This article focuses on cluster teachers' differentiation of their classroom instructional practices within an urban setting. Data were gathered from classroom observations of the learning task, questioning, and the classroom environment; ratings of observations using the "Classroom Instructional Practices Scale;" and interviews with…

Based on the typology of C. G. Jung, the authors conducted survey research on two populations of third, fourth, and fifth graders. Findings suggest that gifted students are predominantly intuitors and that in decision making there is a surprisingly high degree of feeling involved in terms of student attention to information processing. (Author/CL)

Reading attitude instruments were administered to 124 sixth-, seventh- , and eighth-grade students (gifted, average, or below average). Students were then classified with positive or negative reading attitudes and their responses analyzed. Classroom activities were suggested selecting reading materials, designing prereading activities, providing…

Performance and full scale scores on the Wechsler Intelligence Scale for Children Revised correlated significantly for 80 gifted students (grades 4-7) with scores on three subtests of the Lifetime Health Related Physical Fitness Test of the American Association on Health, Physical Education, Recreation, and Dance. (CL)

Aptitude test performance of 300 sixth graders compared with measures of intelligence, creativity, and task commitment (J. Renzulli's definition of giftedness) showed that strict application of Renzulli's definition resulted in identification of a small number of students. Totally different children were identified by verbal as opposed to figural…

A learning styles inventory listing 27 different classroom tasks in nine categories (including projects, acting, drill, and peer teaching) was administered to primary and intermediate students. Ss designated by their teachers as gifted indicated definite preferences different from nongifted students. (CL)

Sixth grade Ss scoring in the top third on the Verbal subtest of the Torrance Tests of Creative Thinking had significantly higher Imaginational Overexcitability scores than Ss scoring in the lower third, whereas Ss scoring in the top third on the Figural subtest had significantly higher Psychomotor Overexcitability scores. (Author/CL)

A cooperative program for gifted fourth, fifth, and sixth graders began as a result of budget cuts. The program has experimented with scheduling patterns, course offerings, and teacher selections. (Author/CL)

The history of a neighborhood vacant lot was undertaken by gifted fifth graders. Investigative skills developed included collecting raw data, categorizing data, and reaching conclusions based on the information. Procedures included observing, listing, looking, sketching, note taking, map making, and interviewing. Findings were published in a book…

A teacher of gifted sixth graders describes how results of the Learning Styles Inventory and contract activity packages (self-contained units of study) led to class-designed rearrangement of the classroom and to rethinking individual learning environments. (CL)

Ninety-nine gifted fourth graders were administered the Piers-Harris Children's Self-Concept Scale four times. Gifted students' average scores exceeded the standardization sample and variability was smaller as well. Females had somewhat higher scores. Findings suggested that special class placement may result in lower self-concept reports for some…

The Art Enrichment Program for intermediate-grade gifted students, developed at the University of Texas, bases its core and curriculum on museum exhibitions. The author describes various program components, including selection of students, program activities, the special sketchbook, publications used for the program, program cost, and program…

Twenty skills are identified and illustrated by example activities which should help the student receive, organize, and analyze data; manipulate it at a symbolic or model level; and treat it in imaginative ways through purposeful distortion and fantasy. (CL)

Social studies curriculum is modified for gifted intermediate and secondary students by incorporating strategies designed to foster creative thinking. The strategies are an outgrowth of futures and creativity research and include brainstorming, attribute listing, morphological synthesis, reverse historical chronology, webbing, consequence charts,…

This case study describes how a novice teacher of the gifted moves from observation toward the development of responsive pedagogy. Interviews gathered information on the teacher's perceptions regarding her students' characteristics, her instructional strategies, and her decision making. Analysis suggests a cognitive map of a three-part process by…