Fifty junior high school students were compared on achievement subtests requiring either analytic/convergent or holistic/divergent cognitive processing. Underachievers performed as well as achievers on tasks requiring holistic processing but did not perform as well on detailed or computational tasks requiring precision, attention to detail, and/or…

This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research. The problems inherent in defining and identifying underachieving gifted students are given special attention. Suggestions for future research are included. (Contains extensive references.)…

A study investigated the experience of being a gifted student at a public residential high school by using ethnographic and phenomenological inquiry. The social system that emerged, one that the students judged as atypical, is described. Contextual factors are presented in an effort to understand the students' experience. (Contains references.)…

Reviewed are the highlights of the past 20 years in the author's search for understanding what might be done about the creativity of gifted minority/disadvantaged children. (BD)

A survey (N=336 teachers) designed to assess teacher needs, obtain information on successful and unsuccessful inservice techniques, and determine existing differences between gifted and general inservice education indicated that most teachers wanted specific information on techniques and perferred training geared to their particular content and/or…

The purpose of the study involving 573 third graders was to explicate the relationships between student test performance on standardized intelligence, achievement, and creativity tests and teacher perceptions of these abilities. (Author)

The article describes the Johns Hopkins University Study of Mathematically Precocious Youth (SMPY), which identifies and studies mathematically precocious seventh graders to provide information on which to base special education efforts on their behalf. Some SMPY publications are listed, and several books on SMPY activities and findings are…

This study used the Harter Self Perception Profile for Adolescents and an interview technique to study the self- concept of 25 gifted adolescents during the transition year in a congregated (grouped) classroom for high ability students in secondary school. Test results indicated improved self- concepts, and interviews indicated the students…

This study evaluated possible relationships between academic aptitude and psychosocial adjustment in students (total n=475) in 3 gifted programs (grade 2, grades 5 to 11, and early college entrance). Hierarchical multiple regression analyses provided little evidence for a relation between aptitude scores and adjustment within these groups.…

Meta-analytic reviews have shown that gifted students gain little from programs of minimal instructional modification (multilevel classes), more from greater modifications (cross-grade and within-class programs) and the most from those involving the greatest amount of curricular adjustment (enrichment and acceleration). (Author/DB)

This study examined the precollege mathematics preparation of first-year college students (n-69) with very high mathematical aptitude. Despite most students' radical acceleration (as part of the Study of Mathematically Precocious Youth), achievement in coursework was high. Gender differences were found in degree of acceleration and choice of…

This study examined gender differences in course enrollment patterns, reasons for course choice, and enjoyment of course with 804 high school students attending a summer enrichment program for academically talented students. Gender and ethnic group differences were found in enrollment patterns, reasons (internal or external) for course choice, and…

This article explores factors that affect the decision of gifted Black males to participate in gifted programs. Ford (1996) maintains that Black students often "choose" not to participate in gifted programs, and this choice contributes to their underrepresentation in gifted education. This choice to not participate in gifted programs is often…

Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted under achievement point to a connection between student learning styles and classroom performance.This study examined the learning styles of gifted middle school students, student perceptions of the…

Perceptions of experienced teachers (N=83) and junior and senior education majors (N=100) toward characteristics (athleticism, diligence, and academic brilliance) of hypothetical high school students indicated that both groups most highly rated (valued) athletic students, regardless of other attributes, and most lowly rated…