Attempts to determine the careers gifted females and males are planning, reasons for these choices, and the aspects they consider most important in a job. Addresses whether gifted females enter traditionally male fields in numbers comparable to gifted males. Results showed both chose a variety of jobs. (RC)

Enumerates characteristics of the physics curriculum at a high school designed for gifted students in science. Details areas of concern, observed changes, and particular management strategies in teaching physics to a very large number of students. (CS)

Advocates using the inquiry method to teach history. Maintains that gifted students will be more interested in history if history is approached as inquiry. Explains how the teacher can play the role of moderator in the high school history classroom. (Author/DB)

Drs. Camilla Parson Benbow and Julian C. Stanley of the Johns Hopkins University Study of Mathematically Precocious Youth discuss the question of whether there are sex differences in mathematical reasoning ability. (DB)

Described is a high school astronomy course developed by gifted students. Students are asked to apply contemporary astronomical principles in designing a consistent and scientifically plausible world in orbit around a nearby star. The course can be used in traditional high school settings and with students not initially favorably inclined toward…

Two supplementary calculus classes for high school students are described. Both classes were projects sponsored by the Study of Mathematically Precocious Youth (SMPY) of Johns Hopkins University. (MP)

An alternative to PSI courses in general chemistry for advanced students is described. It retains some of the better features of PSI, but increases student-teacher contact. (BB)

The Brief Symptom Inventory was administered to 274 mathematically gifted secondary students identified by a national talent search and enrolled in a summer precalculus program. Results indicated that these students were significantly better adjusted than the adolescent normative group. Gender, age, achievement level, and verbal ability were…

A study examined the relationship between self-concept and coping strategies of 457 academically gifted adolescents (ages 10-16). Results found the adolescents used various strategies that assumed responsibility for dealing with stressors and took action-focused approaches rather than ignoring problems. They focused on the positive and on problem…

This study compared the stressors experienced by 32 exceptionally gifted students, 46 moderately gifted students, and 56 academically average students. It found that the exceptionally gifted students and moderately gifted girls had more perfectionistic tendencies than the average students. The unique stressors felt by gifted students are…

Describes goals and decisions for implementation developed by the International Soros Science Education Program (ISSEP). ISSEP is an initiative directed to the education of basic sciences in Russia and other newly independent states of the former Soviet Union. Focuses on ensuring the recognition of gifted young students at the high school level…

This study of 30 gifted and 30 average secondary level readers assessed their reading processing strategies using think-aloud protocols. Gifted readers used such strategies as rereading, inferring, evaluating, predicting, and relating to content area, whereas average readers exhibited word pronouncing concern and inaccurate summarizing.…

Describes a dynamic, innovative leadership conference that meets the needs of leadership training for gifted secondary students. The conference provides an opportunity for underachieving gifted students to excel, and for gifted students to design, develop, and implement the entire conference while having fun and experiencing success. (Author/CR)

Discussion of Advanced Placement (AP) programs as a talent development option for gifted high school students focuses on their rationale as an example of differentiated curriculum, benefits of advanced placement for these students, important issues in talent development such as quality instruction and models/mentors, special problems of AP…

Thirty intellectually gifted secondary school students and their nongifted siblings (n=32) were compared. No significant differences were found among the siblings (gifted versus nongifted) in self-perceptions nor in preferred learning style (competitive, cooperative, or individualistic). Gender was also not significant. (Author/DB)