bluuebunny/crossref_metadata_2025 huggingface dataset:
Amadeus to Young Einstein: Modern Cinema and its Portrayal of Gifted Learners
Authors: Cox Jennifer
Published: June 2009

Gifted children have held many pivotal roles in modern, popular cinema. The Neverending Story (1984) and Beauty and the Beast (1991) both featured misunderstood young adults who spent more time with their nose in a book than in reality. The plots of Ferris Bueller's Day Off (1986), Explorers (1985), and The Goonies (1985) all depended on ingenious, mischievous, and clearly gifted children. Movies like The Cutting Edge (1992), The Natural (1984), and The Sandlot (1993) center around children or young adults with remarkable athletic talents. Despite the abundance of characters, the actual children are typically presented as one-dimensional oddities or abnormalities. By being aware of how the media portray gifted children, teachers, parents, and other adults may have a better idea how the gifted children in their lives perceive themselves.
Cluster Grouping Elementary Gifted Students in the Regular Classroom: A Teacher's Perspective
Authors: Teno Kevin M.
Published: June 2009

With cluster grouping, all gifted students at a grade level are assigned to one classroom because of similar learning needs. Typically, these students are assigned to a general education teacher who has an interest or has specific training in how to instruct gifted students. The other students assigned in the classroom are of mixed ability.
Catering for Mathematically Gifted Elementary Students: Learning from Challenging Tasks
Authors: Diezmann Carmel M. , Watters James J.
Published: June 2009

Boredom is a major concern of gifted students and stems from a lack of challenge in academic tasks and a perception by these students of the limited value of the “learning” experience (Feldhusen & Kroll, 1991; Galbraith, 1985; House, 1987). Academic tasks constitute the “work” of the classroom and, ideally, provide the necessary challenge that affords learning (Doyle, 1983, 1988). A key feature of challenging tasks is their authenticity within a domain. For example, an authentic mathematical task is characterized by its complexity, the obstacle to a ready-made solution, and the need for high-level thinking and reasoning. Thus, challenging mathematical tasks for gifted students should be authentic tasks that provide opportunities for them to emulate the practices of mathematicians, though at a less-sophisticated level. Gifted elementary students recognize the fundamental relationship between the level of challenge of a task and mathematical learning.
Advocacy: New Rhetoric Requirements
Authors: Kaplan Sandra
Published: June 2009

In today's society, advocacy is more than defining and presenting a cause in order to inform and influence opinion and action. The methods and manners used to present the cause have changed with the times. For educators of the gifted, the cause remains constant: to promote education for the gifted.
The History Walk: Integrated Multi-Age Learning
Authors: Morris Ronald V.
Published: June 2009

Third- and seventh-grade gifted students can help each other learn what life was like in the 1870s on the Texas Frontier. The Texas History Walk lets gifted students meet characters from the past and the inhabitants of the land where the students now live. The people of the 1870s were very diverse and the conflicts between these people determined who held power for the next 100 years. The struggle was between those who would range the land and those who would settle it, or as they saw it, improve the land. Students get to work together across grade levels to learn more about the interaction between people. Together they get to explore the diversity of the people who now live together in peace rather than conflict. The Texas History Walk allows students the chance to walk in the simulated drama camps of many different people. Younger students interact with actors (seventh-grade students role-playing characters of the 1870s) to find out why they live in Texas and what goods are available for sale or trade.
Social/Emotional Needs: Changing Times
Authors: Cross Tracy L.
Published: June 2009

In my last column in GCT, I attempted to illustrate some of the salient ways in which the lives of gifted students today are significantly different from previous generations. Later in the column, I made a plea to adults to understand that growing up in a time not experienced by previous generations requires us to act in ways that are not necessarily the ways we think we should.
Affective Component in the Education of the Gifted
Authors: Johnson Karen S.
Published: June 2009

Imagine a third grade student, Joe, who is academically gifted, but is such a behavior concern that he is placed in a self-contained special education classroom where most of the students are children with mental retardation. How might such a placement happen? Might it be because Joe never had support in developing social skills? Did Joe not have a curriculum that addressed his affective needs? Given Joe and other similar students, teachers may need to integrate an affective component into their curriculum for gifted students.
Parenting the Gifted: A New Lens for Detecting Giftedness “Becoming”
Authors: Haensly Patricia
Published: June 2009

Long ago and far away in BGE time (Before Gifted Education), our sons, now well into adulthood, attended a consolidated rural school in Iowa. Here, in BGE time, families and teachers and principals were a community thoroughly dedicated to educating for productive and satisfying lives, and families held the Lake Wobegon belief that “their children were all above average.”
Techniques Questioning in the Gifted Classroom?
Authors: Shaunessy Elizabeth
Published: June 2009

In order to stimulate creative development among gifted students, the use of questioning techniques has proven to be a successful strategy for encouraging purposeful inquiry (Daniels, 1997; Feldhusen, 1994; Gallagher, 1985; Letzter, 1982; Parker, 1989; Pollack, 1988; Schwartz & Millar, 1996). A variety of questioning strategies is recommended, focusing primarily on the higher end of Bloom's taxonomy to engage students in higher level thinking. Teachers can incorporate questions effectively by knowing the various purposes, types, and intended outcomes; and they must also establish a classroom climate that promotes active engagement, student exploration, and student inquiry to further student achievement.
Au Contraire: Mom … Apple Pie … and Differentiation
Authors: Delisle James R.
Published: June 2009

There are a few demigods in our culture, icons that demand universal respect. Mothers, apple pie, and the American flag all come to mind as examples. But, a school-based equivalent has recently entered our lexicon, a word and concept that, up until recently, had been the bastion exclusively of gifted child educators. The term? Differentiation.
Trust and Teamwork the Parent-Teacher Partnership for Helping the Gifted Child
Authors: Strip Carol , Hirsch Gretchen
Published: June 2009

Parents and teachers of gifted children often view each other as adversaries. Teachers may believe that parents are pushing their gifted child, or that they aren't doing enough to develop the student's potential. Parents may think that teachers don't appreciate their child's giftedness, or that they single the student out and are far too demanding. The stage is constantly set for disagreements and confrontation.
Through Another's Eyes: Moving beyond the Classroom: Bringing the past and Future Together for Enrichment Students
Authors: Mardero Eric , Zadra Marianne
Published: June 2009

Taking students out of the classroom has its challenges, but it can also have unexpected benefits. In meeting with gifted students only four times a year, an enrichment program teacher facilitated students in the selection of six silos in an abandoned flour mill for an urban renewal project. What began as a study in Sudbury, Ontario, resulted in gifted students being introduced to local history, civic politics, cultural diversity, public speaking, economics, and community enhancement.
Parenting: A Collage of Parents' Stories
Authors: Haensly Patricia A.
Published: June 2009

The collage of parents' stories that follows is designed to complement the content of the previous Special Issue on Parenting Gifted Children ( GCT, 24[2]) and to extend the ideas that our venerable grandparent John Feldhusen describes in this issue's “Through Another's Eyes” column.
Au Contraire: A Lesson from Racquetball
Authors: Delisle James R.
Published: June 2009

One of my more embarrassing moments occurred several years ago when a new acquaintance and I agreed to play racquetball. After a few minutes of gently lobbing the ball back and forth, the games began. Shortly thereafter, they were over: Ken had won 15–0, 15–0, 15–1 (and that single, feeble point was a gift, I think). Only then did Ken tell me that he was a tri-state racquetball champ and a former instructor of the sport.
Through Another's Eyes: The Role of Grandparents in Talent Recognition and Development
Authors: Feldhusen John
Published: June 2009

The identification of gifts and talents is a long-term process. Tests and rating scale scores on one occasion can give us insights about the level of children's abilities, but long range observations by parents, teachers, and grandparents can provide the information needed to clarify the nature and levels of children's talents and pave the way to effective educational programs and services.
Gifted Children with Disabilities
Authors: Cline Starr , Hegeman Kathryn
Published: June 2009

Gifted individuals are present in all segments of the population. Over the years, society has attempted to identify and meet the needs of children who are highly able. Certain populations have been under-represented in programs for the gifted. One such group includes individuals who are gifted and have a disability. Have we allowed preconceived notions of how disabilities affect cognition to negatively color our expectations causing individuals to remain invisible and become disenfranchised members of our society?

Norman Kunc, who is a consultant and speaker on a wide range of educational, disability, and social justice issues, was born with cerebral palsy. As he relates his experiences growing up, we begin to see the messages being communicated that contribute to feelings of inadequacy.
Social/Emotional Needs: The Many Faces of Bullies
Authors: Cross Tracy L.
Published: June 2009

Gifted students today experience many disruptions in their lives. Some of these disruptions are relatively unique to them, for example, needing to hide how well one does in school as a means to fit into an anti-intellectual school environment (Coleman & Cross, 2001). Others are believed to be common to many students, such as facing bullies.
Integrating an Affective Component in the Curriculum for Gifted and Talented Students
Authors: Johnson Karen
Published: June 2009

A third-grade student, Joe, is academically gifted, but he is a behavior problem. He was placed in a self-contained special education classroom where most of the students have special needs and have been identified as mentally retarded. How could something like this happen? Could it be because Joe never had support in developing social skills? Cases like Joe emphasize the need to integrate an affective component in the curriculum for gifted and talented students. Affective education is an important aspect in today's schools, and it can be accomplished with little effort.
External Barriers Experienced by Gifted and Talented Girls and Women
Authors: Reis Sally M.
Published: June 2009

“I want my daughters to be beautiful, accomplished, and good; to be admired, loved, and respected; to have a happy youth, to be well and wisely married, and to lead useful, pleasant lives, with as little care and sorrow to try them as God sees fit to send. To be loved and chosen by a good man is the best and sweetest thing which can happen to a woman, and I sincerely hope my girls may know this beautiful experience.”

—Louisa May Alcott, Little Women
Au Contraire: Differentiation Requires HOPE
Authors: Delisle James R.
Published: June 2009

Everybody's doing it: differentiating curriculum to make it deeper, broader, parallel (to what?) and more complex. No longer the private property of gifted specialists, differentiation is now a democratic pursuit of classroom teachers, curriculum specialists, and anyone else who subscribes to Educational Leadership. In an era of competency-based tests that seek to measure schools and students on the lowest common denominator—“Who knows their basic skills?”—differentiation has become a beacon of hope for learners who require more than just the same old stuff. At least that's the theory.
Using Gifted Students as Peer Tutors: An Effective and Beneficial Approach
Authors: Coenen Matthew E.
Published: June 2009

Middle school students are at a transitional period in their lives for learning time-management skills. Without learning how to balance the acquisition of new concepts in the various subject areas and the skill of establishing homework routines, students can become lost as they transition into high school and college. The following is an overview of a program one school implemented that included gifted students as peer tutors for those who needed additional outside help and support.
R.I.T.E. Reading: Constructing Meaning by Finding What's “Wrong” in an Informational Text
Authors: Polette Keith
Published: June 2009

“The gift of reading, like all natural gifts, must be nourished or it will atrophy.”

—Katherine Paterson
International Perspectives: Looking Back and Thinking Ahead
Authors: Riley Tracy
Published: June 2009

As I begin my seventh year of life in New Zealand, I've been reflecting upon the first six and looking forward to the future. I suppose this is reminiscent of New Year's Eve celebrations: looking back and thinking ahead. Over the past few years, many changes have taken place in the education of New Zealand's gifted and talented students. It's been an exciting time for advocates of gifted education, described by Roger Moltzen (1996) as a “new era” that “may hold more promise than previous periods” (p. 1).
A Student's Perspective: Fictional Characters in Books as Positive Role Models for Adolescent Females
Authors: Melnick Samantha
Published: June 2009

As I flip through the television channels on a quiet Sunday afternoon, I have nothing particular in mind that I would like to watch. I spend no more than a few minutes on each station, yet I am already beginning to notice a pattern in the way women are portrayed.
Using the Web for Social Studies Enrichment
Authors: McCoach D. Betsy
Published: June 2009

when I wanted to enrich the social studies curriculum, I needed additional materials to supplement the textbook. I made endless trips to the public library to find supplementary resources. When my students participated in National History Day® or conducted other historical research, they often struggled to locate primarysource materials. Some students traveled to the Library of Congress or to national and university libraries.

With the advent of the Internet, finding enrichment materials and primary source materials in history and the social sciences has become much easier. Primary source material is much more accessible since the Library of Congress and other institutes, museums, and libraries have begun to digitalize their collections. In addition, historical accounts, economic reports, maps, political commentaries, and demographic information abound on the Internet. Now, instead of going to the library, I log onto to the Internet first.
Straddling the Fence: Implementing Best Practices in an Age of Accountability
Authors: Brighton Catherine M.
Published: June 2009

Educators in contemporary public schools face tremendous challenges: implementing classroom practices aligned with their beliefs about effective teaching and learning while still balancing the need to prepare students for success on state-mandated, high-stakes tests. Teachers, attempting to straddle the fence between what they believe to be the most sound curricular and instructional practices and test-focused experiences for learners struggle to find a path that balances these seemingly contradictory demands. However, increased pressure to meet state testing goals appears to directly affect teachers' instructional and assessment behaviors, as they increasingly provide students with experiences that closely resemble, if not directly mimic state tests (McNeil, 2000; McNeil & Venezuela, 2000; Moon, 2001; Quality Counts, 1999; Shepard, 2000).
In the Classroom: “The Bohemian Life”: Opera and Gifted Education
Authors: White David A. , Sprague Cynthia
Published: June 2009

Opera is considered by its devotees to be the highest form of art. Grand opera, to give the art form its more venerable name, is so praised because it represents an especially vibrant intersection of words, music, and stagecraft. In theory then, opera becomes a natural artistic medium to present to gifted students, since it offers an opportunity to introduce them to an intricately visual and aural experience, which will considerably broaden their awareness of how artful words joined with powerful music can enrich their world. The problem then is to transform this grand pedagogical and aesthetic idea into practical reality.
Awakening and Elaborating Differentiation in Social Studies Content and Instruction
Authors: Kaplan Sandra N.
Published: June 2009

There appears to be a natural alignment between the content and instruction of social studies and the concept of differentiating curricula and instruction for gifted students. Inherent in the social studies context is the opportunity to develop complex concepts and generalizations, critical thinking, and research methodology. Each of these curricular elements is regarded as essentials of a differentiated curriculum. Typical instructional methods of social studies, such as simulations, role playing, and independent study, are considered to be fundamental learning experiences for gifted students.
What's Right with Doug: The Academic Triumph of a Gifted Student with ADHD
Authors: Turk Thomas N. , Campbell Douglas A.
Published: June 2009

This is the second half of a story begun in the article “What's Wrong With Doug: The Academic Struggles of a Gifted Student With ADHD from Preschool to College” published in Fall 2002.
Advocacy as Teaching: The Teacher as Advocate
Authors: Kaplan Sandra N.
Published: June 2009

The process of advocating can be practiced from different roles and perspectives. Each of these provides an orientation to a particular forum and purpose of advocacy. For example, advocacy on behalf of gifted education can be conducted from the point of view of these professionals:
Harry Potter: Enchantment for All Seasons
Authors: Black Sharon
Published: June 2009

Maria, age 7, has recently immigrated with her family to the United States from South Africa. She is making a variety of adjustments in her life, which include attending a U.S. school and learning to play the violin. Maria sometimes feels bombarded at having to cope with the many changes and new opportunities at the same time. Maria loves the Harry Potter books. The adventures are exciting, no matter what kinds of experiences or adaptations she is going through.
Problem Solving and Gifted Education: A Differentiated Fifth-Grade Fantasy Unit
Authors: Smith Kenneth , Weitz Michele
Published: June 2009

Imagine three types of students in your classroom. One student is a traditional “schoolhouse” gifted student who tests well, picks up new concepts quickly, and displays an overall interest and aptitude for established academics. Another student is a nontraditional gifted student who has an extremely high intellect, but does not perform well in traditional tasks, and who reasons better when allowed to study and perform in a way that fosters a nontraditional style. A third student is one who has particular strengths or interests within an array of personal abilities, but may not be viewed as gifted on recognized measures.

How can a literature unit be designed to provide for the special needs of these three kinds of students? Renzulli's (1998) schoolwide enrichment and Tomlinson's (1995, 1999) differentiated instruction models, combined with research in problem solving (Bereiter, Burtis, & Scardamalia, 1988; McCutchen, 1986; Smith, 1995; Wineburg, 1991), inspired the fifth-grade teachers at Sunset Ridge School in Northfield, IL, to design a unit on fantasy that did just that. The unit had two overlapping segments. First, students worked in small groups exploring a novel to learn the germane content and genre characteristics. Then, students regrouped to refine and apply what they had learned to a variety of open-ended problems—in the process, creating a representation of their knowledge to share with other students. In all parts of the unit, instruction was differentiated to foster individual strengths, creativity, and interests.
Take a Summer Vacation Cruising the Internet
Authors: Riley Tracy L.
Published: June 2009

I believe the Internet is possibly one of the most underutilized, untapped resources for teaching gifted and talented students. There are probably many good reasons for this, and I suspect one of the key ones is a lack of time. The World Wide Web offers such a vast array of information and ideas, like getting caught in a spider's web, one can easily get a bit tangled up. One page leads to another, and with each link, the clock continues ticking.
Mentors on the Net: Extending Learning through Telementoring
Authors: Siegle Del
Published: June 2009

Parents, classroom teachers, and teachers of the gifted cannot be all things to the young people in their charge. The nature and diversity of gifted students' interests demand resources beyond the confines of the school and sometimes beyond the confines of the community. These demands demonstrate the need for mentors and other resource people.
Balancing a Culture of Distraction with Guided Attention for Gifted Exploration and Reflection
Authors: Haensly Patricia
Published: June 2009

As I was looking for relevant material for the Adolescent Psychology course I teach, my attention was drawn to a book by Thomas Cottle, Mind Fields: Adolescent Consciousness in a Culture of Distraction (2001). Frost's quotation is in the frontispiece, and his words seemed so relevant to the topic I intended to develop in this issue's parent column and is stated with so much elegance, that I couldn't resist using it to initiate an exploration of the roles of distraction, attention, exploration, and reflection in our attempts, as both parents and teachers, to foster the development of gifted potential in our children.
In the Classroom: “If You Build It, They Will Come”
Authors: Hargrove Kathy
Published: June 2009

“If you build it, they will come” has become something of a cliché since it was first spoken in the film Field of Dreams. Perhaps it has become platitudinous, intoned with an air of unwarranted significance. But the fact is that overused or not, it does express a truth. In the classroom, for example, we know that students learn what we teach. The idea behind the deep alignment of curriculum and assessment is that what we teach must be what we measure.
International Perspectives: Practicing What We Preach: The Reality Factors in Talent Development
Authors: Riley Tracy
Published: June 2009

As a university academic in gifted and talented education with a fifth-floor office in the Tower Block, the age-old “ivory tower” analogy felt as if it were becoming all too real. Lecturing teachers on the principles of gifted education is fairly easy to do when you've read the books, attended the conferences, studied the research and so on, but the gap between my own teaching experiences and today's lectures was quickly widening.
Au Contraire: “Oh! the Places We've Been!”
Authors: Delisle James R.
Published: June 2009

Many states have special certification requirements for those who choose to teach in a gifted program. Generally, they involve either graduate coursework or a degree in gifted child education, or, at the minimum, some extended exposure to the nature and needs of this special population—who they are, how to identify them, and what to do with them once you get them.
Thinking Creatively about Science Suggestions for Primary Teachers
Authors: Meador Karen S.
Published: June 2009

At the beginning of life (after their physical needs are satisfied), infants learn through the explorations of their world. They use all of their senses to investigate and enter discovery without any preconceived notions regarding what they will find. Their world is open to chance, and adults improve infants' opportunities for learning by providing appropriate stimulation in a nurturing environment.
Messages for Parents and Teachers
Authors: Akin Charlotte
Published: June 2009

Both teachers and parents have similar agendas when it comes to children: the fulfillment of academic potential and the creation of lifelong learners who are well-adjusted, productive members of society. However, basic communication between parents and teachers is often difficult. When children are exceptional, problems with communication are only magnified (Alsap, 1996; Penney & Wilgosh, 2000).
The Merging of Literacy and Technology in the 21st Century: A Bonus for Gifted Education
Authors: Siegle Del
Published: June 2009

For most of the past century, literacy has been associated with being able to read the printed word. The meaning of literacy, however, is changing (Lankshear & Knobel, 2003). Not only are reading experts expanding their notion of literacy to include technology use (Leu, 2003), but it is included in literacy in other disciplines, as well (Burkhardt et al., 2003), and technology skills often cross disciplines.
The Room Meeting for G/T Students in an Inclusion Classroom
Authors: Feldhusen John , Feldhusen Hazel
Published: June 2009

Gifted and talented children have great potential at the primary level for self-direction and independent study in the regular classroom, and they can work effectively with children of low and average ability to make the regular classroom a place for creative and productive learning in the basic subject matters. We developed a system of individualized instruction for second grade (Feldhusen, 1993) that has been applied in all the different elementary grades and found to be an effective system for actively involving the gifted and talented as a cluster and as individuals in the regular classroom. The children work at their own individual achievement levels in reading, writing, and mathematics. One major aspect of the system is the weekly classroom meeting in which all children participate, but the gifted and talented are expected to take a leadership role.
Through Anothe's Eyes: Engaging Students in Interdisciplinary Curricula
Authors: Witte Mary
Published: June 2009

Curricula, whether presented in public schools, private schools, home schools, enrichment programs, after-school programs, classes for the gifted, or the regular classroom, must withstand the scrutiny of the community, parents, teachers, and, yes, even the students. Curricula that are not interesting have the potential to consume precious learning time and sap the energy and motivation of students.
Tierdless Lessons: One Way to Differentiate Mathematics Instruction
Authors: Pierce Rebecca L. , Adams Cheryll M.
Published: June 2009

The Movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, have special needs, are ESL learners, or have some combination of any or all of these factors? An answer to this question lies in differentiating instruction. Working in the Burris Laboratory School, an inclusion school using a resource consultation model to serve the needs of all its students, we have found that lessons is a viable method for differentiating instruction.
Multicultural: A Challenge for Culturally Diverse Families of Gifted Children: Forced Choices between Achievement or Affiliation
Authors: Ford Donna
Published: June 2009

I have enjoyed having my son and daughter in the inner-city elementary schools, and they were quite successful, but I chose different options for middle/high schools. I know there are stereotypes about all schools, but what I don't seem to be able to answer is “What are my options?” These are my perceptions. On one hand, if I say, okay, we'll stay in the inner city, then we have the issue of “acting White” when a student (my son/daughter) is a minority and does well academically because of stereotypes about minority students, especially African American students. On the other hand, we have the issue of isolation when a minority student is in a predominantly White gifted program…. I apologize for this lengthy e-mail, but I just feel so lost…
Au: Contraires: A Devolving Field: An Interview with Myself
Authors: de Lisle James R.
Published: June 2009

All educators I respect share one ultimate goal: to enhance the lives of students in their care. Few make impacts that get lauded worldwide; instead, most of us are content to know that, at day's end, one child is more knowledgeable, more secure, or more fired up to learn thanks to our presence in their lives.
The Boy and the Rose
Authors: Hill Dale
Published: June 2009

“The Boy and the Rose” is a case study of a gifted/talented student and his parents. The names of the family, as well as other people in the study, have been changed to protect their privacy. The facts in the study were gleaned as a result of perusing public and private records and the conducting of personal interviews by the author. In some instances, supposition and divination are used to fill in the gaps in the narrative. “The Boy and the Rose” has drawn upon the tradition and conventions of Southwestern folk tales such as “La Llorona” (“The Weeping Woman”) to shape its structure; with their themes of misplaced affection, unrequited love, and their resultant consequences, they echo this study.
Intellectually Gifted Students' Perceptions of Personal Goals and Work Habits
Authors: Pruett Glenda P.
Published: June 2009

positively and negatively. Hamachek (as cited in Orange, 1997) described perfectionism as a positive characteristic: The student is intrinsically motivated, earns high grades, and performs well on tasks. He or she takes pleasure from the achievement effort and successful completion of a task. on the other hand, Parker (2000f stafted that feelings of perfectionism can sometimes impact negatively by overwhelming the student with the need to achieve at all costs, to be better than everyone else, and to set unrealistic and unachievable goals. The neurotic perfectionist views conditions from a negative perspective, feeling that goals are unachievable without perfect performance (Parker).
Mathematically Gifted Students: How Can We Meet Their Needs?
Authors: Rotigel Jennifer V. , Fello Susan
Published: June 2009

Today, as usual, Mrs. Johnson began her 3rd-grade math class by reading aloud a thinking puzzle: Charlie, the dog, was tied to a 2-meter rope. His favorite ball was lying in the grass at least 10 yards away from him. He managed to grasp the ball easily. How did he manage to do this?

Nathan's hand flew into the air just microseconds after his teacher finished posing the question. While his classmates were pondering the problem, Nathan had already formulated the answer. Surprising even Mrs. Johnson, Nathan immediately found the lateral thinking puzzle required little effort and absolutely no math. While other students were converting meters to yards, moving decimal points, and drawing pictures, Nathan realized that the other end of the rope was not attached to anything; the dog merely had a 2-meter rope tied to his collar, but was not tethered at all.
Spirit and Opportunity: Re-Exploring Giftedness and Parents' Expanding Directive Role
Authors: Haensly Patricia
Published: June 2009

Spirit and Opportunity have recently captured the attention of many of us as they rove the surface of Mars to help us find out whether life once existed on that distant planet and, if so, how such life

opportunities might be resurrected for the benefit of present-day humankind. It is exciting to observe on television the enthusiasm of NASA's interplanetary space scientists who invented, constructed, and now implemented those space-exploring mechanical rovers to do that task.
What Gift?: The Reality of the Student Who is Gifted and Talented in Public School Classrooms
Authors: Glass Tempus Fugit
Published: June 2009

The era of No Child Left Behind legislation is an excellent time to examine the field of gifted education. Bines (1991) lamented that, after more than 70 years of research, there is not even consensus on an operational definition of giftedness or the most reliable method for identifying gifted students. Evidence does support the following statement: There are some youngsters who are born with the capability to learn faster than others those ideas or concepts that societies value in children and in adults (Baldwin, 1994). According to Dalzell (1998), giftedness may be defined simply as intellectual precocity. Incumbent upon educators remains the challenge to resolve these lingering obstacles in order to best serve the students who are identified as gifted and therefore entitled to gifted education services.
Technology and the Unseen World of Gifted Students
Authors: Cross Tracy L.
Published: June 2009

The social and emotional development of gifted students can be influenced by many factors. Genetics, experiences, learning, family values, perceptions, and interactions all contribute to the development of gifted children. Under the heading of experiences is students' use of computers.
Elements in the Eyes of a 4-Year-Old
Authors: Hu Xuan
Published: June 2009

My husband is a scientist. He often brings home different scientific journals and magazines to read, and my 4-year-old son, Nicholas J. Hu, likes to flip through them. A recent issue of Chemical and

Engineering News (September, 2003) caught his interest more than usual because there were stories of different elements. Nicholas has been able to recognize elements for more than a year now. He knows some facts about common elements such as oxygen (O), calcium (Ca), nitrogen (N), and hydrogen (H).
Assessing and Addressing: Teachers' Attitudes toward Information Technology in the Gifted Classroom
Authors: Shaunessy Elizabeth
Published: June 2009

With the increasing complexity and rate of change, self-directed learning and problem-solving become vital, along with interpersonal and team skills. It is evident that new ways of teaching and learning must be devised if our children are to be prepared for the 21st century.
Needed: Teachers to Encourage Girls in Math, Science, and Technology
Authors: Reis Sally M. , Graham Carol
Published: June 2009

“If female underachievement is best measured by the many talented women in our society who look back at their lives with feelings of regret, it then becomes our responsibility to help future generations of gifted and talented females before they, too, underachieve.”
Parenting the Gifted: Developing Your Child's Talent in the Real World: Dealing with the Juxtaposition between Ideal and Actual Gifted Education
Authors: Cross Jennifer Riedl
Published: June 2009

Is there a best way to parent your gifted child? This is what most parents of gifted children want to know as they enter the world of gifted literature. When I worked briefly for a Web site answering parents' questions as a gifted and talented “expert,” the question I received most frequently in one form or another was, “What should I be doing for my gifted child?” As a parent of four gifted children, this is my question, too.
Au Contraire: The Odyssey
Authors: Delisle James R. , Vinton Ken
Published: June 2009

The sky blue sea, the sea blue sky captured my attentive eye, as children marched (some pranced, some danced) to join with those who hooked the chance to travel to some inner ports of call, that would explore all sorts of wonders in their unique world. Hidden well, 'til now unfurled, a flag of personal knowledge flew on a mast of trust, with a cast of two: you, the child, and I, the crew.
A “Perfect” Case Study: Perfectionism in Academically Talented Fourth Graders
Authors: Adelson Jill L.
Published: June 2009

“Perfectionism must be seen as a potent force capable of bringing either intense frustration and paralysis or intense satisfaction and creative contribution, depending on how it is channeled.” (Schuler, 2002, p. 71)
Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra
Authors: Spielhagen Frances R.
Published: June 2009

Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade algebra, once traditionally reserved for select populations. This study examined long-term academic outcomes for students who did or did not enroll in eighth-grade algebra in one district that implemented an initiative to increase access. The outcomes of students with similar ability, as measured by preassessment in seventh grade, were compared. The groups performed similarly on end-of-course exams in high school math and the mathematics section of the SAT I. However, students who completed algebra in the eighth grade stayed in the mathematics pipeline longer and attended college at greater rates than those who did not. Because of the sequential nature of mathematics course work, students taking algebra at an earlier age have the opportunity to enroll in more advanced courses in the future. Results suggest the need for further exploration of how to provide access and promote enrollment in eighth-grade algebra for students who demonstrate readiness.
An Investigation Into the Gender and Age Differences in the Social Coping of Academically Advanced Students
Authors: Foust Regan Clark , Rudasill Kathleen Moritz , Callahan Carolyn M.
Published: June 2009

In certain contexts, some academically advanced students employ coping strategies that manipulate the visibility of their ability. These strategies may include denying giftedness, hiding giftedness, gaining favor by helping others, denying the negative impact on peer acceptance, conforming to mask giftedness, and minimizing focus on popularity. The goal of the current study was to replicate previous research that revealed gender and age differences in coping strategy choice. The analysis of responses from approximately 550 students at a summer camp for academically advanced students revealed more similarities than differences among the subgroups of participants. As in previous research, girls were somewhat more likely than boys to engage in the stereotypically female role of helping others. In addition, older adolescents were significantly more likely than younger students to report hiding and denying their giftedness. Developmental differences between older and younger students may explain this finding, as well as the possibility of older adolescents identifying with a broader peer-base through participation in school and extracurricular activities and establishing greater independence from their parents. Finally, younger students were more likely to report that they minimize their focus on popularity. Although this last finding differs from previous research, it underscores the need for further research into the topic of social coping strategies among subpopulations of academically advanced students.
Getting Them Through the College Pipeline: Critical Elements of Instruction Influencing School Success Among Native Canadian High School Students
Authors: Kanu Yatta
Published: June 2009

As a consequence of the Civil Rights Movement and related social movements, the past 30 years have witnessed an unprecedented rise in higher education enrollments among ethnic minority groups, women, and low-income students, as well as increases in the financial aid available to these groups. However, certain ethnic minority populations, such as Native American and Native Canadian students, still experience difficulty in the transition from the K-12 school system to higher education, despite policies enacted to increase access. The research literature cites the disjuncture between the home cultures of these students and the environments of the school as a major cause of the failure of Native students to make the transition from the K-12 school system to higher education institutions. These findings have prompted calls for the integration of Native cultural knowledge and perspectives into the school curriculum. This Canadian study examined the outcomes of consistently integrating Native perspectives into the high school social studies curriculum throughout the 2003–2004 academic year. The teachers integrated Native cultural learning objectives, resources, and instructional methods. Critical elements of the integration processes that appeared to increase academic achievement, class attendance, and participation among Native students1 are discussed. Teachers can draw on these elements to implement effective teaching strategies for the preparation of Native students along the college pipeline.
Time to Read: Advancing Reading Achievement After School
Authors: Little Catherine A. , Hines Ashley H.
Published: June 2009

Out-of-school programs provide a context for enriching academic experiences. This study describes a 12-week after-school reading program, Project Expanding Horizons, which is based on the Schoolwide Enrichment Model-Reading (SEM-R) framework. SEM-R has three phases: exposure, supported independent reading, and choice. The exposure phase is designed to broaden students’ literature experiences through short read-alouds. During the next phase, supported independent reading, teachers circulate and hold conferences with students as they read independently from self-selected books. Teachers give guidance to students in selecting books of appropriate challenge during this phase and promote thinking about reading through questioning and discussion. Finally, during the last stage, teachers give students a choice of a variety of activities related to their reading. The program provided wide exposure to books and emphasized individually challenging reading, including a specific focus on meeting the needs of advanced readers. In this study, the participants included 155 students in grades 3–6 from 3 demographically diverse districts. Average weekly gain scores in reading fluency were compared to grade-level national norms. Third and fifth graders showed statistically significantly higher gain scores than the national sample; fourth and sixth graders did not. These results suggest that participation in the after-school program may have contributed additional support to students’ growth in reading achievement over the course of 12 weeks. Further analyses indicated similar gain scores across subgroups by gender, district, and entry reading level. Thus, this program shows potential benefits for both low-ability and high-ability readers.
Poetic Expressions: Students of Color Express Resiliency Through Metaphors and Similes
Authors: Hall Horace R.
Published: June 2009

The after-school City School Outreach youth program captured the attention of high school male students by offering them a physically and psychologically safe environment to talk about issues they faced. The students of color who attended the program used various forms of creative written expression (i.e., poetry, spoken word, and hip hop) to document and share their lived realities as African American and Latino youth. An analysis of their writings and subsequent interviews revealed a variety of coping strategies and resources that these resilient adolescent males of color used to transcend adversity in their environment. When adolescent males of color have a strong sense of cultural pride and awareness, they are able to construct a healthy self-concept that assists them in acts of agency and resistance against negative psychological forces in their environment. These students used familial and nonfamilial support mechanisms, such as peers, church, and mentors, to assist them in reducing the stressful impact of racist stereotypes and community fragmentation. In light of these findings, teachers who wish to serve as a source of resilience in the lives of youth of color must make a concerted effort to acknowledge and appreciate differences and commonalities that exist among African American, Latino, and European-based mainstream culture. By building a healthy attitude toward their own culture, young people achieve the greater sense of direction and personal coherence needed for positive identity formation. When educators provide time and space for youth to examine and articulate their lives, social and intellectual climates form that can enrich and enliven their educational process.
Middle-Level Reform: The Introduction of Advanced English and Science Courses
Authors: Friend Jennifer I. , Degen Elizabeth
Published: June 2009

Seven middle-level schools in a large suburban district created an open enrollment system for advanced English and science courses. The advanced courses provided students with an opportunity to learn through the use of primary sources, high-level literature, and a variety of projects. A vertical teaming process in each middle–high school attendance area was instrumental in promoting teacher collaboration and acceptance of a Pre-AP philosophy intended to expand student access to advanced courses. The vertical teams included representative teachers of advanced courses from across grade levels. The adopted philosophy focused on connecting a wider base of students to the benefits of a rigorous, college preparatory curriculum. Although all students were allowed to enter advanced courses without prerequisite criteria and teachers were encouraged to work across vertical teams to provide scaffolding to prepare students for advanced work, students from low socioeconomic backgrounds were still significantly less likely to enroll in advanced coursework. Qualitative data underscored the importance of positive teacher attitudes in implementing an open enrollment policy. Teachers were encouraged by the success they experienced in teaching students who would have been excluded from a more selective program. Unfortunately, equity of opportunity in open enrollment policies may not be sufficient to encourage greater participation of minority and low socioeconomic status students in academically advanced programs. Educators must maintain high expectations for all students, provide equitable opportunities for all students to engage in curricula that exceed the minimum standards for academic content areas, and provide support for students to be successful in these courses.