Project Linking Learning ("Link") was created to target the needs of gifted students in urban school districts with historically underserved populations. Project Linking Learning implemented a linking curriculum between in-class instruction and an afterschool enrichment program for selected students in second through fifth grade.…

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 study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. One hundred twenty-two students in first to eighth grade from elementary and middle schools…

Roaring Brook Elementary School, located in an affluent community, had a disproportionate number of highly achieving students, leading the school board to decide to provide academic and artistic enrichment programs to all fourth and fifth graders. (MT)

The reading teacher's role in instructing talented and gifted children is explained in this paper. Goals of instruction are to provide a foundation for learning by structuring materials from which children can build, establishing conditions which foster divergent thinking, providing a setting where creativity is allowed to flourish, allowing…

Problem-solving and creativity measures were administered to 127 gifted New York City school children from grades 4-6, in an attempt to relate these cognitive variables to affective traits of locus of control, self-esteem, and tolerance of ambiguity. No sex differences were obtained on the affective tasks. (Author)

Presents a plan for compacting and streamlining the regular curriculum in order to relieve gifted students of the boredom that often results from unchallenging work and to provide the time gifted students need to pursue acceleration and enrichment activities after prerequisite competencies have been mastered. (Author/RH)

The Kaufman Brief Intelligence Test and the Slosson Intelligence Test-Revised were administered in counterbalanced order to a sample of 32 school identified gifted and talented students (18 males and 14 females). Mean age was 11 years, 3 months. The K-BIT IQ Composite and SIT-R Total Standard Score produced a correlation of .61 (p < .001).…

Describes the methodology used (focus groups, classroom observations, interviews, questionnaires, and surveys) and results of the Greenwich (Connecticut) Public Schools' external evaluation of their kindergarten through grade 8 program for gifted and talented students. Also discussed are the implementation of the findings and recommendations into…

Designed for use by teachers of mentally gifted children, this book is one of a group of curriculum materials prepared by the California State Department of Education for a project on the mentally gifted. The contents of this book on literature are divided into four chapters, each of which deals with some aspect of literature instruction in…

The manual was developed as part of the Gifted Curriculum Project, an effort to improve gifted education in Radford (Virginia) and Giles County (Virginia) schools. The manual contains modifications which elementary teachers can use as models in designing appropriate activities for gifted elementary students. The introduction explains the four…

The paper summarizes a 3-year longitudinal study of a differentiated education program for elementary students with exceptional academic and arts abilities. It is explained that three program options were examined (interest activities outside the regular classroom, curriculum area learning centers, and enrichment). Analyses of pre- and posttests…

Characteristics of mathematically gifted students are described, followed by sections on acceleration and enrichment, classroom organization and strategies, and teacher qualities. (MNS)

This paper presents the results of a study conducted as a follow-up to a joint project between the Flint Community Schools and the Educational Testing Service. In the project, a model for the identification and selection of gifted children was developed. The model sought to minimize the biases operating in more traditional identification…

This article presents a study of a program in Peoria, Illinois, for the gifted and talented that serves as a national test case for gifted education and minority enrollment. It was concluded that referral, identification, and selection were appropriate for the program model but that inequalities resulted from socioeconomic variables. (Author/LMO)