A rationale for teaching thinking skills to gifted students is presented, and a five-step approach is offered, including create a skills taxonomy, develop a scope and sequence chart, provide staff development time, develop unit plans, and teach and evaluate the lessons. (JDD)

This article reviews several research studies on the achievement of gifted females. Factors that appear to contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Stressed are the different timelines for achievement experienced by many females.…

The author suggests methods for developing thinking and feeling processes (as conceptualized in type II Enrichment in J. Renzulli's Enrichment Triad model) for gifted and talented students. A taxonomy is presented which addresses four objectives: (1) cognitive and affective training, (2) slow-to-learn skills, (3) use of research and reference…

This article reviews research on the Schoolwide Enrichment Triad Model, which combines the previously developed Enrichment Triad and Revolving Door Identification Models of gifted education. Research reviewed addresses: model effectiveness, creative productivity, personal and social development, underserved populations, self-efficacy, curricular…

Guidelines are offered for facilitating independent or small group investigations by gifted and talented students. Steps include exploring student interest, developing the chosen topic, using the management plan, implementing and monitoring the project, and helping students with evaluation. (CL)

The authors assert that history can be approached from a creative perspective; the student need not merely report what has already been written. Instead, students may make an original contribution by becoming a practicing historian. Strategies and examples of ideas to motivate students toward this level of productivity are described. (Author/CL)

When regular class teachers and school staff realize that a gifted program can be of service to them, the program has the best chance for success. Among ways to create that ownership are involving staff in program planning and inservice, using their talents, and involving parents and community members. (CL)

The article reviews definitions of giftedness and gifted readers and reviews research on reading for the gifted. Also discussed are strategies and innovative practices that are effective with gifted readers, including interest assessment, learning styles evaluation, curriculum compacting, and the three types of enrichment in the Enrichment Triad…

The Secondary Triad Model aids in developing programs to serve secondary-level gifted/talented students. The model involves formation of: an Interdisciplinary Planning Team that organizes program goals and plans enrichment opportunities; and Talent Pool classes, in which the regular curriculum is compacted and students participate in…

Educators are encouraged to build advocacy for gifted education through the program itself by demonstrating the high quality products of participating students, and through continued commitment to public relations. Factors common to programs that have survived the economic downturn in New England are identified, including sustained advocacy…

This study examined effects of three increasing levels of curriculum compacting on the instructional practices of 470 elementary school teachers with gifted students in regular classes. Teachers were able to eliminate between 24% and 70% of the curriculum across content areas for more capable students but required assistance in designing…

This book provides a detailed guide to implementing the Schoolwide Enrichment Model (SEM), a research-supported model originating in special programs for gifted and talented students but not extended to school improvement across the full range of school types, levels, and demographic differences. Individual chapters address the following topics:…