The author of EC 606 782 reflects on aspects of the elaborative interrogation strategy evaluated with high achieving fifth- and sixth-grade students, noting the importance of an extensive knowledge base for using this strategy and the likelihood that the strategy is inappropriate for low achievers. (Author/DB)

According to one principal, an attention-getting fourth-grader's quick wit, creative excuses, and impish pranks demonstrated a high degree of thinking. Although the student's intellectual prowess defied testing and he was never viewed as a "smart" kid, he had a special kind of intelligence not often appreciated in school. (MLH)

This account of teaching regular and gifted students is based on a university education professor's return to the classroom. Discussion covers: the value of teaching without textbooks, compacting the curriculum to allow students to pursue their talents, and combining affective and cognitive content within the curriculum to promote student growth.…

This discussion of the need to keep young and talented teachers in teaching describes two projects in which a teacher took risks to create innovative learning activities for gifted intermediate grade students. Characteristics of the young, talented, and motivated teacher at risk of "crucifixion" are outlined. Risk reduction strategies are offered.…

This article explores similarities in the educational philosophies and goals of middle education and gifted education, notes the concerns raised by educators of the gifted, and describes various service delivery options for gifted students within the middle school format including pullout variations, advanced classes, cluster grouping, mentor…

Comparison of the fields of gifted education and middle school education indicates some major differences in such areas as organizing for instruction, how students learn, mainstreaming, delivery of instruction, affective needs, and the concept of giftedness. (Author/DB)

The emphasis of middle school philosophy on heterogeneous grouping is examined in relationship to the needs of gifted learners. Arguments supporting such grouping based on developmental needs of young adolescents, social discrimination, and the need for positive role models are considered. Cooperative learning is seen to be an unproven…

This position paper examines educational policies, school effectiveness, and responses to broader public policy concerns in the context of the special needs of early adolescence. The policy issues under consideration derive from a statewide comprehensive survey of educational trends in the middle grades and are addressed in a statewide Regents…

A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school…

The document describes desirable practices for the education of gifted early adolescents in Virginia. It contains recommendations to assist in implementing a comprehensive plan for gifted middle-grade students compatible with state plans for overall middle school education. Research on students this age and on gifted students is cited to support…

Drawing upon successful practices by American and Canadian universities in providing educational opportunities for gifted children, this paper evaluates the feasibility of adopting similar programs in the Republic of South Africa. A rationale is presented for the role of the university in providing educational programs for gifted and talented…