In this article, educators at University Primary School in Champaign, Illinois, share examples and understandings of the ways The Project Approach challenges young children to think critically about topics of importance in their world. Project investigations that provoke academic and social challenges for individuals and classroom communities of…

This article examines how bilingual programs are often guided by larger social constructs of race and language ideologies that give rise to the often inconsistent, and even contradicting, perceptions of Latina/o, Spanish-speaking students' academic preparedness and abilities. I examine a number of language ideologies as they manifested in a case…

Impact evaluation of Retrieval and Acceleration of Promising Young Handicapped and Talented, a model program for gifted and talented handicapped preschoolers, revealed that 28 project children in three sites demonstrated statistically significant gains in self-esteem, purposiveness, creativity, and talent area functioning. (CL)

This study examined abilities and problems of 36 Korean preschool children temporarily in the United States and attending English speaking preschools. Three case studies of three children with high verbal abilities, unusual understanding, memory, and communication skills are analyzed. Five principles for fostering bilingualism in such children are…

The report presents a summative evaluation of the Astor Program for Gifted Children, which developed a resource center and also implemented a "host school" concept for intellectually gifted preschoolers in New York City. The program director's tasks in coordinating a resource center are discussed, including involving policy makers at…

The study evaluated the predictive validity of DIAL-R, which identifies children aged 2-6 with potential learning problems or giftedness. Based on longitudinal data for 312 elementary-level children, DIAL-R scores were found to have good concurrent sensitivity and specificity but did not correspond well with subsequent special education placement.…

The purpose of this study was to determine the types of research methods used to study cognitive processing development in gifted learners, from 1975-1986. Of 870 research publications identified on giftedness, 522 publications (60 percent) dealt with cognitive processing development. Research designs used most frequently were causal-comparative,…

The impact of the Stanford Binet Fourth Edition was compared with the Stanford Binet L-M on the identification of gifted children for a university affiliated preschool. The fourth edition test composite identified fewer preschool age children as gifted when the criterion was set at 1.5 standard deviations above the mean. (Author/JDD)

After participating in a 4-week demonstration project focusing on enriching skills in cognition, memory, convergent and divergent thinking, creativity, and problem solving, 68 potentially gifted 4- and 5- year-olds (many from culturally-diverse and/or low socioeconomic backgrounds) made significant gains in their ability to reason with figures and…

Composite scores for 51 gifted children (ages 3-12) on the Stanford-Binet LM were found to be significantly higher than scores on the Stanford-Binet 4th Edition. Correlations between the LM total and 4th Edition area scores were significant. Results suggest that the 4th Edition composite score cut-off value for assessing giftedness may require…

In 1984-85, the New York City Public Schools received $2,374,686 from the state legislature to operate the School Community Education Program (also known as the Umbrella Program). The program consisted of 46 different projects designed to provide innovative solutions to local educational and school problems. Three computer literacy projects and…

Performance-based assessment provides an alternative identification method for young gifted children. A performance-based identification process was developed and implemented to select three-, four-, and five-year-old children for inclusion in a school for gifted children. Literature regarding child development, characteristics of young gifted…

This book discusses findings and recommendations of the Committee on Minority Representation in Special Education of the National Research Council. In chapter 1, the current study of the disproportion of minorities in special and gifted education is put into historical context. In chapter 2, an analysis of federal data on the representation of…