Sixty-two gifted and 61 comparison students (ages 8 to 14) rated hypothetical male and female characters for academic achievement, academic effort, and athleticism. Analysis indicated that perceptions about academic achievement and athleticism were important determinants of a character's acceptance, but that academic effort was not. Gifted and…

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…

Children (n=408) age 21-84 months were assessed to investigate the validity of the BRIGANCE Screens in comparison with criterion tests in identifying children who are gifted and talented. Results found that using the BRIGANCE screens in combination with teacher/examiner ratings produced high rates of sensitivity in identifying gifted children. (CR)

This follow-up study surveyed earlier winners of the St. Petersburg (Russia) mathematical Olympiad in 1991 (n=58) and 2001 (n=30). Findings are detailed concerning respondents' academic degrees, employment, publications, schools attended, and perceived quality of mathematical education. Respondents' views about education were conservative and…

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…

A program in Singapore tested 2,361 seventh graders using the Scholastic Assessment Test--Mathematics (SAT-M) to identify exceptional mathematical ability. Interviews with the 7 students scoring above 700 explored their family background, educational level of parents, interests, and career aspirations. Comparisons with U.S. and Chinese students…

This follow-up study of Kansas Regents Honors Academy participants found that they were likely to be white females who pursued postsecondary education in their home state and entered the fields of biological sciences, social sciences, business, engineering, English, or education. Data offer guidance for advising academically gifted students. (EV)

A response to a 1978 article (EC 632 334) on the academically gifted discusses key points in relation to today's field. These include programming options, continuing beliefs that gifted students don't require special help, uses and misuses of ability identification instruments, the important role of the classroom teacher, and the need for…

In response to an article (Hany, 2001) discouraging the practice of acceleration through grade skipping for gifted students, this article defends acceleration as one option for gifted students, describes use of acceleration in Germany including early school entrance, individual grade skipping, acceleration in one subject, and acceleration in…

An account of the educational system for mathematically gifted students in Czechoslovakia is presented. Three components are described: compulsorily optional and facultative mathematical school subjects taught in basic and secondary schools, special mathematical classes of the basic schools and the gymnasiums, and such mathematical competitions as…

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…

Describes a gifted student research activity in which historical novels are evaluated for their historical accuracy. Reports that students are able to integrate their own thoughts with several different sources of information. (RS)

Six of 509 high schools were identified as having the most successful mathematics programs for gifted students, and key ingredients of these programs were isolated. Key ingredients included: focus on problem-oriented independent study programs rather than texts or tests, dynamic research-oriented teachers, administrative support, active…

Examines whether the conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Finds a relation between spelling ability and conscious use of phonological knowledge; however, word reading appears to be a related (but separate) ability from word writing. (RS)

Argues that unique collaborative learning possibilities exist in classes with both regular and academically talented or gifted students. Notes that research indicates that students of all ability levels learn more and have better attitudes when they work together as a group. Presents eight suggestions for group activities in the language arts. (RS)