Introduces a revolving-door model for identifying and teaching the gifted that allows students to move into and out of special programs as the need arises. (Author/WD)

This book presents a model of curriculum development for gifted students and offers four parallel approaches that focus on ascending intellectual demand as students develop expertise in learning. The parallel curriculum's four approaches include: (1) the core or basic curriculum; (2) the curriculum of connections, which expands on the core…

The Multiple Menu Model is a practical set of planning guides that teachers can use to design indepth curriculum units. This model differs from traditional approaches by balancing content and process, involving students as inquirers, and exploring knowledge's structure and interconnectedness. Components include menus for knowledge, instructional…

Originally developed for gifted-education programs, the Schoolwide Enrichment Model can be used in inclusive schools doubling as laboratories for talent development. The model, which provides a broad range of advanced-level enrichment experiences and bases follow-up on students' varied responses, requires three components: a total talent…

Described are group training activities (Type II Enrichment) and small group and individual investigations of real problems (Type III Enrichment) which along with general exploratory activities (Type I Enrichment) make up an enrichment model for gifted student programs. (SBH)

After reviewing old definitions of giftedness and research dealing with characteristics of the gifted, the author presents a definition that focuses on three clusters of traits--above average general ability, high level of task commitment, and high level of creativity. (IRT)

The article examines problems associated with the design of identification studies and suggests three alternative designs: performance criteria in academic mastery in a domain specific area, creative productivity in domain specific or interdisciplinary areas, and long-range creative productivity. (CL)

Argues for the expanded definition of giftedness to include the acquisition of social capital. Describes efforts to create learning environments that familiarize gifted students with certain co-cognitive traits essential for the development of social awareness and responsibility. (Contains 12 references.) (PKP)

The responsibilities of a gifted education program coordinator are many and varied. Guidelines are provided for many questions that new coordinators should ask when evaluating the existing gifted education program, developing the program, selecting new teachers, specifying the coordinator's role in both teaching and administration, and making a…

Eight extremely gifted (IQ above 180) students originally studied 40 years ago by Leta Hollingworth were interviewed. Experiences at the special Speyer school, based on an enrichment model, were perceived as having had long-term effects on their choices regarding education, career, and avocation. (DB)

Describes the revolving-door model for identifying and teaching the gifted. More flexible criteria are used than in the conventional selection process and a "talent pool" of 15 to 25 percent of the student population participates. An evaluative study of the model yielded positive results. (WD)

Develops a definition of giftedness. Presents three traits of giftedness: above average ability, creativity, and task commitment. The definition includes an interaction among those three traits. (MA)

The Schoolwide Enrichment Model, originally designed for academically gifted students, is currently used to develop the gifts and talents of a much wider pool of students. One SEM component, the Total Talent Portfolio, focuses attention on student interests and learning-style preferences. This article explains how SEM, combined with curriculum…

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…