An identification procedure was implemented in the Greensboro Public Schools (North Carolina) to address the issue of the underrepresentation of minority students in the Academically Gifted Program. Although approximately 50% of the Greensboro Public School elementary students were minority students, only 13% of the students in the elementary…

Fundamental to any critical reading process is the ability of the child to recognize and identify assumptions concerning the world in which he or she lives and brings to the printed page. The unconscious and implicit understandings that a reader and an author hold can fill the slots of developing schemata and become embedded and subsumed in…

Five packets comprise the marine science component of an enrichment program for gifted elementary students. Considered in the introductory section are identification (pre/post measure) procedures. Remaining packets address the following topics (subtopics in parentheses): basic marine science laboratory techniques (microscope techniques and metric…

The Minigrant Program for the Academically Gifted provided programs for more than 500 elementary and junior high school minority students in the District of Columbia, with emphasis on Title I schools. Project staff provided for uniformity through technical assistance which emphasized three characteristics: a multiple criteria selection process, a…

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…

Indicates that students who received direct instruction performed significantly better than students trained in inquiry on the analogy task and control subjects on the comprehension task. Gifted students consistently outperformed nongifted students on all measures, and tutored students performed comparably to students trained by the investigators.…

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)

Examined depression and self-esteem in gifted and nongifted fourth and fifth graders. Gifted children did not differ on levels of self-esteem or depression from their nongifted peers. Gifted boys reported lower levels of self-esteem and more depression than gifted girls. Boys were judged to be more depressed than girls, and fifth graders to be…

Concludes that both average and superior students know their language, standard English predominated in the speech of all subgroups, and teachers should not have different expectations for males than they do for females. (RB)

Differences in standards for identifying gifted students in the elementary and secondary schools can cause problems. These usually result from an emphasis on interdisciplinary units of study in the elementary grades and tightly structured departmentalized middle/junior high schools. (DB)

Challenges teachers to question their teaching practices and views regarding children's learning. Discusses issues related to curriculum design to ensure a wide range of open-ended activities; to manage and organize the environment to meet individual interests and needs; and to assess, record, and report on real-life contexts and their learning…

Describes the Super Saturday program of the University of Colorado at Colorado Springs. The program's objectives are to enrich elementary and middle school students' intellectual skills and to promote greater interest in and desire for learning. The program builds on students' strengths, and the courses fall into the following three categories:…

Mathematics achievement and preferences were assessed for 114 students in grades 2-7 who participated in a gifted math program, and compared to 146 students who were accepted but did not participate. Participants' scores in hematical achievement were significantly higher than nonparticipants' scores; the groups did not differ on preferences for…

This study examined ethnic differences in performance among 78 elementary students (22 Black and 56 White students in grades 2 through 6) who participated in a special program for mathematically talented children and 185 non-participants. Results indicate that the program was successful in identifying and helping mathematically talented Black…

Reports on a study of the possession and use of toys among 151 gifted and 135 average German elementary students. Finds that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Also finds both groups exhibited gender-specific toy possession and toy use to an equal degree. (CFR)