Several issues merit consideration prior to widespread development of preschool gifted programs, including the absence of longitudinal data, effects on parent expectations, effects on children's self-concept, and issues related to program design. (Author/CL)

General premises and specific steps in developing a successful consultation program for parents of gifted students are identifed. Procedures begin with defining specific outcomes for each session and culminate in conducting follow-through and follow-up evaluations. (CL)

A private school administrator describes qualities of effective gifted programs that require minimal funding and suggests ways to ensure program success (such as promoting community support, using elective minicourses as enrichment, and allowing students to share course development responsibilities). (CL)

Creative dramatics for gifted students can be a multidisciplinary effort in five phases: selecting a topic, setting goals, determining activities, planning specific activities, and evaluating the activities. The experience focuses on group process and requires a climate receptive to creativity. (CL)

The establishment of a gifted identification system for kindergarten children in a midwest school system is described. Implementation included the following steps: rationale for establishing the program, background and research, methods of screening and identifying participants, design of the program, and techniques of evaluation. (Author)

The scheduling model presented is designed to use an Extension Center to reduce the size of teaching groups, curtail the flow of students in and out of classrooms for support services and provide on a rotating basis an observation/evaluation period for resource teachers. (Author/CL)

When regular class teachers and school staff realize that a gifted program can be of service to them, the program has the best chance for success. Among ways to create that ownership are involving staff in program planning and inservice, using their talents, and involving parents and community members. (CL)

Planning and management suggestions are offered to administrators developing gifted programs in rural settings. Emphasis on making effective use of limited time and personnel, creativity in financing and transportation, and dealing sensitively with community feelings. (Author/DB)

The responsibilities of a gifted education program coordinator are many and varied. Guidelines are provided for many questions that new coordinators should ask when evaluating the existing gifted education program, developing the program, selecting new teachers, specifying the coordinator's role in both teaching and administration, and making a…

A rationale for teaching thinking skills to gifted students is presented, and a five-step approach is offered, including create a skills taxonomy, develop a scope and sequence chart, provide staff development time, develop unit plans, and teach and evaluate the lessons. (JDD)

This article discusses the importance of conducting an initial needs assessment as part of gifted program development. The paper describes data collection concerning the general student body, gifted population, school district personnel, school and school district, physical setting, economic factors, community, and national and state gifted…

Introduces principles of Total Quality Management (TQM) and proposes incorporation of TQM within long-range planning efforts of gifted education programs. Principles such as involving all stakeholders, working for the long-term, and working systematically are applied in two sample charts organized around the goals of improving gifted…

Clear and comprehensive criteria for developing and evaluating gifted programs are needed. These criteria would define selection of program students and program characteristics. Programs should involve all potentially able students and should be innovative, intellectually stimulating, comprehensive, enthusiastic, and divergent. (MSE)

This survey of 11 presidents of professional education associations and parent organizations in Mississippi found that all responded positively to the idea of including gifted education workshops and presentations in future conference programs. Strategies for working with organizations and associations interested in gaining information on the…