The problems encountered in trying to identify gifted and creative students. (RA)

The best way for an industrial enterprise to achieve prosperity is to develop the creative talents of its employees. (CK)

Argues against emphasis on standard curriculum and makes suggestions for providing basis to increase heterogeneity of high level abilities of college students and for allowing highly talented but selectively developed students to gain appropriate training. (IR)

A three-stage process for identifying gifted students includes nominations by peers, teachers, parents, psychologists, the students themselves, or other knowledgable persons; screening via profiles; and selection by a committee. (CL)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…

Sentence combining by itself or teamed with creative thinking activities resulted in higher holistic ratings of writing samples for gifted fifth- and sixth-graders. Results further revealed that the writing quality was significantly higher for sessions within the classroom than for "pull-out" sessions. Four specific educational implications were…

Describes cartoonist Jim Berry and his work. (MM)

Discriminant function analyses with 1,121 traditionally selected and expanded criteria gifted students (grades 1 through 8) using the Revolving Door Identification and Placement Model revealed that the most discriminating variable of group membership was class rank. For Ss in grades 1 through 3 or 4 through 6 academic self-concept was the second…

Issues involved in identification and definitions of giftedness are examined. Six areas comprising a broad definition are listed, and critical aspects of the identification process are considered, leading to review of a five-step model. Finally, the use of standardized intelligence and reading tests is considered. (CL)

The factor-analytic structure of the SRBCSS (Scale for Rating Behavioral Characteristics of Superior Children) was analyzed to determine whether the factors found are similar to the behavioral dimensions that the SRBCSS purports to assess. The results suggest that there are five dimensions being assessed by the SRBCSS. (Author/CL)

The Community Resource Center of Manchester, Connecticut, acts as a central clearinghouse for resource persons and pograms for classroom enrichment. The center's development, its resource file, and its relationship to the classroom teacher are reviewed. (CL)

A pilot program for 14 gifted 14 year olds is described in terms of identification procedures, program objectives, program procedures and curriculum, activity organization, and placement. Specific recommendations are made for future programing for this group. A list of classroom materials is included. (CL)

Summarizes recent developments with reference to gifted education in the nation, outlines some of the current concerns in the field, and concludes with some implications for career education for the gifted and talented. (Author)

Comparison of scores on the Attitude Toward Physical Activity Scale of 27 talented and 81 normal adolescents revealed significant attitude differences of talented and normal males on every scale except the social experience scale. Females in the two groups displayed no significantly different attitudes. (CL)