This book is a guide to the development of mathematical talent in students in grades K through 8. The first chapter is on developing mathematical promise and considers characteristics of students who are mathematically promising, the goals of mathematics instruction, how to find and/or create good problems, models for increasing the numbers and…

This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original…

This brief paper offers an overview of strategies, with practical examples, to infuse multicultural content into the curriculum for gifted students. It proposes a framework for multicultural gifted education based on the four levels or approaches of J. Banks and C. Banks and within each approach, the six levels of B. Bloom's taxonomy. The four…

A computer curriculum including literacy and programing skills is viewed as an example of a program which can easily provide both acceleration of the rate of learning and enrichment through development of higher-level thinking skills. A program used with fifth through eighth grade children in Tempe, Arizona is described. (MP)

Alternative identification and instructional procedures are discussed. Instructors are warned against assuming an equivalence between the quantity of mathematical work a child demonstrates and the quality of that child's thinking. A need to integrate qualitative information is seen. Two types of activities for gifted pupils are detailed. (MP)

Seven applications problems are presented for gifted students to solve by writing microcomputer programs. (MNS)

Offers suggestions for identifying and instructing the verbally gifted. (JL)

Presents a plan for compacting and streamlining the regular curriculum in order to relieve gifted students of the boredom that often results from unchallenging work and to provide the time gifted students need to pursue acceleration and enrichment activities after prerequisite competencies have been mastered. (Author/RH)

This paper discusses a technique, challenging students to solve problems published in mathematics periodicals, which has been used successfully with gifted students in a regular high school class. (Author/MK)

Described is one school's approach to elementary science. The program is designed to meet the needs of the gifted and talented students as well as to develop the talents of all the children through an interest-centered approach to science. (CS)

The author presents a portrait of one gifted child, six-year-old Michael, and discusses procedures and tests for identifying pupils for an academically gifted program. (SJL)

Describes a method by which gifted and able students can conduct research on a topic of interest to them in order to develop their reading and writing skills in a meaningful context. (FL)

Several learning activities and games designed to stimulate and challenge mathematically gifted kindergarten, first-, and second-grade pupils are outlined. Many of the ideas presented can be adapted to other levels. (MP)

This general overview presents definitions of giftedness, a discussion of stereotypes which affect the gifted, and an outline of the types of programs schools might develop and types of teachers they should select to meet the special needs of these youngsters. (SJL)

A general discussion of teaching the gifted is presented, a short description of work done with the mathematically gifted junior high students at Johns Hopkins University is given, and specific suggestions for teaching the gifted are outlined. (MK)