Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research…

Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students' perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our…

Much of the research on the social coping of students with gifts and talents has relied on a single administration of an instrument while the participants were attending a summer program. This study attempts to understand how attendance at a residential high school (academy) may affect academically gifted students over time. Students in two…

In this study, academically talented African American (n = 28), Asian American (n = 171), Hispanic (n = 28), and White (n = 92) middle and high school students are compared on ethnic identity (EI) and other group orientation (OGO) attitudes as measured by the Multigroup Ethnic Identity Measure. The contributions of these variables to self-esteem…

This study examined how local schools responded to students' outside-of-school summer courses, particularly regarding the awarding of credit and appropriate placement. It involved 262 middle and high school administrators of students who had attended a gifted summer program at a local university. Survey data showed the critical influence of the…