This article reports on the activities and interactions of a highly gifted 9-year-old boy working in a fifth grade classroom with students of mixed ability levels. School modifications to manage gaps between the boy's intellectual development and his social and emotional development took little account of his affective needs, and resulted in…

As traditional pull-out programs for students who are identified as gifted and talented (GT) decrease in number, classroom differentiation is becoming more essential for general education teachers at the elementary level. Despite the importance of differentiation, teachers are still not implementing it on a regular basis. One strategy that may…

This article proposes guided viewing of film as a strategy through which teachers and counselors may assist young gifted students in gaining helpful insights to deal with problems. It presents a theoretical foundation for this approach, a variety of strategies for implementation, and recommended films appropriate for gifted students. (Contains…

As part of the first phase of a longitudinal study, interviews were conducted with nine high school seniors who had demonstrated high creative productivity while participating in an elementary Talented and Gifted program. Commonly experienced were a desire for creative outlets in high school, difficult junior high years, and constancy of…

This article describes implementation of a creativity curriculum, Ten Lessons in Creativity, with gifted and typical students in elementary and middle school settings. It discusses creativity instruction as a bridge between gifted and regular education, ways that creativity workshops affirm the highly creative child, creativity and self-esteem,…

Preliminary observations from a project that is examining the effects of three methods of teaching LOGO are discussed. The working hypothesis presented is that teaching LOGO in a "mediational" format based on current cognitive literature will produce generalizable cognitive development in children. (Author/CL)

Nongifted students (N=25) were slightly more curious than gifted Ss. Gifted boys displayed a greater curiosity level than gifted girls, whereas nongifted girls expressed slightly greater curiosity than nongifted boys; in both cases, no significant differences were found. Curiosity items rated the highest were associated with novelty, unknown…

The curriculum director for Salt Lake City's gifted and talented program cites the advantages of using a thematic, interdisciplinary approach developed within the program and having access to administrative assistance in curriculum development. A curriculum map for developing curricula themes and/or processes is included. (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)

Education for gifted elementary students should concentrate on developing intrapsychic and social competencies. A foundation in which students share in goal setting, increase task persistence, and learn to question and challenge will promote later intellectual achievement. (CL)

A private multinational school in Columbia established programs focusing on math and language arts enrichment for gifted elementary students. Student selection approaches feature multiple criteria and the cultural mix of the student body. (CL)

The Potentially Able Learner's Program in Rockford, Illinois, is a centralized gifted program for students (K-6). The program features self-contained grade-level groupings and emphasis on parent involvement. Evaluation is gathered through achievement testing, parent questionnaires, and student self-report. (CL)

The multiple talent approach is a system for helping teachers identify and develop multiple talents in elementary grade students, including talents in the areas of productive thinking, forecasting, communication, planning, and decisionmaking as well as in the academic areas. (SBH)

Interview responses of fifth- and sixth-grade gifted and talented children in resource programs revealed attitudes about their own abilities, competition, their school programs, expectations of others, and participation in special programs. A variety of social and emotional needs clearly emerged. (MSE)

Differences between arguing "ad hominem" and "ad rem" are explored in two case studies of fifth-grade gifted boys, demonstrating the need for gifted children to be helped to approach problems by considering issues rather than personalities. (Author/DB)