zealand.

By informing themselves more fully, and clarifying their own aims, both parents and educators may be able to better justify claims for fair and appropriate provisions for children with special abilities, and make better use of their limited freedom of choice.
Curriculum Materials for Able Children
Authors: Print Murray
Published: January 2012

This paper considers that the preparation of curriculum extension project packs is one effective way of catering for the needs of exceptional children in the classroom. Segregation and labelling are avoided and if pupils are encouraged to choose from the projects available, the projects provide a means of identifying exceptional ability through performance rather than test procedures.
Turning Dreams into Reality
Authors: Lewin Ron
Published: January 2012

Gifted children with a flair for the qualities required by successful technologists could make a significant contribution to the future prosperity of the U.K. The science based project team have developed ways of explaining to young people the concepts on which the subjects are based and the framework surrounding design and technological activity. The team have sought to locate and encourage gifted young technologists by working directly with them in an interactive and challenging environment. The teaching methods which are described in the paper range from half day classroom sessions, weekend courses and one week project based activities.
Exploring the Concept of ‘Myth’ with a Group of 10/11 year old Children
Authors: Bolsover Joan L. M.
Published: January 2012

A description and appraisal of a course during which children and teachers were learning together. It was held at the Language Development Unit, Borough of Croydon, England, in April, 1982. Primary schools were asked to nominate children in the top junior year who were very able in the language arts. Twenty were then selected, an equal number of boys and girls — this number being viable for the small Centre.

Pupil's were encouraged to analyse the universal meaning of myths and to transpose various myths into their own culture and context. The aim was to develop collaborative talk and to provide an atmosphere in which pupils would write creatively and develop a deeper understanding of literature.
Improving the Quality of Learning
Authors: Walker George
Published: January 2012

A mixed 11 to 18 comprehensive school in Hertfordshire is starting to re-examine its learning strategies in order to provide the most flexible systems of learning for pupils of a very wide range of abilities, including many who achieve the highest academic standards.

Some basic features of the process of learning including the variety of learning path, pupil-participation in planning, the best use of time, enriching activities and the role of the teacher are all being studied carefully by the staff with the help of some important outside agencies, notably the Open University.
Meeting the Needs of Exceptionally Able Children
Authors: Wallace Belle
Published: January 2012

Part 1

Part 1 (Volume 1 No 2, 1983) examined the major issues which underlie curriculum extension for exceptionally able pupils. While it is necessary to be concerned with appropriate methods, content and education processes for all

children, exceptionally able children require a different pace, depth and breadth of learning experience.

Part 2

Part 2 constitutes the present paper and examines the principles which should govern the preparation of curriculum extension materials and discusses various strategies of school organisation which allow curriculum extension to take place.

Part 3

Part 3 gives practical examples of curriculum extension activities at infant, junior and secondary levels.
Working Towards a Practical Model of Education for Very Able Children in Comprehensive Schools
Authors: Jones Philip
Published: January 2012

If comprehensive schools are to give appropriate provision for intellectually very able pupils it has to be done with tact, sensitivity and the awareness that probably all children could benefit from increased teacher time. A strategy being adopted in the county of Avon uses ideas developed in the U.S.A. to assist very able pupils to develop their potential in whatever areas their stengths lie. It is a strategy which relies less on teacher time and more on pupil initiative.
Counselling the Gifted: What we Know, and How it can Help
Authors: Delisle James R.
Published: January 2012

A new area of emphasis in gifted child education is counselling clever children as regards accepting and using their talents. Several areas of emphasis are involved in counselling the gifted — understanding giftedness, peer relationships, coping with lacklustre school environment — and each of these topics is reviewed.

Also, there are linkages between gifted child education and education of youngsters with other special learning needs. This linkage is reviewed and its importance is highlighted.

Lastly, there is much we still need to learn about the specific adjustment concerns of the gifted. These areas are listed, and each is then discussed in relation to its importance for improving the attitudes and performance of gifted youngsters.
The Royal Institution Mathematics Masterclasses for Young People, London, U.K.
Authors: Tammadge Alan , Crank John
Published: January 2012

The origins, aims and organisation of the Royal Institution Mathematics Masterclasses are described briefly. The ideas which have influenced the choice of the mathematical material and the style of presentation are outlined. The main topics included are listed. A glimpse of a typical Saturday morning's activities at the Royal Institution is followed by more detailed accounts of the sessions on sequences and on motion and force. Some examples are given of exercises tackled by the pupils either individually or in small groups.
An Account of a Primary School Project as 1) an Example of Helping to Meet the Needs of a Group of Exceptionally Able Children, and 2) an Exercise to Improve Teaching Skills.
Authors: Williams Eleanor
Published: January 2012

This article describes the work carried out in a teacher-workshop in a primary school in Essex. Teachers worked together to improve their assessment techniques for all pupils including very able children. They then worked co-operatively to provide curriculum extension for a group of very able pupils.
Some Portraits of Exceptionally Able Infant School Children
Authors: Smith Diana
Published: January 2012

Diana Smith looks in detail at the characteristics of a group of exceptionally able infant children (pupils 5–7 years). She highlights the importance of sensitive teacher observation and underlines the necessity to individualize the curriculum in accordance with a child's needs.
Continuous Progress and Nongraded Schools
Authors: Cox June
Published: January 2012

This paper describes four schools in which the emphasis is placed upon developing an appropriate pace of learning according to individual needs. In practice this means that a pupil's progress is assessed continually and his/her personal curriculum adjusted accordingly.
Giftedness and Visual Language
Authors: Kinsey Anthony
Published: January 2012

This paper suggests that art should be an essential experience of a gifted individual, since it encourages creative expression through visual language. The writer argues that the quality of a drawing depends on the material available to the child and the expectation of the adult supporting the activity. Drawing is a very malleable means of responding to and developing thought, and children's drawings should be encouraged and appreciated from their earliest attempts to express ideas.
Primary and Secondary Tasks
Authors: Kerry Trevor
Published: January 2012

This article discusses research which sought to investigate the quality of the tasks set by teachers for their pupils. Dr Kerry suggests that the majority of the tasks set by the secondary teachers he studied fall into the category of low cognitive demand. He further compares the tasks set by primary and secondary teachers in science lessons as part of a study to examine whether pupils regress on transfer to secondary school. Dr Kerry concludes by suggesting that teachers need to adopt a system whereby they are encouraged to analyse the quality of the tasks they set the pupils, and pupils are given an evaluation of their work in accordance with the prespecified objectives of the task.
A School-Based Programme for Gifted and Talented Students
Authors: Washbourne Malcolm
Published: January 2012

The paper describes curriculum extension projects in science in a senior high school. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. However, concentrating on extension into breadth also necessitates working in depth, and all work progresses on the basis of hypothesis testing and the development of the necessary skills needed to tackle the task. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task.

The overall aim of the teacher is to be a guide and to encourage the pupil to develop an autonomous and individual learning programme and style of working.
Giftedness on Demand in Every Classroom
Authors: Smith Ellen
Published: January 2012

Ellen Smith argues that curriculum extension for gifted children should grow from activities developed in the classroom, according to the current needs and interests of pupils. She justifies this approach as being not only socially acceptable but also as a means of identifying gifted children.
An Examination of the Development of the Concept of Gifted Education in the United Kingdom an Analysis of the Current Position with Suggestions for a Positive Way Forward
Authors: Wallace Belle , Adams Harvey B.
Published: January 2012

This paper gives a brief summary of the background of educational development in the United Kingdom in the 20th Century. The growth of concern for the needs of exceptional children is described within this framework and various reasons are suggested for the reluctance of many educators to use the term ‘gifted’ in the context of state education in the United Kingdom. Recent government guidelines however, have requested Local Education Authorities to review their curriculum policy and specifically mention that attention must be paid to the needs of exceptionally able pupils. The writers suggest that the way forward is for schools to examine the quality of their provision for all pupils and to analyse the extent to which pupils have the opportunity to reveal their talents and abilities, thereby signalling their need for further extension within the school curriculum.
The Gifted at University
Authors: Willings David
Published: January 2012

Part I

This article examines possible reasons why some teachers and parents feel threatened by gifted children and why some exceptional pupils deliberately under-achieve. There is discussion of the meaning of Creativity in the terms of the defensive, productive, adaptive, elaborative and developmental thinker together with exploration of possible concomitant problems.

Part II

Too frequently university students are forced to suppress their desire to explore creatively because of the pressure to acquire suitable grades within a set syllabus which too frequently stresses the absorption of factual knowledge rather than the exploration of ideas. Many of the most creative students form the main body of university “drop outs”.
The Balance of Opposites in the Creative Process
Authors: Vaughan Trefor D.
Published: January 2012

This paper argues that the creative process is a complex interaction of thinking, emotion and intuition and the major characteristic is the balancing of opposites which integrate the process. The creative process can only be maintained by holding the opposites in a state of dynamic tension which can be called a “tolerance of ambiguity”. This tension of opposing forces charges the creative expression with power avoiding the degeneration which occurs when the balance of opposites is uneven. In considering the practical applications in the classroom, it would seem that the encouragement of a learning atmosphere which generates alternative modes of thinking and problem solving strategies and an acceptance of openended situations encourages the creative act. The classroom needs to be “emotionally charged”, pupils encouraged to pursue individual ideas in an atmosphere of adventure and risk-taking.
Teaching Creativity — Creatively with Psychosynthesis
Authors: du Pont de Bie Alexis I
Published: January 2012

The title suggests that creativity is inherently teachable. This author believes that to be so. More important is the argument that the student can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology.

This paper will discuss the philosophical raison d'être of teaching creativity and examples of a practicum for use in the classroom or work place.
A Curriculum for Competency Development and the Methodology of Teacher Education: a Model Proposal
Authors: Anwukah Tony Gozie
Published: January 2012

This article is an attempt to assist the “teachers of teachers” in the planning of their instructional activities. Simply stated, its purpose is to present a planning framework by which the type and level of learning desired can be matched with the most appropriate, feasible, and effective processes for attaining that learning.
Developing an Enrichment Programme in a Junior Primary School
Authors: Venter Justine
Published: January 2012

Special provision for able children within the school curriculum is relatively new in Natal. We were very fortunate to be a Pilot School when the Natal Education Department initiated extension programmes for these children. Belle Wallace's In-Service Course of 1982 was a memorable three days and this article lists briefly how we have tried to provide enrichment for children of the superior intelligence range.
An Approach towards Meeting the Needs of Talented and Exceptional Pupils
Authors: Wallace Stuart D.
Published: January 2012

This paper advocates the development of curriculum extension programmes which emanate from the immediate and specific needs and interests of groups of pupils. The emphasis is firmly placed on PROVISION with Identification as a secondary consideration. Meeting the needs of exceptionally able pupils is seen as an aspect of providing opportunities for all pupils to develop this potential, and the extension programme is set within the existing resources (both human and material) of each school.
Some Practical Ideas for Meeting the Needs of the Gifted Child in the Classroom
Authors: Sparrow Alex
Published: January 2012

This article gives practical ideas for beginning to meet the needs of gifted children in the classroom. The writer argues for the individualization of learning suggesting that if the teacher provides open-ended problems which can be dealt with at a variety of levels, he/she is more than halfway towards meeting the needs of all the pupils including the most able.
In Retrospect: an Examination of Some of the Problems Encountered in Initiating and Developing a County Programme for Exceptionally Able Pupils
Authors: Wallace Belle
Published: January 2012

This article examines some of the problems encountered in the development of a county (Essex, United Kingdom) programme for exceptionally able pupils. It discusses the problems encountered in the early stages because of the use of the emotive term ‘gifted’ and because of the identification procedure which concentrated on the selection of high ability pupils in terms of high IQ. The article continues by outlining how these problems were dealt with. Regarding the provision for very able pupils, the writer describes a procedure which developed curriculum extension within the context of the development of teaching skills, the cooperative planning of resources and an enriched curriculum for all pupils with extension activities for those pupils as and when they needed them.
The Early Years: Preparation for Creative Thinking
Authors: Freeman Joan
Published: January 2012

This paper stresses the importance of parent-child interaction in the early years as the basis of a child's intellectual development. The writer also argues that creativity is fostered in an environment where the child is emotionally secure and encouraged to take risks with new and unfamiliar ideas. Free and imaginative play is an essential requirement for free growth of cognitive and affective functioning but this must also be allied to the sensitive and unobtrusive intervention of teacher or parent which extends and encourages the child's questioning. Creative thinking demands self-confidence, an environment which promotes free thinking and acceptance of new ideas.
Earliest Recollections of Gifted and Talented Students who have Social Adjustment Problems at School
Authors: Roth Henry
Published: January 2012

This paper presents a practical introduction to understanding the earliest recollections (ER's) of G-T students who have social adjustment problems at school. The first part of this paper focuses on the meaning of ER's. A classification system for examining ER's is described in the second part. In the third part, methods for obtaining ER's are identified. The last part of the paper highlights three thematic differences between the ER's of G-T and non-G-T students.
LOGO — a Language for Children (and their Teachers!)
Authors: Govier Heather
Published: January 2012

This article describes an inservice education course which links pupils and teachers in an enrichment experience. Pupils and teachers learned together, in 6 practical sessions, the essential language of LOGO. Teachers' reports analyse their own reactions to their changed role from teacher to learner, their observations of the pupils and their perception of their new insights and experiences. Pupils' reports are also included and these provide valuable data on which to evaluate and refine future courses.
Attempted Suicide and Creative Promise
Authors: Willings David , Arseneault Michael
Published: January 2012

This article begins by discussing the creative problems of four individuals from four different countries and the problems and pressures which led to their suicide attempts.

A proportion of suicide attempts are disguised as accidents and are not recorded in official reports, which results in under-reporting of suicide attempts. In the last twenty years the suicide rate among youths 15–24 years has risen three hundred percent. Suicide is second only to automobile accidents as the leading cause of death of this age group.

The creatively gifted are particularly vulnerable to the boredom and depression which accompanies isolation during the adolescent years and earlier. This combined with parents and peers' expectations and the inability to find meaningful career opportunities poses numerous problems for the creatively gifted and often result in the drastic decision that life has no more to offer. It is our contention that suicide attempts among the creatively gifted is the “tip of the iceberg”. We also express our concern for the creatively gifted who have not committed the final telo de se but have first of all stopped being creative and then have stopped living. We suggest that this is a form of suicide.
Early Identification of Gifted Children is Crucial … But How Should We Go About It?
Authors: Fatouros Cherryl
Published: January 2012

This review will critically analyse available literature dealing with the identification of gifted children in the preschool and infants school age groups.

The areas to be discussed are: difficulties encountered when attempting to identify potential giftedness in very young children. the importance of early identification. identification methods that are currently available or in use. These will include the traditional method of a group ability test followed by individual intelligence testing; and also the case study method which encompasses several different types of information sources. which of these methods of identification are reliable and appropriate for use with very young children. a description of research that is still in its earliest stages but nevertheless showing promise for future use with preschool and infants school children.
Advancing Talent in Secondary Schools of the German Democratic Republic (GDR)
Authors: Drewelow Horst
Published: January 2012

The article states that the underlying principle of Gifted Education in the German Democratic Republic is to create a learning environment in which all children can develop to their maximum potential. As well as individual development, social responsibility is considered of primary importance. The paper continues with a description of research into differentiated educational processes in schools and suggests some guidelines for successful curriculum extension strategies both in and outside the classroom.
Gifted Education Policy in Australia
Authors: Larsson Yvonne
Published: January 2012

The tempo of activity on behalf of the gifted has risen dramatically in several Australian states since 1978. However, the most exciting, challenging and worthwhile innovations have occurred in Western Australia where recognition has been given to special programmes. But despite the success of these programmes and others, such as the accelerated secondary programme in operation at University High School in Victoria, most educational authorities prefer to adopt an ambivalent attitude which the concepts of egalitarianism and excellence conjure up in this country and on the spectre of elitism which continues to haunt Australian education.

To overcome this ambivalence there needs to be a concerted attempt to change community attitudes to accept excellence in a variety of fields of endeavour, academic, musical, dance, dramatic and sporting. In the context of academic excellence, recognition must be given to the fact that gifted and talented children need content which is more abstract and challenging than what is available in the general curriculum. Programmes provided should be in accord with the most recent research and there needs to be widespread acceptance of the need for a variety of educational methods tailored to suit the talents of the individual.

It is necessary to hold community liaison meetings to bring together parents, teachers, tertiary representatives and guidance officers to exchange ideas on fostering gifts and talents among children. It is also important for teachers to have the ongoing support of trained advisory staff, accessibility to counselling services for their students, and adequate resources to cope with the challenge of varied abilities and temperaments. And possibly most important of all is the need to have adequate teacher training both at the pre-service and in-service levels to equip teachers with the skills to recognize and cater for the various gifts and talents of the children placed in their care.
The Teaching of General Problem Solving Strategies
Authors: Adams Harvey B.
Published: January 2012

In this article the author advocates the development of problem solving ability as a fundamental aim of all teachers, regardless of the age of the pupils or the subject being taught. A definition of ‘a problem’ and a breakdown of the problem solving process is offered. This is followed by a series of guidelines for the teaching of general problem solving strategies. Finally, an illustration is given of how a general model can be taught to young (6–8 year old) children.
LAMP: the Development and Implementation of a Programme of Provisions for High School Students with Special Abilities
Authors: Beard Elizabeth M. , Densem Prue A.
Published: January 2012

The Learning Activity Mentor Programme (LAMP) is a means by which schools can draw on both materials and mentors to provide enrichment activities for very able pupils. The paper describes how LAMP was established in Christchurch (New Zealand) and the problems and pitfalls are sensitively identified with guidelines suggested for educators intending to establish a similar provision.
Ploughing a Lone Furrow
Authors: Meredith-Jones Meiriol
Published: January 2012

Given two years to set up a brand new service, £1 per child to finance it, no resource area, very limited base space and no team of assistants in a large, extensive county, there was a choice to make: (a) do I provide a crisis orientated service? or (b) do I create machinery for change? I chose (b) while admittedly responding to (a) too. Having made my choice there were other choices to make: (a) should my work be school based only (b) inset only (c) out of school enrichment only (d) all three. It had to be (d). I called the embryo E.U.R.E.C.A! — extending, understanding, resourcing, enriching the child with ability! It crystallized my aims, it provided the vehicle for change and it grew, is still growing … but what next?
Shortcuts to Developing Giftedness in Children
Authors: Rice Marilyn
Published: January 2012

Comparable themes have been described by significant thinkers and educators in the past and present regarding what gifted education at its best should be. The challenge of synthesizing these ideas and educating teachers so they can apply them is addressed here. This article describes a framework developed by the author to enable teachers to understand apply these ideas effectively and easily.

The success of the effort is described in the reporting of two forty-minute workshops where the author presented her ideas to a group of twenty-five elementary classroom teachers.
Nurturing Talented Design Students
Authors: Boyd Rae , Field Sue
Published: January 2012

In this paper it is argued that the students who manifest talent in design are further along the developmental continuum than their age mates. But advanced development is not necessarily achieved in all aspects of the complex “design”. A battery of tests was developed to assess its most significant components to enable the art teacher to identify the strengths and weaknesses of able students so that more appropriate guidance could be given. The role of the family in nurturing talent in design is also considered.
Primary Topics and the Able Child
Authors: Kerry Trevor
Published: January 2012

Project work demands a rigorous and systematic approach if very able pupils are to experience challenge and high level thinking. This paper outlines some research into teachers' approaches to project work and suggests criteria teachers should follow to ensure quality of lerning for very able pupils.
Parent Power: Wanted for Organization Procedures, Problems and Practical Advice
Authors: Ginsberg Riggs Gina
Published: January 2012

This paper outlines the procedures and problems encountered in setting up a society for the promotion of extension activities for gifted pupils. It presents practical advice based on experience over 26 years.
Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa Zulu/Natal
Authors: Wallace Belle , Adams Harvey B
Published: January 2012

This is the first of a series of articles which discuss research into the identification of potential in the Third World. Conventional psychometric tests are inappropriate in this setting and the writers are concerned to identify pupils with a high capacity for learning since the current manifest achievement of pupils is low. They are working on the paradigm of “test—teach—test” in order to assess the degree of modifiability under optimal conditions of mediation.
Turning the Concept of “Enrichment” into Reality: A Co-operative Project Involving a School and its Educational Psychologist
Authors: Brown Elvie , Chiffers Andrew , Burden Robert
Published: January 2012

This paper describes a unique intervention between a comprehensive school in a rural county of England and its consultant Educational Psychologist in attempting to provide an enrichment experience for identified able children about to enter school from the primary sector.

27 children were offered the opportunity of attending the comprehensive school for 1 week at the end of their primary school career. The focus of the week was on the problems they would face if transported to another world. A significant number of the secondary school teaching staff contributed a variety of problem solving activities centred upon this theme.

Evaluation of the effect of the week's enrichment activities was carried out by inviting written comments from the pupils, their parents and the staff involved. The overwhelming nature of these responses was positive.
“Burnout Among Teachers of the Gifted”
Authors: Swicord Barbara
Published: January 2012

Burnout among teachers of the gifted is a serious problem facing gifted programs today. Its subsequent problems such as absence, lower productivity, and loss of quality teachers must be eliminated. This article is based on the experiences of teachers in an elementary gifted program in a suburban school district in the western United States. The article covers both subtle and obvious causes of burnout and then offers solutions to the various aspects of the burnout problem. Among the solutions are support systems at several levels, time management, and education and communication with persons outside the program. It is hoped that the discussion of these ideas can help prevent significant burnout situations and help protect the quality of the teacher/student relationship.
The Education of Gifted and Highly Gifted Children
Authors: Assagioli Roberto
Published: January 2012

This article (from the Psychosynthesis Research Foundation) provides a succinct argument for an education which will promote the harmonious development of all aspects of the human being: physical, emotional, imaginative, mental, intuitive, spiritual. Most important is the development in the understanding of human relations.
Thinking in Visual Images in the Information Age— the Changing Faces of the School
Authors: Eriksson Gillian
Published: January 2012

This paper stresses the importance of developing visual literacy firstly as a means of conveying information and secondly as a powerful tool for creative expression. The author suggests that through visual presentation, learning becomes holistic and integrated: “the way we see becomes the way we think”.