THE PURPOSE WAS TO OBTAIN EVALUATIVE DATA FROM BOYS AND GIRLS ENROLLED IN SCHOOL DISTRICT'S EXTENDED DAY PROGRAM FOR ACADEMICALLY ABLE AND TALENTED PUPILS, AND FROM THEIR PARENTS, AND TO MAKE COMPARISONS BETWEEN PUPILS' AND PARENTS' PERCEPTIONS OF THE EXPERIENCE. TWO OPINIONNAIRES WERE DEVELOPED FOR PUPILS AND PARENTS. THEY WERE ADMINISTERED TO…

Presents a four-year follow-up study comparing the performance of intellectually superior children (N=25) admitted early to school and the performance of normal children (N=40) admitted at the regular time. Achievement scores, self-emotional adjustment, and school success (promotion/retention) are discussed. Results revealed nonsignificant…

An enrichment program emphasizing activities with calculators and computers for mathematically advanced children is discussed. How the program was implemented in grades three - six and in grades one - two is described in some detail. A schedule of activities and a list of resources is also given. (MNS)

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

A parent, who is also an educator, describes her concerns about her gifted daughter's lack of challenge in school in spite of accelerated activities. After the student skipped a grade, other concerns resulted, such as the impact on academic adjustment, social adjustment, peer acceptance, motivation, gaps in skills, etc. (JDD)

Describes a curriculum enrichment project for gifted children. Using the subject matter of the history of settlement patterns in Western Australia, factual learning is enhanced by the use of projective role playing. Emphasizes the mutual enhancement of rational knowing and imaginative identification. Identifies issues in developing curriculum…

This interview with an author who investigated "untracking" in America's schools discusses whether tracking enhances academic achievement, why tracking is harmful, how common tracking is, what elementary school tracking looks like, advantages to grouping children homogeneously for certain subjects, alternatives to tracking, cooperative learning,…

Examined the performance of intellectually gifted pupils in enriched programs in grades five through eight. Pupils in enriched classes showed academic achievement superior to that of pupils in normal classes. There was variability among gifted pupils in academic achievement and in characteristics of learning, motivation, creativity, and…

The achievement goals of 127 sets of parents and perfectionism in their academically talented children (56% boys) were studied. Children of performance goal, rather than learning goal, parents were more likely to exhibit dysfunctional perfectionism, with a combination of concern about mistakes and doubts about actions, parental expectations, and…

River Oaks Elementary is a public school in Houston Independent School District's Vanguard Magnet Program. Magnet programs are one of the district's ways of providing parents with choice in public education. The Vanguard program serves students who have been identified as potentially gifted and talented in intellectual ability, creativity, or…

Some gifted students are fortunate to receive nearly full-time instruction in classrooms with gifted peers, led by teachers specially trained to meet their needs; however, the overwhelming majority of gifted students spend most of the school day in classrooms with students of all levels of ability led by teachers with little or no training in…

Educators can identify children's strengths early on and gain insight into each student's unique abilities by using the numerous ideas and informal assessments in this exciting guide. Gifted and talented specialist Ann Maccagnano offers K-8 teachers challenging activities and engaging lessons to develop and nurture gifted learners' talents.…

This collection of articles abnout gifted and talented preschool and elementary students begins with background information on the program and philosophy for young students at the Center for Talented Youth at Johns Hopkins University (Maryland). The following articles are then presented: "Some Thought for Parents of Very Young Gifted…

This study compared the cognitive, social, and global self-perceptions of gifted children, over the course of a school year, in three settings that represented increasingly higher concentration levels of exceptional cognitive ability and for increasingly extensive parts of the day. Subjects were 176 students in grades 3-5 from the following three…

The curriculum for gifted students in grades kindergarten through 5 in Long Branch (New Jersey) is both accelerated and enriched using the basic district curriculum to ensure skill mastery and modified with additional materials and instructional strategies including: compacting of curriculum through mastery testing; increased opportunities for…