bluuebunny/crossref_metadata_2025 huggingface dataset:
Corporate “Philanthropy Strategy” and “Strategic Philanthropy”
Authors: Campbell David , Slack Richard
Published: September 2007

To develop this study of strategic philanthropy in the United Kingdom, voluntary charitable donations policy disclosures were captured from the annual reports of two samples of U.K. companies: one of the entire Financial Times Stock Exchange 100 at year-end 2002 and another of 14 selected companies over a 15-year period. Post and Waddock's descriptions of “philanthropy strategy” and “strategic philanthropy” were employed to establish the extent to which these concepts were conveyed to readers of annual reports based on the belief that high disclosure serves both agency accountability to shareholders and the information needs of soliciting charities. Conclusions drawn include that although there is a relatively high level of policy disclosure, the detail of narrative in, and consistency (over time) of, these disclosures is very patchy, and only a minority of companies show evidence of adopting a fully strategic approach to philanthropy.
Integrating and Unifying Competing and Complementary Frameworks
Authors: Schwartz Mark S. , Carroll Archie B.
Published: September 2007

In the field of business and society, several complementary frameworks appear to be in competition for preeminence. Although debatable, the primary contenders appear to include (a) corporate social responsibility, (b) business ethics, (c) stakeholder management, (d) sustainability, and (e) corporate citizenship. Despite the prevalence of the five frameworks, difficulties remain in understanding what each construct really means, or should mean, and how each might relate to the others. To address the confusion, the authors propose three core concepts—value, balance, and accountability—that might be used to better integrate the five frameworks and potentially provide the basis for further discussion and theoretical development of the business and society field.
To What Extent Is Business and Society Literature Idealistic?
Authors: Dentchev Nikolay A.
Published: September 2007

The purpose of this article is to investigate to what extent is business and society literature idealistic as it advocates the adoption of high moral norms for business performance. The author discusses the central theses of mainstream themes in this literature—corporate social responsibility, corporate social responsiveness, social issues, corporate social performance, stakeholder management, corporate citizenship, business ethics, sustainable development, and corporate sustainability—and evaluates their descriptive accuracy, normative validity, and instrumental power. Poor description of reality, underdeveloped business logic, and questionable prescriptions are indicative of the idealism of these themes. This study reveals many realistic and achievable propositions, which dilute the concern that business and society literature is idealistic. However, three elements in the field—its (rhetorical) criticism of corporate conduct, the predominantly normative notions of its concepts, and its underdeveloped instrumental ideas—underline its idealistic orientation.
Going to War With the Army You Have
Authors: Marens Richard
Published: September 2007

According to Arrighi and Silver, the United States faces a crisis of declining hegemony historically characterized by stagnating wages, hypertrophy of the financial sector, and the shifting of production overseas. Previous cycles suggest that the fate of workers within the hegemonic core depends in part on their political and organizational response. For a generation, organized labor in the United States has sought ways to exercise influence over private and public pension funds. As a result, union staffers have become sophisticated shareholder activists. Recent financial scandals have created a new opening for these activists, who have responded by forming coalitions to reform executive pay. The recent dismissal of a California Personnel Employees Retirement System official implies limits to this investor “pluralism,” but the situation is hardly settled. Another economic downturn might move the interests of investors and workers closer together, and shareholder activists could play a role settling the resulting conflicts over the distribution of income.
Collective Versus Individualist National Cultures
Authors: Sims Randi L.
Published: September 2007

The business environment has increasingly expanded outside single nations or regions of the world to encompass many differing countries. Along with this expansion come business opportunities and challenges when facing business practices and attitudes not so similar to our own. In studying how these national cultural differences affect ethical decision making, managers and employees alike gain an understanding and respect for those differing business practices. This study considers the national cultural dimension of collectivism versus individualism. Survey data were gathered from 252 full-time employees working in the collective country of Taiwan and the individualist country of the United States of America. Results indicate that employees from the collective culture of Taiwan are more likely to indicate they would make an unethical decision that benefits the organization and less likely to openly question an unethical practice by their organization. Implications of these findings are discussed.
The Nature of Giving
Authors: Dennis Bryan S. , Buchholtz Ann K. , Butts Marcus M.
Published: September 2007

Scholars of social issues in management have consistently argued that corporate philanthropy is one key factor of a firm’s discretionary responsibilities. Several researchers have examined the links between philanthropy and such outcomes as financial profit and organizational reputation. It is interesting to note that the determinants of corporate philanthropy have been left largely unexamined; researchers have yet to fully understand why philanthropy takes place. In this manuscript, Ajzen’s theory of planned behavior (TPB) provides the theoretical foundation for the development of a model that will further our understanding of corporate philanthropic behaviors. The TPB has been used and validated in many different academic fields (such as psychology, exercise science, and management information systems) as a means to understand the determinants of behavior. The authors build on the TPB and examine empirically how altruistic and strategic forces, perceived behavioral control, self-identity, and slack influence philanthropic behaviors.
Institutional Determinism and Political Strategies
Authors: Zhilong Tian  , Hafsi Taïeb , Wei Wu
Published: September 2007

This article offers a rare study of the content and performance of political strategies in China’s highly institutionalized setting. A conceptual framework based on institutional theory findings is proposed to develop a set of expected political behavior. This is then confronted to data from a convenient sample of 233 firms. The results show that there are indeed recognizable patterns of political strategy, most of which are bent by the strong institutional environment toward accommodation rather than confrontation or defiance. The strategies identified were found to be related to the nature of the firms’ available resources and to the firms’ ability to extract benefits or bend the government’s behavior in their favor.
Formative Evaluation of Gifted Programs: A Process and Model
Authors: Carter Kyle R. , Hamilton Wilma
Published: September 2007

The authors suggest that the recent focus on excellence in public education will lead to an increase in the evaluation of gifted programs. They maintain that evaluation of gifted programs should be formative, as opposed to summative, because gifted programming serves a valuable social need. The authors describe the process that evaluators go through to conduct a program evaluation, and then present their program evaluation model. Two approaches are integrated in their model. First, process-oriented evaluation defines essential program components and standards of acceptance. Second, outcome-oriented evaluation assesses components via student outcomes. Both approaches are described and suggestions are given for their use.
Readability, Interest, and Coverage of 13 College Textbooks on Gifted and Talented Education
Authors: Maddux Cleborne D. , Candler Ann D.
Published: September 2007

Thirteen college textbooks devoted to education of the gifted and talented were analyzed with the Flesch formulae for readability and human interest. A wide range of difficulty and interest levels was found among the 13 texts. Subject matter coverage was also analyzed and charted. A wide variety of topics was found, with little agreement among authors concerning appropriate subject matter. Some important topics, such as career educational planning, received surprisingly little coverage. Some books were found to be lacking important sections, such as author or subject indices.
Gifts of Mentorships
Authors: Edlind Elaine P. , Haensly Patricia A.
Published: September 2007

The benefits or "gifts" deriving from a mentorship, for both mentors and proteges, are described. The list of benefits was developed from the literature on mentorships, from interviews with mentors and proteges, and from an evaluation completed by gifted students and their mentors at the termination of a school mentorship program. Gifts to proteges include: advancement of career, an increase in knowledge and skills (general as well as specific), development of known as well as undiscovered talents, development of a personal ethic, establishment of a friendship, and enhancement of creativity. Also described are the following gifts to mentors: getting work done, having ideation stimulated, establishing a long-term friendship, and receiving personal satisfaction. Implications for educators of the gifted and talented focus on program development.
Ethnography of a Preschool for the Gifted: What Gifted Young Children Actually Do
Authors: Kitano Margie K.
Published: September 2007

An analysis of naturalistic observations of children attending a preschool for the gifted suggests that young gifted children behave in a manner similar to unselected preschool children. However, gifted preschoolers frequently demonstrate advanced knowledge, thinking abilities, creativity, and social maturity. Other observed behaviors include competitiveness, independence, and persistence in task completion. These descriptions of young gifted children as a group should be tempered by the finding that many individual differences exist. The results of this study suggest several implications for preschool programs for the gifted.
Predictors of Loneliness in the Gifted Adolescent
Authors: Kaiser Charles F. , Berndt David J.
Published: September 2007

Gifted adolescents reported degree of loneliness to be a function of anger, depression, and stressful life changes. Furthermore, the most salient aspects of depression for predicting loneliness were helplessness, social introversion, and low self-esteem. The relationship between loneliness and depression suggests further evidence of a possible success depression in certain gifted adolescents. The results help to clarify the complex relationship between loneliness and other dysphoric states in these youths.
Self-Concept, Self-Esteem, and Peer Relations Among Gifted Children Who Feel "Different"
Authors: Janos Paul M. , Fung Hellen C. , Robinson Nancy M.
Published: September 2007

Two-hundred seventy-one elementary age high-IQ children and their parents completed an extensive battery of questions on social and emotional development. Eighty-eight children (37%) conceptualized themselves as differing from their peers. Although they described differences in a positive fashion, and although their self-esteem was above the mean reported for a large normative sample, it was lower than that of high-IQ children who did not think of themselves as being different. Furthermore, the reports about peer relations given by children who thought themselves different contained more signs suggesting difficulties than did those of children who did not. These results suggest that many cognitively gifted children need increased psychological support if they are to optimize their personal and social development.
Early Entrance Program at California State University, Los Angeles
Authors: Gregory Estelle , March Eileen
Published: September 2007

The Early Entrance Program at California State University, Los Angeles has successfully met the needs of some highly gifted 11-16-year-olds. The rationale for the program, its stages 'of development, and some case histories are described. It is suggested that this model can be adapted for use at other campuses without great cost to either the institution or the student.
A Guide to Understanding and Evaluating Research Articles
Authors: Nielsen M. Elizabeth , Reilly Patricia L.
Published: September 2007

The number of research-oriented articles found in major gifted publications is increasing. Readers unfamiliar with data-based research might have difficulty understanding, evaluating, and making use of the information found in such articles. A nine-point checklist is provided in this article as a guide for those who wish to critically evaluate research reports. The checklist includes questions to be answered by readers to improve their ability to understand and evaluate these components: soundness of theory base, statement of the problem, definition of the variables, description of the population, type of research design, reliability and validity of test instruments, consistency of results and conclusions, and recommendations for further research.
Limitations of the Test Reviewing Process: A Response to Clarizio and Mehrens
Authors: Roid Gale
Published: September 2007

This is a response to the article by Clarizio and Mehrens in this issue. The author argues that the article by Clarizio and Mehrens is too negative in tone and fails to acknowledge the strengths and values of SOI tests.
The Effect of Aptitude and Achievement Status on the Self-System
Authors: Davis Hilarie B. , Connell James P.
Published: September 2007

This investigation examined the independent and joint effects of aptitude (gifted vs. normal) and achievement (underachiever vs. achiever) on assessments of the self-system in upper elementary-aged children. The gifted group was significantly higher than the average group on self-evaluations of competence, feelings of mastery, and preference for independent decision making. The average group reported a lower level of understanding than the gifted group about the reasons for success and failure outcomes and more anxiety about school-related events. Underachievers were significantly lower than achievers on self-evaluations of performance and higher on perceptions of internal control over success and failure outcomes. Achievers were higher on perceptions of control by powerful others over outcomes.
Preferences of Gifted Students for Selected Teacher Characteristics
Authors: Maddux Cleborne D. , Samples-Lachmann Ina , Cummings Rhoda E.
Published: September 2007

Gifted children in grades 7-9 (N = 98) judged the importance of selected teacher characteristics in personal-social, cognitive, and classroom management domains. Subjects were enrolled in a gifted program in a large junior high school in West Texas. Gifted children were found to prefer personal-social characteristics over cognitive or classroom management characteristics. Results were compared to findings of a similar study conducted in Israel in which cognitive characteristics were found to be most highly valued.
Early Identification of the Gifted and Talented
Authors: Hollinger Constance L. , Kosek Sharyn
Published: September 2007

Given the recognized importance of early identification of and educational intervention for the gifted and talented, the present study examined the predictive validity of the STAR (Screening Test for Academic Readiness) as well as decision-making accuracy that could be expected if the STAR were used as one screening tool in the identification process. For a sample of 74 students referred for assessment, 28 of whom were ultimately placed in gifted and talented programs and 46 of whom failed to qualify for special educational placement, the results of the regression analysis indicated that prekindergarten STAR scores significantly predicted WISC-R Verbal, Performance, and Full Scale IQ scores obtained several years later. From a decision-making standpoint, the results indicated that a 72% accuracy rate would have resulted had later placement of students been based upon prekindergarten STAR scores alone.
The Performance of Students in a Program of Radical Acceleration at the University Level
Authors: Janos Paul M. , Robinson Nancy M.
Published: September 2007

The academic performance of 24 academically accelerated students (mean age at matriculation = 14 years) was compared with that of two groups of college students averaging four years older: 24 matched to the accelerants on pre-entry academic aptitude test scores (or "readiness"), and 24 National Merit Scholars. Accelerated students earned cumulative grade point averages comparable to those earned by National Merit Scholars and significantly higher than those earned by university students matched on pre-entry aptitude tests scores. Accelerated students rated the importance of academic characteristics higher than did the students matched on pre-entry scores and they were more satisfied with the academic environment of the university than either comparison group. Implications of the results are briefly discussed.
Maximizing What Gifted Students Can Learn: Recent Findings of Learning Strategy Research
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Monson Jay , Jorgensen Cheri
Published: September 2007

Recent findings suggest that gifted learners spontaneously employ more elaborate and effective learning strategies than do their age peers. When presented with externally provided learning strategies, however, the learning of gifted students can dramatically increase. Of particular interest is the "keyword" mnemonic strategy which has recently been seen to provide substantial increases in learning for gifted learners. Implications for teaching and programming are presented.
Conducting Research with Meta-Analysis: A New Direction for Gifted Education
Authors: Asher William
Published: September 2007

Developing and validating new theories in gifted education is often limited by two factors: imprecise measurement and small numbers of subjects. The author asserts that the meta-analysis procedure offers gifted educators and researchers an opportunity to overcome these obstacles. He reviews the technique, responds to critiques of meta-analysis, and presents current research employing this procedure.
The Legacy and Logic of Research on the Identification of Gifted Persons
Authors: Renzulli Joseph S. , Delcourt Marcia A. B.
Published: September 2007

Are we identifying the "truly gifted" student? How should we test the efficacy of our procedures? The authors assess research on the topics of defining and identifying exceptional potential. They propose three alternative criteria to intelligence test scores as the key criterion for identification.
Cognition and Giftedness: New Research Directions
Authors: Shore Bruce M.
Published: September 2007

How do gifted students think? Are their thinking processes significantly different from their nonidentified peers? The author explores issues related to theory, methods and validity of cognition research. New developments are previewed, and suggestions made for further investigations.
The Application of Single Subject Research Methods to the Study of Exceptional Ability and Extraordinary Achievement
Authors: Foster William
Published: September 2007

The author presents a convincing case that large-scale studies do not necessarily yield useful information for describing the phenomenon we call giftedness, or for identifying related cause-and-effect factors. Alternatives for studying gifted indivduals using methods such as case studies and single subject designs are explored and discussed.
Teacher Perceptions of Highly Gifted Students in the United States and West Germany
Authors: Busse Thomas V. , Dahme Gisela , Wagner Harald , Wieczerkowski Wilhelm
Published: September 2007

Each of 434 German and 446 American high school teachers nominated one student as highly gifted. The teachers aaught native language, mathematics/physics, music/art, or modern foreign language. All estimated what percentage of their students were highly gifted and rated their nominess on 84 characteristics. The percentage of students estimated to be highly gifted was higher for Americans. The characteristics were factor analyzed separately in the two samples and yielded three common factors. A three way MANOVA using these factors as dependent variables found that American students were described as more popular and more achievement-oriented than their German counterparts; Germans were described as slightly more self-centered than the Americans; boys were perceived as more setf-centered than girls.
The Discriminant Validity of Gifted Children's Divergent Thinking Test Scores
Authors: Runco Mark A.
Published: September 2007

Previous research suggests that the indices drawn from divergent thinking tests (i.e., ideational fluency, originality, and flexibility) lack discriminant validity. This is a serious problem because of the popularity of these tests, and because divergent thinking is probably our most useful model of creative thinking. Still, the research demonstrating a lack of discriminant validity was conducted primarily with nongifted subjects, and the findings may not apply to gifted individuals. The present project evaluated the discriminant validity of gifted children's ( N = 97) divergent thinking test scores with multitrait-multimethod and factor analytic procedures. Results indicated that the indices drawn from the divergent thinking tests did lack discriminant validity in this gifted sample.
Cognitive Abilities, Personality and Gender Differences in Math Achievement of Gifted Adolescents
Authors: Weiner Neil C. , Robinson Sharon E.
Published: September 2007

The purposes of this study were to determine whether mathematically gifted boys and girls were significantly different in cognitive abilities and personality factors and to determine whether these cognnve abilities and personality factors were accurate predictors of mathematical achievement. Mathematically gifted boys (n = 77) and girls (n = 62) completed a mathematics reasoning test (SAT-M), a verbal reasoning test (SAT-V), a measure of spatial ability (Group Embedded Figures Test), and personality test (California Psychological Inventory). They received mathematics achievement ratings depending on the number of summer courses completed. The findings indicated that boys not only have higher mathematical reasoning ability than girls, but alslo that this ability is the single best predictor of their mathematical achievement. Verbal ability is the best predictor of mathematical achievement for the girls. For both the girls and the boys, neither spatial reasoning ability nor personality factors significantly predicted mathematical achievement.
Evaluation Design: Issues Confronting Evaluators of Gifted Programs
Authors: Carter Kyle R.
Published: September 2007

How should one evaluate a program for the gifted? Unique design concerns need to be taken into account when selecting a method for assessing gifted program outcomes. The author reviews design issues and proposes creative solutions to omnipresent dilemmas facing the would-be evaluator.
The Influence of Identification Practices, Race and SES on the Identification of Gifted Students
Authors: McKenzie Jamieson A.
Published: September 2007

Identification procedures for gifted programs reinforce social inequalities while missing some of our most promising students. This study reports, a survey of 461 (82.5%) New Jersey school districts. The results show that there are significant relationships between G/T participation rates and 1) race,2) spending per pupil, 3) property value per pupil and 4) the socioeconomic status of school districts. The study also found excessive reliance on standardized tests. The author calls for a broadened, developmental definition of giftedness.
A Survey of Participant Expectations for Inservice in Education of the Gifted
Authors: Tomlinson Susan
Published: September 2007

This survey examines teacher response to techniques utilized in general education and gifted education inservice and staff development. Comments concerning teachers' needs, and most and least beneficial techniques for meeting those needs, were categorizod and the data were analyzed. Survey results indicate that teachers have a variety of expectations for inservice experience and their needs are varied due to differing experience and exposure in the field of gifted education. Results also indicate that inservices spanning a wide range of grade levels are not as helpful as those separated by grade levet or subject area. Therefore, it is recommended that a needs assessment be administered prior to planned inservice in order to assist school personnel and consultants in designing the inservice experience.
Project TARGET: A Needs Assessment Approach to Gifted Education Inservice
Authors: Weiss Patricia , Gallagher James J.
Published: September 2007

The purpose of Project TARGET ( Teacher Assessment Related to Gifted Education Training ) was to deveiop a gifted program inservice training module that is based on a needs assessment approach. The project was funded by the North Carolina Department of Public Instruction and the North Carolina Board of Science and Technology. Specific goals of the project were to develop a needs assessment instrument, administer that instrument, analyze resulting data, develop training modules that responded to assessed needs, and evaluate the results. Evaluation data indicated favorable teacher response to the needs assessment approach and subsequent use of training module activities in teachers' classrooms.
Talents Unlimited: An Inservice Education Model for Teaching Thinking Skills
Authors: Schlichter Carol L.
Published: September 2007

The Talents Unlimited project is an effective inservice education model for training both regular classroom teachers and specialists in gifted education in the development of students' creative and critical thinking skills. Four categories of training activities which comprise this model closely approximate the components which inservice research suggests are critical in helping teachers master new instructionalapproaches: Presentation of theory or description of strategy; modeling of skills; practice in simulated and classroom settings; feedback about performance; and coaching for application of skills to the classroom. The effectiveness of the Talenfs Unlimited model in enhancing teacher skills in the identification and instruction of students with varying backgrounds and diverse abilities is discussed.
How To Be A Prophet in Your Own Land: Providing Gifted Program Inservice for the Local District
Authors: Smith-Westberry Jory , Job Rae Lynn
Published: September 2007

Facilitators and coordinators of gifted education often are faced with the task of designing and delivering staff development sessions to peers in their home district. To deliver effective inservice, the facilitator must approach the task in a sequenced, organized manner. A set of guidelines and a sequence addressing the key features of a professional development session are provided by two gifted program facilitators who have had extensive experience with inservice and staff development.
Alternatives for the Design of Gifted Program Inservice and Staff Development
Authors: Kaplan Sandra N.
Published: September 2007

While the importance of staff development and inservice has not been questioned, the benefits derived from such experiences often are challenged. Traditionally, participants who have attended an inservice or staff development are criticized when changes in professional performance or attitudes are not noted. However, factors such as inappropriate expectations, insufficient instructional time, and lack of a support system might be cited as causes that erode the positive effects from staff development and inservice opportunities. Alternative training experiences are described as ways to make staff development and inservice experiences more meaningful to professionals and have greater impact on the students they serve.
The Role of Evaluation in inservice and Staff Development for Educators of the Gifted
Authors: Kulieke Marilynn J.
Published: September 2007

The use of evaluation in inseivice training and staff development programs is too often limited in scope. This article expands the role of evaluation in gifted program inservice and staff development by providing evaluation techniques that have been used to determine the impact of inservice programs on teachers of the gifted.
The Interdisciplinary Concept Model: Theory and Practice
Authors: Jacobs Heidi Hayes , Borland James H.
Published: September 2007

A rationale for interdisc plinarity as a content modification for gifted learners is presented along with assumptions underlying the implementation of an inter disciplinary model. The importance of orientation to the disciplinary fields as a precursor to interdisciplinary studies is stressed. Finally, the Interdisciplinary Concept Model, a four-step plan for developing interdisci- plinary units is discussed.
Effective Curriculum and Instructional Models for Talented Students
Authors: VanTassel-Baska Joyce
Published: September 2007

This article presents an historical perspective on the evolution of three curiculum and instructionial models that have been shown to be effective with gifted learners in various contexts and at various grade levels It argies for consideration of all three models in a comprehensive program for gifted learners.
Bridging Curriculum with Creative Development: Creative Characteristics Models
Authors: Bruch Catherine B.
Published: September 2007

The creative Cgaracteristics Moels (A,B, & C) are proposed as guidelines in a curriculum for a systematic development of children youth, and adults who learn to function creativelyand may be better prepared todeal with alternative futures. These models, based upon research and literature about creative persons and their behaviors, characterize creative tendencies from early developmental stages through later life fourd in persons who make significant original breakthroughs Applications of the models may be developed by teachers as a means so integrating creativity into any curricular area.
Self-Concept in Gifted Children: Differential Impact in Boys and Girls
Authors: Loeb Roger C. , Jay Gina
Published: September 2007

Gifted 9-12-year-old children were compared with non-gifted children on three paper and pencil measures of self-concept. Additional personality and behavioral information on each child was provided by his/her mother and teacher. Giftedness seemed to be an advantage for girls but not for boys. Gifted girls described themselves as having a more positive self-concept and a more internal locus of control than did non-gifted girls. No such differences were found with boys. In fact, gifted boys gave some evidence of lower self-satisfaction, particularly in areas of physical strength and aggressiveness, when compared to non-gifted boys. Mothers and teachers similarly reported fewer problem areas for gifted girls but no such differences between gifted and non-gifted boys. The findings are discussed in the context of cultural sex-role expectations.
Qualitative Assessment of Gifted Education
Authors: Lundsteen Sara W.
Published: September 2007

This article describes qualitative research using an ethnographic perspective, with particular reference to gifted education. The purpose is to help the reader, through examples, to understand the potential use of qualitative assessment methods when studying and evaluating programs for gifted children. The sources include the published literature on qualitative research and studies on gifted education using an ethnographic perspective. The article concludes that more use of this methodology could be beneficial to the field of gifted education.
An Experimental Program for Highly Gifted Children in the Early Primary Grades
Authors: Thompson G. Brian
Published: September 2007

A model of educational provision for children of high intellectual giftedness was implemented in an experimental program with 6- and 7-year-olds. The model incorporates the principal features of the individual case study approach, the part-time learning center, and individualized independent study in the regular class. The results of the program indicated several aspects of teaching provisions which were necessary for successful implementation of the model. Also considered were the effects of the program on the parents and the children's social relations with age peers.
Personality Traits and Childhood Environments of Eminent Essayists
Authors: Wallace Trudy , Walberg Herbert J.
Published: September 2007

The goal of the research was to define conditions of excellence by an historical analysis of the psychological traits and childhood environments of eminent essayists of history. A sample of 42 foremost essayists, historians, and critics was used. The sample was derived from earlier work on eminence by Cattell (1903) and Terman (1925). Encyclopaedia Britannica biographers and other researchers rated a list of traits and conditions concerning cognitive, affective, familiar, and educational aspect of the sample. The results of Chi-square tests of significance focus on the degree of persistence of the traits and conditions and suggest that while intelligence is a component of eminence, environmental influences are substantial. Familial, school, and social conditions reticulated an indispensable support during the childhoods of the future essayists. Educators and parents have a responsibility to provide the conditions that foster excellence.
We Can't Change What We Don't Recognize: Understanding the Special Needs of Gifted Females
Authors: Reis Sally M.
Published: September 2007

In this article, an overives of some of the major issues, questions and problems related to gifted females will be presented. These issues include the underachievement of gifted females; creative productivity of females; male dominance in mathematics and science; cultural stereotyping, sex roles and mixed messages; lack of planning; the perfection complex and the imposter syndrome; concerns about counseling and special populations, Research related to the issues of ability, achievement, personality, social and environmental pressures related to gender will be briefly discussed and suggestions for future research directions will be made.
The Role of Community-Based Scientific Resources in Developing Scientific Talent: A Case Study
Authors: Van Tassel-Baska Joyce , Kulieke Marilyn J.
Published: September 2007

This article explores key components of a science program for gifted learners and provides a two year experimental program as a case study to illustrate the implementation of these components. The findings illustrate the efficiency of science content mastery in the context of scientific inquiry, the relative difficulty of demonstrating growth in scientific inquiry per se over a short period of time, and the affective changes that occur in attitudes toward science as a result of such a program. Implications for implementing such programs in local settings are discussed.
By-Mail Learning Options for Academically Talented Middle-School Youth
Authors: Sawyer Robert N. , DeLong Mark R. , von Brock Alison B.
Published: September 2007

The Duke University Talent Identification Program includes a By-Mail leaming component designed to provide gifted students with challenging courses while they remain in their own school. The results of the Advanced Placement Examinations associated with this component of the Duke Program suggest that By-Mail courses provide intellectual stimulation for brilliant middle school youth, prepare them for college credit exams, and can serve as a vehicle to assist school systems in meeting the educational needs of academically talented youngsters.
The Generality of Creative Performance in Gifted and Nongifted Children
Authors: Runco Mark A.
Published: September 2007

In order to evaluate the generality of creativity, gifted and nongifted children (N = 228) were given a creative performance questionnaire. Questionnaires were scored for quality and quantity in seven performance domains: writing, music, crafts, art, science, performing arts, and public presentation. The generality of performance was tested by checking the intercorrelations of the seven domains. Results indicated that the quality and quantity of creative performance were largely unrelated, and differences between gifted and nongifted children were slight. Additionally, for both gifted and nongifted children, quantity performance scores of the seven domains were significantly correlated (median r= .46), and quality performance scores were only weakly correlated (median r=.16).
The Stability of Original Thinking in Young Children
Authors: Moore Lucia C. , Sawyers Janet K.
Published: September 2007

Findings from the longitudinal study demonstrate that original thinking in young children (N = 33, 75 to 98 mo.) is relatively stable between 4 and ages 7 and 8. The stability of original thinking (r = .54) was comparable to the stability of 1Q ( r # .44) over the same period of time. Original thinking defined as the ability to generate unusual ideas was shown to be distinct from intelligence as measured by the Wechsler Intelligence Scales for Children-Revised. An order effect in the response sequence such that popular responses occur early and original later, reported in an earlier study with young children, was also replicated.
Identification of Gifted Learners: A National Survey of Assessment Practices and Training Needs of School Psychologists
Authors: Klausmeier Kay , Mishra Shitala P. , Maker C. June
Published: September 2007

This study surveyed assessment practices and training needs of school psychologists involving gifted individuals. Using stratified random sampling procedure, a sample of practicing school psychologists was selected from the national register of the National Association of School Psychologists. A survey questionnaire containing 20 items relating to the uses of individual ability and achievement tests was mailed to the group. An analysis of responses indicated that the Wechsler Scales ranked first despite newly developed available tests. Results also indicated a number of training needs related to assessment the implications of which are discussed.
Rampant Problems and Promising Practices in the Identification of Disadvantaged Gifted Students
Authors: Richert E. Susanne
Published: September 2007

Identifying disadvantaged gifted children is a critical issue for the field of education for the gifted. The purposes of this article are to define problems in the identification of disadvantaged gifted students and to describe promising practices that identify students with gifted potential among various groups of disadvantaged students. These are issues of theoretical importance, and they have implications for practice in terms of equity in services offered and advocacy for programs for the gifted.
The Rural Gifted Child
Authors: Spicker Howard H. , Southern W. Thomas , Davis Beverly I.
Published: September 2007

The effects of such characteristics as rural living, sparse population, poverty, non-urban acculturation experiences, and traditional rural values are related to the difficulties in providing for the educational needs of rural gifted students. Some promising solutions to these problems are suggested. Included are non-traditional identification procedures, computer and video linkages between school systems, cooperative personnel development, and sharing of special service staffs for the gifted.
The Gifted/Learning Disabled Student
Authors: Gunderson Cheryl Walker , Maesch Cheryn , Rees Janice Willis
Published: September 2007

As the identification of learning disabled and gifted students becomes more sophisticated, there appears to be a growing number of students who fit both categories. This article discusses the identification of learning disabled and gifted students as well as the characteristics of a group which has gotten little attention, the gifted/LD. The ways in which gifted/learning disabled students are presently missed by educational systems as well as procedures to help insure identification of this group are also covered.
The Early Development of Precocity
Authors: Robinson Nancy M.
Published: September 2007

The time is ripe for extending our interest in gifted children downward to infancy and preschool. Existing research is reviewed, and a plea made for extending work in the following areas: (1) identification and description, (2) prediction from early behavior to (similar or dissimilar) later attainments, (3) studies of the origins of commitment and high achievement motivation, (4) naturalistic and experimental studies of the nurturance of exceptional abilities. Gifted babies and toddlers are compelling both in their own right and for what they can tell us about the emergence of individual differences.
A Developmental View of Giftedness
Authors: Horowitz Frances Degen
Published: September 2007

Our most precious resources for the future of our society are human resources. We made an important commitment of scientific talent and financial support about 25 years ago to enhancing the developmental potential of the retarded among us. The progress in this area has been gratifying. A concomitant commitment has not been made to understanding the developmental potential of the gifted among us. The time is past due for that commitment. It is important to draw out the developmental issues related to the gifted and the talented in such a way as to frame productive scientific questions. The model presented in this essay has been used to frame such a set of questions.
Curricular Decision-Making for the Education of Young Gifted Children
Authors: Parke Beverly N. , Ness Phyllis S.
Published: September 2007

Four basic tenets must be kept in mind regarding curricular decisions for young gifted children. These tenets govern the direction that curriculum for them may take and the manner in which educators interact with these children. First, young gifted children have special learning needs. They differ in that they have the capability to learn at greater depth and more quickly, and they have interests which may predate those of their peers. Second, curriculum should be drawn from their special interests and needs. Next, the work of childhood is play; therefore, the curriculum of young gifted children must emphasize exploration and play. Finally, young gifted children should be engaged in the curricular decision making process. This article elaborates these four principles in curricular decision making for young gifted children.
Some Characteristics of SMPY's "700-800 on SAT-M Before Age 13 Group": Youths Who Reason Extremely Well Mathematically1
Authors: Stanley Julian C.
Published: September 2007

Statistics concerning background characteristics of a remarkable group of 292 youths who reason extremely well mathematically are presented. Identified initially at age 12 or less, they reside all over the United States and in two foreign countries. The sex ratio is 12 boys per 1 girl. The group tends to be quite able verbally, but much more so mathematically. Most of their parents are well educated. Some of these young students are vastly more accelerated in school grade placement than are the majority of the group. Other relevant characteristics are also discussed.
A Cross-Sectional Developmental Study of the Social Relations of Students Who Enter College Early
Authors: Janos Paul M. , Robinson Nancy M. , Carter Christopher , Chapel Audrey , Cufley Rand , Curland Matthew , Daily Michael , Guilland Meg , Heinzig Mark , Kehl Hans , Lu Stephen , Sherry Davonna , Stoloff Jennifer , Wise Alicia
Published: September 2007

Sixty-three students who had entered college at age 14 or younger supplied data on the number and ages of their friends, time spent together in various activities, number of times various sensitive topics were discussed, and degree of shared intimacy. Striking differences appeared during the first and second years between the proportions of the friendship investment with agemates and older university classmates. By junior year, and thereafter, however, early entrants appeared to have established relations with older students of breadth and depth at least equivalent to those already existing with agemates. Young college graduates were pronouncedly more invested in relationships with older individuals. These findings suggest that early entrants support each other during the first and second years at the university and use these relations as a base for developing fulfilling friendships with older students as upperclasspersons and graduates.
Teachers' Perceptions of Giftedness
Authors: Guskin Samuel L. , Peng Chao-Ying J. , Majd-Jabbari Massoumeh
Published: September 2007

This investigation examined prospective and experienced teachers' perceptions of relatedness among abilities. Participants included 111 undergraduate education students without teaching experience and 79 graduate students who were experienced teachers. Students were required to indicate the resemblance among 20 different kinds of abilities, using sorting, similarity ratings, and/or trait ratings. These data were analyzed using clustering, multidimensional scaling, and factor analysis approaches. Both prospective and experienced teachers tended to agree on five categories of giftedness: analytic or cognitive ability, personality and social Skills, creative arts, motor skitts, and verbal ability. Although the findings resemble Gardner's (1983) "multiple intelligences" and suggest that teachers hold appropriate beliefs about relationships among abilities, further investigations are required to explore the extent to which their conceptions relate to their day-to-day interactions, judgments, and decisions in their classrooms
An Enrichment Program for Gifted Learning Disabled Students
Authors: Baum Susan
Published: September 2007

Professionals interested in gifted/learning disabled students have found that these students have educational needs different from those of their learning disabled peers with average ability. This article describes and evaluates a pilot enrichment program designed to meet their needs. Seven bright learning disabled youngsters in grades 4 and 5 met for 2½ hours a week over a nine-month period to develop their strengths and interests through challenging enrichment activities. Six of the seven students showed gains in self-esteem, learning behavior, and creative productivity.
Gifted Adolescents' Attitudes Toward Their Giftedness
Authors: Kerr Barbara , Colangelo Nicholas , Gaeth Julie
Published: September 2007

The purpose of this study was to assess gifted adolescents' views of their own giftedness and their perceptions regarding how giftedness is viewed by others. One hundred eighty-four gifted adolescents completed an open-ended questionnaire on giftedness. Resutts indicated that their views of giftedness were not unidimensional. They were positive about their giftedness but did not believe that others were positive. Also, gifted adolescents viewed giftedness as positive with regard to their personal growth and academic performance but as negative in social relations with others. Gifted adolescents have strongly mixed attitudes about their giftedness.