PROGRAMS DESIGNED TO ENHANCE THE EDUCATIONAL EXPERIENCES OF THE GIFTED STUDENT AND TO DEVELOP HIS TALENTS MAXIMALLY ARE OCCURING WITH INCREASING FREQUENCY THROUGHOUT THE EDUCATIONAL SYSTEMS OF THE UNITED STATES. THIS COLLECTION OF ARTICLES PROVIDES THE DESCRIPTIONS OF MANY SUCH PROGRAMS FOR BOTH ELEMENTARY AND SECONDARY SCHOOLS. CARNEGIE INSTITUTE…

Summarizes some of the major contrasts between talent development and elementary secondary schooling revealed from studying the learning and developmental processes of talented pianists, swimmers, and mathematicians. Interviews were conducted with approximately 25 individuals in each field, their parents, and some of their outstanding teachers.…

In a few select high schools in the U.S., supercomputers are allowing talented students to attempt sophisticated research projects using simultaneous simulations of nature, culture, and technology not achievable by ordinary microcomputers. Schools can get their students online by entering contests and seeking grants and partnerships with…

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…

The Johns Hopkins University Center for the Advancement of Academically Talented Youth and Duke University's Talent Identification Program are used as examples in this examination of the development of educational support systems in the identification and education of mathematically, scientifically, and verbally able youth. The educational support…

The article describes C. Taylor's "multiple talent" approach for gifted children which states that schools have traditionally tapped only one type of talent, academic, and that many more children would have a chance to excel if schools increased emphasis on other areas. (PHR)

Self-images of 76 male/101 female adolescents talented in mathematics, science, music, athletics, or art were compared to those of 112 male/106 female average teenagers, using the Offer Self-Image Questionnaire for Adolescents. Talented adolescents had self-images generally similar to their average peers. Implications for the development of talent…

All programs for the gifted and talented should incorporate visual and performing arts, so that students' natural interests and creative abilities are not stifled. Many gifted and talented high school students not classified as artistically talented can achieve in discipline-based curriculum areas stressing nondiscursive art-making activities.…

This article offers a model that distinguishes between natural abilities (or aptitudes) and systematically developed skills (talents). Aptitudes are seen as the constituent elements of talents, which are developed by such constructs as motivation, temperament, and significant persons. The model is then applied to the appropriate use of labels for…

This issue of the Center's "Systems Newsletter" will be the last one published under the aegis of Dr. JoyceVanTassel-Baska, the Center's founder and current Executive Director. As of this August Dr. VanTassel-Baska will officially retire from the College of William and Mary and the Center. She will still be an integral part of the Center…

This paper argues that the search for and development of talent in science and mathematics must not be so circumscribed that every young person found with that talent be captured for science and mathematics careers. Talented youth should also be prepared for broader roles in the betterment of society. Leadership needs to be strengthened, in the…

The Little Falls City School District's K-12 gifted and talented program is organized on three sequential levels. The elementary grades program is part of the nationally replicated Talents Unlimited Program based on Bloom's Taxonomy, and is taught by the regular classroom teacher to all students in a participating classroom. Students participate…

Research findings at the Center for the Study of Higher Education, University of California, Berkeley, reveal that adequate data for meaningful research on talented women are unavailable. The findings also imply that (1) the most talented and creative college women apparently leave colleges in which they first enrolled before the end of four…

School administrators can do much to create social conditions and climates that support talent development. Students will remain interested and motivated in their talent field, if they are challenged by class work and teachers. Administrators should use summer and outside programs to supplement, individualize, and provide a more appropriate…

This article questions whether current practices in gifted education are excluding groups of natural learners who don't fit our vision of giftedness or standards of high ability. It urges gifted education programs to reach out to different learners who live on the outskirts of the circle of academically gifted learners. (CR)