Spatial reasoning -- the ability to mentally visualize, transform, and recognize symbolic information -- is known to predict long-term success in many educational and occupational areas, including in STEM. Despite this, spatial reasoning measures are virtually absent in K-12 tests. Thus, such strengths are not prioritized in gifted identification…

Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of…

There is substantial evidence on the effectiveness of many forms of advanced education, especially various approaches to acceleration, ability grouping, and curricular innovations such as structured curriculum and enrichment. Nonetheless, additional research on the ways in which advanced education impacts the learning and lives of students across…

People often think that power only flows downhill in school. The author draws on his own research observations, as well as the philosophy of Michel Foucault, to offer more nuanced insights. He explains that power is not a "thing" people can possess and that it flows in multiple directions, forming a web of influence. These insights…

A teacher of a classroom of gifted kids tells the story of the adjustments she made and the learning she gained for and from a student with Asperger syndrome. She says five provisos will help educators with students who have Asperger syndrome: (1) Go visual; (2) Scaffold instruction with strengths in mind; (3) De-clutter the environment; (4) Be…

Presents a self-assessment quiz to use in determining if your school's program for gifted students is adequate. (IRT)

Looks at such areas as the reasons some gifted succeed and others don't, the emphasis on the process models of giftedness, and the problems of identifying and evaluating the gifted. (IRT)

A professor's one-time observation of gifted and low-achieving students at one school leads to a startling conclusion. The gifted students were excessively anxious and unable to think creatively in the face of new problems; the low-achievers demonstrated high levels of creative problem-solving. (Author/WD)

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)

Recounts the inception, philosophy, and successes of Cleveland Ohio's Major Work Program, a course of study founded in 1922 for gifted students. (JW)

During the 2002-03 school year, Michael B., Rebecca D., and Aldo V. were eighth-graders at the Regional Gifted Center program at the Beaubien School in the Chicago school system. In February, the Beaubien School held an annual contest for eighth-graders to determine the design for the class T-shirt. Michael was disappointed that his design did not…

An educational psychologist outlines some recent changes in the conception of human learning and memory, and discusses their implications for the design and practice of instruction. (MF)

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)

The debate over special programs for the gifted must not obscure the basic questions: To whom will the gifts be delivered? How much emphasis are we willing to place on equality of opportunity for all children? (Author/IRT)

Proposes that states promote the preparation of mathematically and scientifically talented high school students through the establishment of special residential high schools. (MD)