Given the historic underrepresentation of minority and low-income students in gifted programs, this study sought to address the unique characteristics of the gifted student while also considering the uniqueness of the student's school community. The initial design compared the use of dynamic intellectual assessment to traditional (or static)…

In a time of great flux and dynamic change in schools, from where will our future school leaders come? The answer, of course, is from a variety of places. By and large, however, most of these leaders are already in the nation's schools. Some are highly engaging teachers who have a particular knack with parents, some are department chairs…

This study describes the importance of creativity in the identification of gifted elementary-aged children and presents the process of validating a scale for rating the creativity of the students through the teachers' responses. The results show the instrument's unifactorial structure, satisfactory levels of internal consistency, as well as…

The author defines psychic ability and suggests ways that teachers can recognize it. (KC)

Report by the Education Advocates Coalition which compiles information regarding the practice of assigning minority students to classes for educable mentally retarded children. Discusses the refusal of the Bureau of Education for the Handicapped to remedy this situation. (MK)

This study asks (1) are teachers able to identify creative children in their classrooms at better than chance level, (2) does this ability change with grade level, and (3) does creativity itself increase as a function of grade level in school? The Torrance Tests of Creative Thinking--Circles Subtest--was administered to 455 first, second, and…

The description of one student's experiences illustrates the need for early identification of, and programming for, gifted students. Factors influencing the reluctance of classroom teachers to identify young students as gifted are discussed, and mental models are introduced as the underlying reason for this resistance. Suggestions for change are…

Elementary teachers (n=9) saw giftedness as having the common characteristic of creativity. However, in nominating students to gifted programs, teachers focused on classroom performance more than creativity. Thus, their observations more closely matched official definitions rather than their personal concepts, and they had not worked to align the…

A screening model to identify gifted elementary students (grades 3 through 5) was evaluated to reduce the inefficient use of the school psychologist's time. The screening devices used to select children for the final criterion measure were (1) training, observation, and nomination by teachers; (2) orientation and the use of a sociometric technique…

Counselors must prepare themselves to assist in the identification of exceptional children, through informal as well as formal testing procedures. (Authors)

The Early Assessment for Exceptional Potential portfolio assessment model assesses children as exceptional learners, users, generators, and pursuers of knowledge. It is based on use of authentic learning opportunities; interaction of assessment, curriculum, and instruction; multiple criteria derived from multiple sources; and systematic teacher…

To reduce the possibility that children who do not fit stereotypical profiles of gifted children will be passed over, identifying students from diverse backgrounds for talent should be a multipronged effort. Outreach is especially important in areas when parents may be absorbed in meeting their family's immediate needs. To facilitate…

Suggests improper application of standardized IQ tests may misidentify or underrefer thousands of intellectually gifted students each year. Presents 10 hazards that can bias IQ scores of gifted children and cautions psychological examiners and consumers of IQ test information to be aware of these hazards. (Author/AH)

Norms were developed for Navajo Indian students for the Wechsler Intelligence Scale for Children-Revised, by sampling 16 percent of the Navajo school population from first through eighth grade in 8 schools in McKinley County, New Mexico. The norms, based on 539 students, help to separate cultural and language differences from learning…

MODERATELY GIFTED AND HIGHLY GIFTED CHILDREN WERE STUDIED TO DETERMINE DIFFERENCES IN EDUCATIONAL DEVELOPMENT, ADJUSTMENT, PHYSICAL DEVELOPMENT, AND FAMILY BACKGROUND. SCHOOL PSYCHOLOGY INTERNS NOMINATED POTENTIALLY CAPABLE PUPILS FROM GRADES THREE TO SIX. FROM THESE, 65 MATCHED PAIRS OF MODERATELY GIFTED (IQ SCORES OF 120 TO 130) AND HIGHLY…