Examines the recent reemergence of honors programs in community colleges. Highlights the advantages of such programs, offers caveats concerning their establishment, and considers various structural models and special programmatic features. (DMM)

Junior high school students (N=243) identified as gifted, general, or having special learning needs completed the Tennessee Self-Concept Scale and the School Attitude Measure in September and May of one academic year. Gifted students tended to score highest on both academic and social self-concept, while students with special needs scored lowest…

Investigated reactions to humorous feminist slogans in these groups: (1) males and females (N=20) over 30 years old who were feminists or strongly sympathetic; (2) female and male undergraduates (N=39) with various levels of sympathy; and (3) 6th, 8th, and 10th grade academically gifted students (N=62). Results suggest gender and feminist sympathy…

Examines elements of gifted child education, including the process of identifying gifted students, implications for gifted education, and possible outcomes of labeling students. Emphasizes that some gifted children need more than a pull-out program, and that gifted child education can be a pattern for appropriately differentiated instruction. (MM)

Describes a half-day, weekly program designed for academically gifted children in a rural school system in Northern California. Success hinges on a reliable checklist to identify gifted children, an effective coordinator in each school, involvement of interested teachers, creative curriculum ideas, and a fair student selection and deselection…

Students were asked to make up a mathematics problem that would be difficult for a friend to solve: a subsample of 11- to 13-year-olds was interviewed as they solved the problems. Made-up problems were found to be a useful tool for studying mathematically talented children. (MNS)

Explains current practices in gifted education as they relate to the schools' role in legitimating existing patterns of social stratification. Argues that schools provide noncognitive instruction to gifted students to thwart their development as intellectuals. Evaluates the extent to which gifted education programs are elitist. (KH)

Gifted children often encounter problems both during school and after graduation. Due to their above average abilities, they often feel that the world will bend to accommodate them. Suggestions for helping the bright child prepare for life after school are offered. (DF)

The Midwest Talent Search Project is an effort to identify and provide an appropriate accelerated curriculum for gifted secondary school students in the midwest. Many aspects of the project are discussed here, including testing, programming, benefits, and implications for curriculum reform. (Author/MCG)

Use of manipulatives in teaching mathematics to the learning handicapped and mathematically gifted students is discussed. Includes a six-step sequence which has proved helpful in work with most learning handicapped students and a list of mathematical concepts/terms that can be developed using manipulative aids with the gifted students. (JN)

This defense of the authors' previous report states that there is a large sex difference in mathematical reasoning ability among intellectually talented preadolescents. The authors concluded differential course taking could not account for observed sex differences among intellectually gifted students, although this may affect average ability…

Discussion of compulsory school attendance in United States focuses on a national exodus from public schools into self-education or other alternative education by the 5 percent of the nation's children classified as gifted. Nurturing of the innovative mind and entrepreneurial daring by the public library movement is addressed. Six references are…

The Mathematics Attribution Scale-Algebra (MAS) was designed to assess attributions to ability, effort, task, and environment for success or failure in algebra. The study examined the reliability and validity of the MAS with high ability high school students. Results present a complicated picture of the psychometric properties of the MAS. (Author)

Provides a guide for evaluating the appropriateness of material for use with gifted students by summarizing research findings into a profile of the gifted reader. (AEA)

Analysis of responses of 279 academically gifted students in grades 5-12, and 110 teachers of gifted students (of same grades), on the Preferred Instructor Characteristics Scale, yielded such results as that students prefer teachers with personal-social attributes; whereas secondary teachers believe students prefer teachers with…