Downloads & Free Reading Options - Results

The purpose of this study was to discover and successfully implement multiple strategies for differentiation that would engage and motivate Talented and Gifted (TAG) learners. Six TAG students from a third grade general education classroom setting participated in this study. Differentiation strategies of a learning style inventory, a project choice board based on learning styles, and Math Exemplars were used to increase the engagement and motivation of TAG students. Student and parent interviews, surveys, and observations were used to determine the effectiveness of this study. Findings indicated that there was a slight increase of student engagement and motivation with the use of a project choice board and Math Exemplars for both general education and Talented and Gifted students. Educators need to plan curriculum that allows student choice and utilizes authentic tasks in order engage and motivate students. (Contains 5 tables.) Appended are: (1) Student Inventory; (2) Student Interview; (3) Parent Interview; (4) Learning Styles Inventory; and (5) Tic-Tac-Toe Choices. [Master's Thesis, Portland State University.]

The purpose of this study was to discover and successfully implement multiple strategies for differentiation that would engage and motivate Talented and Gifted (TAG) learners. Six TAG students from a third grade general education classroom setting participated in this study. Differentiation strategies of a learning style inventory, a project choice board based on learning styles, and Math Exemplars were used to increase the engagement and motivation of TAG students. Student and parent interviews, surveys, and observations were used to determine the effectiveness of this study. Findings indicated that there was a slight increase of student engagement and motivation with the use of a project choice board and Math Exemplars for both general education and Talented and Gifted students. Educators need to plan curriculum that allows student choice and utilizes authentic tasks in order engage and motivate students. (Contains 5 tables.) Appended are: (1) Student Inventory; (2) Student Interview; (3) Parent Interview; (4) Learning Styles Inventory; and (5) Tic-Tac-Toe Choices. [Master's Thesis, Portland State University.]

Provided is information on the activities and curriculum of the SPARK (Seeking Purposeful, Analytic, Realistic Knowledge) Primary Gifted Program in Calcasieu Parish (Louisiana). The first major section of the document includes brief segments on the program's philosophy and rationale, definition of gifted and talented youth, identifying characteristics of giftedness, identification and placement, forms used for screening and placement, teacher questioning techniques, special features of the program, and schedule of classes. The bulk of the document is devoted to information (which includes purpose, suggested time, procedure, extended activity, and materials) on curriculum activities in the following areas: language arts, social science, math, science, music, and art. Also provided are a list of materials used in first grade gifted SPARK classes; information on inservice training, parental and community involvement, communication and dissemination, and evaluation; sample evaluation forms; and a table showing results from evaluation of program components. (SBH)

The summary report describes a 5-year longitudinal study in Calgary (Alberta, Canada) of gifted and talented students from grade 9 through the post-high school year. Students had previously attended either a special school setting or were integrated with regular students in their home schools. The study examined: students' achievement; their progress and well-being in academic, social, and personal domains; course work; transition from junior high to senior high school; high school graduation; and preparedness for post-high school life. Subjective data obtained included the views of students, parents, and teachers over the 5 years. Objective data included student scores on tests and academic grades. Additional data included students' areas of strengths and weaknesses, choices made by students, activities engaged in, and recognitions they received. General findings included: students on the whole were successful, well-adjusted individuals; special school and mainstreamed students were comparable with respect to skills, abilities, and progress in academic, personal, and social domains; achievement of the two groups of students was generally comparable; students who had attended the special school were more likely to report satisfaction than mainstreamed students; and fewer special school than mainstreamed students reported social adjustment problems at the postsecondary level. (DB)

This guide to procedures for identifying gifted and talented children in Oregon outlines requirements of legislation and administrative regulations. The procedures describe steps in the identification process, including referral, screening, testing, and final selection/parent notification. The importance of identifying children when very young, using multiple criteria, and utilizing a case study approach is stressed. Obstacles to identification of the nontypical gifted, such as cultural and ethnic minorities, economically disadvantaged, underachievers, or handicapped, are discussed, along with techniques for overcoming the obstacles. A bibliography lists four references on identification and approximately 50 references on the nontypical gifted. Appendices contain procedures for selecting a group mental ability test; sample forms, letters, and identification materials, including teacher, parent, and self referral forms; descriptions of possible tests for use in measuring talent and giftedness; a glossary of technical terms; sample identification procedures from Hillsboro Elementary School District; and background information on identification, student records and confidentiality, and student characteristics. (JDD)

This paper offers a critical examination of definitions, issues, and practices relative to identification of students who are gifted and talented in the visual arts. The lack of agreement on the definition of talent in the arts is discussed, along with the role of culture, student characteristics, creativity, skills, cognitive abilities, affective abilities, interest and motivation, potential and processes contrasted with performance and products, art specializations, and distribution of arts talent in the general school population. Identification issues are then examined in relation to the use of outcomes derived from standardized art tests; intelligence, achievement and creativity tests; students' backgrounds, personalities, values, and ages; and use of multiple criteria identification systems. Examination of current practices and critical reviews of their advantages and disadvantages are reported in regard to nonstructured nominations, structured nominations, group intelligence quotients, achievement tests, academic records, standardized art and creativity tests, informal art instruments, portfolio and performance reviews, interviews, and observations. These practices are hierarchically arranged as steps in an identification program and in terms of their most appropriate age/grade applications. Conclusions are drawn about future applications of issues and practices. (Contains 142 references.) (Author/JDD)

This paper offers a critical examination of definitions, issues, and practices relative to identification of students who are gifted and talented in the visual arts. The lack of agreement on the definition of talent in the arts is discussed, along with the role of culture, student characteristics, creativity, skills, cognitive abilities, affective abilities, interest and motivation, potential and processes contrasted with performance and products, art specializations, and distribution of arts talent in the general school population. Identification issues are then examined in relation to the use of outcomes derived from standardized art tests; intelligence, achievement and creativity tests; students' backgrounds, personalities, values, and ages; and use of multiple criteria identification systems. Examination of current practices and critical reviews of their advantages and disadvantages are reported in regard to nonstructured nominations, structured nominations, group intelligence quotients, achievement tests, academic records, standardized art and creativity tests, informal art instruments, portfolio and performance reviews, interviews, and observations. These practices are hierarchically arranged as steps in an identification program and in terms of their most appropriate age/grade applications. Conclusions are drawn about future applications of issues and practices. (Contains 142 references.) (Author/JDD)

This manual is intended to guide the development of a primary grade gifted and talented program called Project EAGLE. The program focuses on lateral enrichment, higher level cognitive domain skills, creative thinking, self-directed learning, self-awareness and acceptance, and interpersonal relationships. Students complete assignments in theme-oriented booklets during regularly scheduled "seat-work" time. The Project EAGLE teacher visits students weekly to provide instruction, introduce new concepts, encourage feedback, and identify possible problem areas. Section I of the manual contains a philosophy, definition of giftedness, target population definition, and information on district policy, program goals, needs assessment, funding, program management, and general program results. Section II covers screening and identification procedures for grades 1-3 and for kindergarten. Section III on program implementation discusses scheduling, role of the classroom teachers, and timelines for implementing various program components. Section IV presents program goals and component objectives; general curriculum information with sample lessons; and a curriculum guide for each grade level listing enrichment concepts, materials/resources, and evaluation/assessment methods. The final section outlines evaluation of student performance and program evaluation. Appendixes contain a brief summary of research, sources for evaluation and curriculum materials, and various administrative forms. (JDD)

Presented is an overview of the gifted and talented students' program funded in Michigan by the State Aid Act (Section 47) and involving 12 elementary and secondary level pilot projects. An introduction includes a history of and general information about the Michigan program for gifted and talented students. Provided are brief descriptions of each of the pilot projects written by personnel directly involved in the project. Names and addresses of contact persons for each of the projects are listed. (IM)

Presented are 11 invited papers on career education for gifted and talented students. An introduction to career education and to the gifted and talented is provided in two papers, of which one paper is on current status and approaches in career education, and the other is on current status and approaches to the gifted and talented. Considered in three basic background papers are the future of work, identification and characteristics of gifted and talented students, and career development problems of gifted and talented students. Discussed in the next two papers are value considerations in career education for gifted and talented students. Exemplary programs in career education for the gifted and talented are described in the next chapter. The final section examines implications for curriculum guidelines in career education for gifted and talented students in three papers on the following topics: policy considerations, additional viewpoints on policy considerations, and curricular considerations. (DB)

The selective bibliography lists approximately 70 books and materials for teachers of gifted and talented students. Arranged alphabetically by author are 32 "practical" books (containing teaching suggestions and activities), 9 "humanistic" books (dealing with psychology and mental health), and 12 "theory" books (on topics such as creativity and intelligence). Also listed are four magazines and 11 other resources such as student book clubs and enrichment games. Entries usually include author's name, publisher's name and address, date, and a brief description. Prices are noted for some entries. (LS)

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.

Recommendations of the Maryland Task Force on Gifted and Talented Education concerning the current status and future needs of gifted and talented education are presented. Recommendations are offered concerning the following issues: appropriate recognition of giftedness and services for all gifted and talented students, world-class curricular standards, system-wide flexibility, well-trained staff, a state mandate for gifted education, funding, a state definition of giftedness, a State Office for Gifted and Talented, summer centers, local action plans, local gifted and talented supervisory positions, counseling services, teacher selection, early childhood education, gifted and talented identification, provision of a range of services and educational options, appropriately challenging curriculum and instruction, mathematics and science curriculum, acceleration options, grouping practices, the local advisory council, parent involvement, community resources, teacher training standards, undergraduate and graduate teacher training programs, gifted education certification option, state-sponsored training centers, staff development, increased opportunities through use of technology, special funding and technical assistance, a gifted and talented advisory council, a statewide database, a statewide initiative, and a state report card. Appendices provide additional information on gifted and talented education in Maryland, the charge to the Task Force, a list of Task Force members and others contributing to the report, and other sources of assistance. (Contains a 60-item bibliography.) (DB)

Recommendations of the Maryland Task Force on Gifted and Talented Education concerning the current status and future needs of gifted and talented education are presented. Recommendations are offered concerning the following issues: appropriate recognition of giftedness and services for all gifted and talented students, world-class curricular standards, system-wide flexibility, well-trained staff, a state mandate for gifted education, funding, a state definition of giftedness, a State Office for Gifted and Talented, summer centers, local action plans, local gifted and talented supervisory positions, counseling services, teacher selection, early childhood education, gifted and talented identification, provision of a range of services and educational options, appropriately challenging curriculum and instruction, mathematics and science curriculum, acceleration options, grouping practices, the local advisory council, parent involvement, community resources, teacher training standards, undergraduate and graduate teacher training programs, gifted education certification option, state-sponsored training centers, staff development, increased opportunities through use of technology, special funding and technical assistance, a gifted and talented advisory council, a statewide database, a statewide initiative, and a state report card. Appendices provide additional information on gifted and talented education in Maryland, the charge to the Task Force, a list of Task Force members and others contributing to the report, and other sources of assistance. (Contains a 60-item bibliography.) (DB)

Three pamphlets describe facets of "Encendiendo Una Llama," a Hartford (Connecticut) demonstration program for bilingual gifted and talented students. An overview pamphlet summarizes key aspects of the model program: identification procedures, instructional services, teacher training, parent involvement, evidence of effectiveness, implementation requirements, and materials available for dissemination. A second brochure focuses in greater depth on aspects of identification, including linguistic and cultural factors. The program's identification efforts are focused primarily, though not exclusively, on the limited English proficient school population. The 3-stage identification process consists of open recruitment, talent pool, and formal identification. Parallel identification procedures for academic and artistic ability are used. Standardized tests and locally developed information forms are noted. A third brochure describes instructional approaches, including components of the program model (resource room, after-school program, and regular class component), staff development, student needs assessment, and curriculum components based on Renzulli's Enrichment Triad and bilingual education. Finally, sample curriculum units, the use of computers, and materials available for dissemination are cited. (JW)

Educational policies such as No Child Left Behind (NCLB) have guided the school system to focus on filling the learning gap to support those students who struggle academically, with learning disabilities, and ELLs. However, according to Stephens & Riggsbee (2007), high-ability students are being left behind to meet their learning needs on their own. Every Student Succeeds Act (ESSA) overcomes some of the weaknesses of the NCLB act by contemplating more on the gifted students' necessities and training teachers to meet their particular needs. The current workshop's primary goal is to support teachers in identifying gifted behaviors in potentially talented CLD students to provide them with appropriate and challenging instruction. The workshop proposes an adaptation of some models for gifted education so the students will acquire the language and develop inquiry and higher-order thinking skills simultaneously. It is expected that teachers or researchers can implement it with CLD students to look for strengths and shortcomings.

The author examines research in the field and answers questions about educating gifted and talented students. (Sections focus on the following topics: characteristics of gifted individuals; identification procedures (including standardized group tests, creativity tests, and parent nomination); recommended identification procedures; misconceptions about the gifted; types of programs (homogeneous groups, accelerated programs, and enrichment programs); program design and evaluation; and major concerns (such as the creatively gifted, the disadvantaged or culturally different gifted, and the qualifications of teachers of the gifted). A list of selected references is included. (SHB)

The manual describes Project Excel, a program for gifted and talented high school students on a college campus. The curriculum is designed to introduce high potential tenth and eleventh graders to processes of creativity, critical thinking, artistic endeavor, and social consciousness and to provide a bridge into college for them. The project is designed to serve as an after school enrichment session one day a week. Information in Chapter I discusses ways in which colleges or universities can plan, develop, and implement such a project. A timetable of implementation stages is proposed. The curriculum design is considered in terms of themes, group discussion, active participation, and evaluation and assessment features in Chapter II. Sample schedules are provided. In Chapter III, staff responsibilities, including those of the campus coordinator or director, the academic advisory group, high school contact person, and project group leaders are described. Administrative relationships between the college, the high school, and the project leaders are examined, and the nature of the project's fiscal self-sustenance is emphasized in the fourth chapter. A final chapter addresses students--selection criteria, counseling, and the importance of diversity among students. Sample forms, contracts, and project brochures are among appended information. In addition, a package of materials for a workshop for college and university faculty and administrators on Project Excel is included. (CL)

The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30) gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS), Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.

The document on characteristics and identification, is the first book in a multimedia program "Educating the Gifted and Talented," a series designed to provide background information, supplementary materials, workshop activities, and discussion questions for individuals and teachers who work or are preparing to work with gifted and talented students. An initial section disucsses some of the characteristics of gifted and talented students by focusing on individual abilities, interests, and needs and by encouraging the reader to look closely at specific students. Addressed are indicators of giftedness, problems encountered by the gifted, and the problems of definition. Supplementary materials for this section include lists of characteristics of creative gifted children, some general characteristics of gifted children, and behaviors in six talent areas. Five teacher activities are explained to help explore the underlying issues to be considered when examining characteristics of gifted individuals. A second section introduces instruments and procedures for identification and contains sample identification instruments and materials (scales, teacher checklists, questionnaires and inventories, creativity measures); sources of instruments; and a list of references. Among the instruments and materials cited are the Checklist for Culturally Disadvantaged Underachieving Mentally Gifted Minors and the Autobiographical Questionnaire. Three teacher activities related to identification conclude the document. (SBH)

The extent to which gifted and talented students participated in Minnesota's Open Enrollment Option was investigated via a survey of 26 gifted students who transferred to nonresident schools and comparison of results with those of a survey of 60 students without special needs. Results indicated that academic and educational concerns were some of the main reasons that prompted gifted students to transfer. Specific concerns were provision of more advanced courses, more course variety, better teachers, and stronger academic reputation. The most valuable sources of information about the open enrollment option were the mass media and the school principal. Parents of students with special talents moderately increased their involvement at their chosen school compared to their former school. Most parents expressed satisfaction with the option, though many experienced transportation problems. (Contains 23 references.) (JDD)

A brief overview of gifted and talented students touches on definitions of giftedness, typical characteristics of gifted and talented students, incidence in the school population, and educational alternatives. Lists of references for further reading, as well as organizational resources, are included. (JW)

This document explains Oregon requirements for identification and programming for gifted and talented students. Five simple rules for planning programs and services are listed. Flexible pacing options are discussed, including continuous progress, early entrance, grade skipping, concurrent enrollment, advanced level courses, credit by examination, and compact courses or curriculum. A chart displays organizational strategies for flexible pacing, such as cluster grouping, cross-grade grouping, special full-time class/school, special part-time class, individualized instruction, learning centers, independent study, mentorship/internship, and extended day or school year programs. An organizational model for program and service strategies is presented, based on a pyramid with regular classroom strategies at the base, options outside the regular classroom but within the school district in the mid-section, and opportunities outside of local district control at the top. Appendices contain a Staff Resource and Needs Assessment Survey, a sample pyramid of program and service options, and an example of a completed pyramid. (JDD)

Provided in working draft form is a matrix for developing written program plans (at either the school, district, State Department, or Regional Office of Education planning levels) for educating gifted and talented students. The matrix contains separate columns for elements, objectives, and implementation and focused on the following major elements: position statement, planning tasks, goals, objectives, programs, budgetary considerations, and strategies for change. The implications of each element are expanded in the column entitled "Objectives", and suggested activities are listed under "Implementation". Extensive appendixes include an informational inventory on programs for gifted students in Colorado schools, a survey on state provisions for the gifted developed by the National/State Leadership Training Institute on the Gifted and Talented, a breakdown of budgetary considerations and examples of use of the matrix to develop written state plans in Arizona and South Carolina. (DB)

Identification of gifted students among cultural and linguistic minority groups and development of culturally relevant gifted programs have been problematic. In addition, although giftedness can manifest itself in many ways, few gifted programs have been established in nonacademic areas, especially in rural settings. This paper focuses on the identification procedures of a culturally relevant, visual arts, gifted and talented program in two rural New Mexico elementary schools with predominantly Hispanic or Native American (Pueblo) populations. Education in the arts not only is intrinsically valuable but also supports student persistence and achievement. Nevertheless, the limited resources of rural schools may lead to elimination of arts programs. Identification of exceptional abilities in the arts can be just as problematic as in academic areas if it relies on standardized tests. Although in the majority in the two program schools, Hispanic and Native American students were the minority in gifted and talented programs. A multidimensional approach to identification was developed that included the following: nomination by teacher, parent, or self; participation in an art show; teacher assessment on a checklist and a rating scale; assessment by a community artist; portfolio assessment; and student evaluation on two formal tests. Interviews with members of the identification committee indicate that the most effective selection method was the cross-referencing of the community artist's recommendations with those of teachers and students and results of the art show. (SV)

This pamphlet describes grant projects funded in 1992 and 1993 under the Jacob K. Javits Gifted and Talented Students Education Program. The 34 projects are arranged by state; for each project, information provided includes the grantee name and address, project director name and telephone number, target grade level, target population, grant period, funding level, and summary of activities. Activities funded through this program include grants to assist state and local education agencies, institutions of higher education, and other public and private agencies and organizations to meet the needs of talented and gifted students; to create a national research center on gifted and talented education; and to highlight the needs and concerns of gifted/talented students. Projects receive priority if they serve youngsters who have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Priority is also given to projects that improve services for talented students in an entire state or region. (JDD)

This pamphlet describes grant projects funded in 1992 and 1993 under the Jacob K. Javits Gifted and Talented Students Education Program. The 34 projects are arranged by state; for each project, information provided includes the grantee name and address, project director name and telephone number, target grade level, target population, grant period, funding level, and summary of activities. Activities funded through this program include grants to assist state and local education agencies, institutions of higher education, and other public and private agencies and organizations to meet the needs of talented and gifted students; to create a national research center on gifted and talented education; and to highlight the needs and concerns of gifted/talented students. Projects receive priority if they serve youngsters who have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Priority is also given to projects that improve services for talented students in an entire state or region. (JDD)

This pamphlet describes grant projects funded in 1992 and 1993 under the Jacob K. Javits Gifted and Talented Students Education Program. The 34 projects are arranged by state; for each project, information provided includes the grantee name and address, project director name and telephone number, target grade level, target population, grant period, funding level, and summary of activities. Activities funded through this program include grants to assist state and local education agencies, institutions of higher education, and other public and private agencies and organizations to meet the needs of talented and gifted students; to create a national research center on gifted and talented education; and to highlight the needs and concerns of gifted/talented students. Projects receive priority if they serve youngsters who have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Priority is also given to projects that improve services for talented students in an entire state or region. (JDD)

This pamphlet describes grant projects funded in 1992 and 1993 under the Jacob K. Javits Gifted and Talented Students Education Program. The 34 projects are arranged by state; for each project, information provided includes the grantee name and address, project director name and telephone number, target grade level, target population, grant period, funding level, and summary of activities. Activities funded through this program include grants to assist state and local education agencies, institutions of higher education, and other public and private agencies and organizations to meet the needs of talented and gifted students; to create a national research center on gifted and talented education; and to highlight the needs and concerns of gifted/talented students. Projects receive priority if they serve youngsters who have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Priority is also given to projects that improve services for talented students in an entire state or region. (JDD)

This pamphlet describes grant projects funded in 1992 and 1993 under the Jacob K. Javits Gifted and Talented Students Education Program. The 34 projects are arranged by state; for each project, information provided includes the grantee name and address, project director name and telephone number, target grade level, target population, grant period, funding level, and summary of activities. Activities funded through this program include grants to assist state and local education agencies, institutions of higher education, and other public and private agencies and organizations to meet the needs of talented and gifted students; to create a national research center on gifted and talented education; and to highlight the needs and concerns of gifted/talented students. Projects receive priority if they serve youngsters who have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Priority is also given to projects that improve services for talented students in an entire state or region. (JDD)

This pamphlet describes grant projects funded in 1992 and 1993 under the Jacob K. Javits Gifted and Talented Students Education Program. The 34 projects are arranged by state; for each project, information provided includes the grantee name and address, project director name and telephone number, target grade level, target population, grant period, funding level, and summary of activities. Activities funded through this program include grants to assist state and local education agencies, institutions of higher education, and other public and private agencies and organizations to meet the needs of talented and gifted students; to create a national research center on gifted and talented education; and to highlight the needs and concerns of gifted/talented students. Projects receive priority if they serve youngsters who have limited English skills, are disabled, or are at risk of being unrecognized and underserved. Priority is also given to projects that improve services for talented students in an entire state or region. (JDD)

This study discovers talent development among the individuals who are gifted and talented in Information and Communications Technologies (ICT). Using qualitative research methods, data was gathered via interview sessions with three groups of respondents who have excelled in the field of ICT, namely the academicians in ICT, the practitioners, and the students who have exhibited their intelligence in ICT. The data was analyzed and structured based on Gagne Differentiated Model of Gifted and Talent (DMGT). Based on DMGT, the data was categorized to natural abilities, interpersonal catalyst, and environmental catalyst. The findings of the study discussed the pattern of talent development among the gifted and talented individuals in ICT from the aspects of life background, educational background, education and experience in ICT, and the support factors towards talent development. The findings of the study indicated that gifted and talented individuals in ICT should be recognized as a unique talent at par with the other fields regarding the context of gifted and talented. Schools should provide the assessment methods as well as the sources to identify and develop the potential of another group of extraordinary individuals in the 21st century.

The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah II Elite School at the Directorate of Education in Salt City, Jordan. The sample was carefully chosen from students enrolled in the academic year 2014 and were divided randomly into two groups: an experimental group of 27 male and female students and a controlling group of 32 male and female students. For the purpose of this study, a training program was developed based on the Six Hats Model that tackled chapter 11 and 12 of the Arabic language syllabus of the seventh grade. Both groups had been given Torrance's B Test for creative thinking that the authors of this research developed for the Arabic Test to the gifted and talented students with the required factors of reliability and consistency. Statistical tools and analysis on obtained data were applied including the analysis of Covariance (ANCOVA). The outcome of this research showed discrepancies of statistical significance (a = 0.05) among the skills and measurements of the achievement test in favor of the experimental group. In view of the outcomes of this study, the authors strongly recommend that teachers and educators should be rehabilitated and trained to use and apply the latest educational methods and techniques such as: Alcort program, creative solutions of problems and obstacles, critical thinking, brainstorming, and to refrain from the conventional old methods used which commonly focuses on information storage and retaining crammed data, regardless of the active participation of students.

The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah II Elite School at the Directorate of Education in Salt City, Jordan. The sample was carefully chosen from students enrolled in the academic year 2014 and were divided randomly into two groups: an experimental group of 27 male and female students and a controlling group of 32 male and female students. For the purpose of this study, a training program was developed based on the Six Hats Model that tackled chapter 11 and 12 of the Arabic language syllabus of the seventh grade. Both groups had been given Torrance's B Test for creative thinking that the authors of this research developed for the Arabic Test to the gifted and talented students with the required factors of reliability and consistency. Statistical tools and analysis on obtained data were applied including the analysis of Covariance (ANCOVA). The outcome of this research showed discrepancies of statistical significance (a = 0.05) among the skills and measurements of the achievement test in favor of the experimental group. In view of the outcomes of this study, the authors strongly recommend that teachers and educators should be rehabilitated and trained to use and apply the latest educational methods and techniques such as: Alcort program, creative solutions of problems and obstacles, critical thinking, brainstorming, and to refrain from the conventional old methods used which commonly focuses on information storage and retaining crammed data, regardless of the active participation of students.

This report describes one part of the Classroom Practices Study, focusing on systematic observations of gifted and talented students in 46 third and fourth grade classrooms. The observations were designed to determine if and how teachers meet the needs of gifted and talented students in regular classroom settings. The Classroom Practices Record (CPR) instrument was developed to document the types of differentiated instruction that these students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. Results indicated that little differentiation in the instructional and curricular practices, including grouping arrangements and verbal interactions, was provided for gifted and talented students in regular classrooms. Across 5 subject areas and 92 observation days, gifted students received instruction in homogeneous groups only 21 percent of the time, and the target gifted and talented or high ability students experienced no instructional or curricular differentiation in 84 percent of the instructional activities in which they participated. The observation manual used in the study is appended, as are a list of observers, a training exercise for conducting observations, and an observation coding guide. (Contains 76 references.) (Author/DB)

Five activity booklets are presented for implementing Project EAGLE, an enrichment program for gifted and talented primary-level children. The first booklet, "Sound," contains four activity pages to accompany teaching of the concept that sound is transmitted through air to the ear. The "Groups 1" booklet provides nine enrichment activities involving classification of people and objects into groups based on variable attributes. "Geoboards 1" illustrates 10 geoboard shapes for students to copy on their geoboards and on paper. "Animals 1" presents five activities dealing with the different habitats of animals (air, land, and water.) "Dinosaurs 1" identifies dinosaurs and classifies them as herbivores, carnivores, or omnivores in six enrichment activities. (JDD)

Three activity booklets are presented for implementing Project EAGLE, an enrichment program for gifted and talented kindergarten children. The first activity booklet contains a poem by J. D. Evans titled "In Search of the Xanthus," which describes the search for an imaginary beast that leaves an "X" on the spot where it used to be. The second activity booklet also contains a poem by J. D. Evans, titled "Close Encounters of the Zhack Kind," which tells the story of a creature from outer space who rearranges its shape to take on the form of a sliding board and tries to make friends with the sliding board. The booklets are printed in large-sized type with large line drawings on each page suitable for tracing or coloring. The third booklet, titled "Kindergarten Activity Pages H-Z," provides enrichment concepts, activities, and student handouts for weekly thematic projects. (The activity pages begin with the letter H because the activities are coordinated with the kindergarten curriculum and students are not identified for Project EAGLE until the regular curriculum has already completed the study of several letters.) The thematic concepts for H-Z include: hexagons, optical illusions, jellyfish, kaleidoscopes, looking closer with magnifiers, magnets, news, ocean environment, prints made from sunlight, quilts, roots of plants, starfish, touch, unidentified flying objects, verse, whales, xanthus (an imaginary beast), yeast, and Zhack (a space creature.) (JDD)

The effect of a self-directed mathematics program on the math achievement of students who are gifted and talented (GT) was evaluated. An instructional management system, Accelerated Math (Advantage Learning Systems, 1998a), was used to assign instruction, monitor student progress, and provide teachers with the information they needed to differentiate math instruction for GT learners. Students whose teachers used the instructional management system significantly outperformed the GT students who participated only in the standard curriculum. Both quantitative and qualitative differences in the performance of GT and non-GT students were identified and within-group variability among GT students is considered.

The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order thinking skills, in visual arts education. The study examines reflective thinking skills of gifted and talented students in a literature-assisted visual arts activity. The study adopts a qualitative approach and quasi-experimental design. The sample of the study consists of 12 students receiving education in the third grade. According to findings of the present study which uses teacher and student interview forms as data collection tools, the study concludes that students have demonstrated reflective thinking skills in the aspects of questioning, reasoning, and evaluation during the activity.

This paper focuses on selection of students and curricular programming in gifted education. A current emphasis on selection rather than identification of able learners, including culturally diverse able learners, is noted, as are new understandings of the nature of giftedness, including: giftedness is more than high intelligence; giftedness is largely developmental; there is no one psychological test that measures giftedness; giftedness needs special attention to be developed; and one does not need to speak English to be intelligent. Selection is best done when observation, authentic assessments, and actual tryouts in programs are used as well as traditional standardized tests. Principles of good gifted education programs are listed, including: (1) use of a variety of acceleration options; (2) use of a variety of enrichment options; (3) homogeneous grouping; (4) regular opportunities for creative expression; and (5) teaching that is cross-disciplinary, integrated, and reality-based. Characteristics of a good teacher of the gifted/talented are also briefly considered. (DB)

The purpose of this study is to investigate the guidance resources for parents whose children participated in the identification procedures for the gifted and talented students (GT), and as a result either did or did not qualified to enroll the Science and Art Center (BILSEM) in Sanliurfa, Turkey. With this purpose, a four-part survey developed by the researchers was carried out with a total of 261 parents whose children were qualified to enroll (PQE) or not qualified to enroll (PNQE) the BILSEM. Socio-demographic findings revealed that both groups of parents of all the students who participated in the identification process had a high level of education; but, the PQE higher income and have fewer children than the PNQE. Results on parents' guidance sources and experiences indicated that the source the PQE received the most support at all stages of the identification procedure was class teachers. A third of the parents were involved in the identification procedures either with little or no information. The vast majority of parents stated that they did not benefit from school counseling. Furthermore, it was found that the rate of parents' benefiting from the provisions of other experts' mental health services were limited. Parents who used the school counseling services or the services of other experts reported that assistance was insufficient.

This paper, commissioned for the development of the national report, "National Excellence: A Case for Developing America's Talent," analyzes the policies and practices for educating high-ability students in Japan, Taiwan, and China. It reports on studies over the past 11 years of East Asian children's academic achievement. In the first section, the report looks at governmental policies and practices concerning the education of three types of students: (1) those who display high levels of intelligence, (2) those who are talented in the arts, and (3) those who are high academic achievers. Special programs both in and out of school are described. In the second part, the report describes the characteristics of students who have participated in the authors' studies and compares their performance and personal characteristics with those of American peers. Discussion focuses on students who demonstrate high levels of cognitive ability and on students who display exceptional ability in mathematics. The paper notes that programs for gifted and talented children in East Asia are new; the majority, especially in China and Taiwan, established only during the last decade. Japan supports no programs specifically for gifted students prior to the high school level. There is a greater emphasis of East Asian cultures on effort, rather than ability. (Contains 16 references.) (DB)

This monograph examines educational programs for students who are gifted and talented in the visual arts, through a review of the literature on gifted/talented education and art education and examination of programming opportunities. Relevant educational history from 1850 to the present is reviewed. The research review encompasses four national surveys, case studies, and local and regional program evaluations. The paucity of directly relevant research is noted. Various programming opportunities, with descriptions of operating programs, are discussed and grouped into the three general categories of mixed-ability grouping, ability grouping, and acceleration. Nine specific programming options are identified among which are: taking art courses at a college while still in high school; taking Advanced Placement art courses in high school; taking intensive courses in which the curriculum has been compacted; and entering college early. The possibilities of authentic assessment are briefly addressed. Six recommendations address: (1) development of a common vocabulary to describe programming for this population; (2) research on programming effectiveness; (3) large-scale survey research on demographic issues and programming opportunities; (4) evaluation studies of specific program options; (5) more longitudinal research and individual case studies; and (6) standards for reporting evaluation studies. (Contains approximately 125 references.) (DB)

This Digest discusses the ongoing effort to develop new methods for identifying talent and giftedness among bilingual and limited-English-proficient Hispanic students. To provide better profiles for the identification of all gifted children, research suggests use of both qualitative and quantitative instruments. Several instruments are recommended for assessing disadvantaged children, including culturally and linguistically diverse students, and for use with Spanish-speaking students. Most school districts serving gifted and talented bilingual Hispanic students use multiple criteria in the screening and identification process. Multiple criteria may include ethnographic or dynamic assessment, portfolios, test scores, teacher observation, behavioral checklists, writing samples, and input from parents and community members. Certain student traits may alert teachers to consider further assessment. Although Hispanic females have shown a consistent trend of doing better academically than males, they remain seriously underrepresented in higher education. To increase participation of Hispanic female students in programs for the gifted and talented, both parents and educators must be advocates. As more culturally and linguistically diverse students enter the nation's schools, local programs must be in place to identify and educate the gifted and talented among them and must allow their participation while they are learning English. (Contains 21 references.) (SV)

An oral communication course, offered at Michigan State University during the 5-week summer session, was conducted for academically talented high school students. Students learned about the responsibility of creating and delivering ethical, informed, and rhetorically sensitive messages. Each student researched one socially significant issue, and delivered three different speeches (one informative and two persuasive) based on this single issue. Feedback and critique of famous and peer speeches were also integral parts of the course. Review of student presentations included: (1) immediate oral critique by peers, led by the speaker; (2) peer and faculty written critiques; and (3) critiques following video playback. Students were also required to play back their video at home. Throughout the 5-week summer session, instruction emphasized personal and social responsibility. Students were responsible for several roles--researcher, contributor, supporter, critic, and orator. The students learned to value their own voices and the voices of others. (KEH)

The research is aimed to explore the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. A mixed research method was employed in collecting the data of the research. The sample of the research consisted of 20 5th and 6th grade students who were diagnosed to be talented. Before the activities, the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning were applied to the students. The reflective journals were asked to fill in reflective journals after each activity and individual interviews were conducted after all activities were completed. A significant difference was found between the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning pre-test and post-test scores at the end of the research. With the conducted interviews and results from the journals, positive changes were observed in students’ self-confidence, motivation, and attitudes towards science lessons in training.

As agriculture continues to evolve and become more complex, the demand for qualified college graduates to fill agricultural careers exceeds supply. This study focused on a summer enrichment program that strives to expose gifted and talented students to the diverse nature of agricultural careers through the integration of agriculture and science. The purpose of this study was to examine the program's effect on its alumni. Specific objectives were to develop demographic information, to ascertain the perceptions of the influence of the program on knowledge and perceptions of agriculture, to ascertain the influence of the program on career choices, and to identify career choices. The average alumnus is a white female who resides in an urban area with a population greater than 20,000. She is not an FFA or 4-H member. The program has a considerable influence on alumni knowledge and perceptions of the agricultural industry, specifically for those who do not have a traditional agricultural education background. The program did not have an overwhelming influence over alumni career choices, and the alumni identified numerous career choices, with medicine/physician being chosen by the greatest number of participants. (Contains 8 tables.)

A classroom teacher's unique perspective is valuable when considering students for gifted and talented programs. We developed a series of 11 student profiles to measure 290 preservice and 95 in-service teachers' attitudes and asked them to indicate how strongly they believed the students in the profiles should or should not be recommended for their district's gifted program. We found students' interests, SES, and areas of academic strength influenced teachers' perceptions of students as gifted. In-service teachers were more likely than preservice teachers to view the students in the profiles as gifted. In-service teachers also were influenced by whether previous children in the family had been identified as gifted and talented. (Contains 4 figures.)

This report presents findings of a study of instruments used in the identification of gifted and talented students. The study first examined the published literature, both standardized and locally developed identification instruments and procedures, and strategies used to identify underserved populations. These data were catalogued in the National Repository computer database. The study then reviewed standardized instruments using the "Scale for the Evaluation of Gifted Identification Instruments" for each construct of giftedness named by schools and these reviews were entered into the database. A review of identification procedures led to the compilation of standards for identification. Finally, data were collected on three locally developed instruments with potential for providing unique types of data for screening and identifying talent: the "Diet Cola Test" (better for program evaluation than identification); the "Peer Referral Form" (high reliability and useful with Hispanic populations); and the "Teacher Search List" (reliable in assessing middle school students). Among seven appendices are the database order form, sample database output, a listing of instruments reviewed, the "Scale for the Evaluation of Gifted Identification Instruments" and the "Peer Referral Form." Contains 102 references. (DB)

The bibliography includes references to approximately 1500 instructional materials for use with gifted and talented students. Entries usually include author's name, title, availability information and a brief annotation for the following areas (sample subtopics in parentheses): aesthetic education (recommended art and music textbooks); English language arts and reading (fantasy and autobiographies); mathematics; science; social studies (the Amish and contemporary issues); and general information (business, health, and industrial education). Also included are annotated bibliographies of professional materials and of information dealing with culturally different gifted and talented students. (CL)