Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)

The author asserts that schools must adapt and plan for future social developments, and that gifted education must focus on developing coping, adapting, and shaping skills. (CL)

The article describes College Academy, a summer school program for gifted and academically talented elementary children in Framingham, Massachusetts, designed to offer imaginative and challenging courses unavailable in a regular school setting. (DLS)

The role of state consultants in gifted education is discussed in terms of their contributions to parents, administrators, and teachers. Names and addresses of 58 consultants are listed. (CL)

The development of aesthetic sensitivity in creative students is discussed, and sample techniques are described. The importance of valuing the individuality and uniqueness of the artistically creative and aesthetically sensitive child is stressed. (CL)

The article discusses magazines which accept children's writing and considers marketing ideas for the work of gifted and talented students. (CL)

The article proposes an evaluation plan for gifted and talented programs that includes effective evaluation of program objectives as well as a matrix approach to assemble evaluation data. (CL)

A mentor program designed to coordinate community experiences for gifted and talented students in 43 schools (grades K through 12) in Springfield (MA) is described and examples of program activities based on J. Renzulli's Enrichment Triad Model are cited. (CL)

Procedures for devising objectives for gifted and talented students are examined based on analysis of learners' characteristics and environmental factors. Behavioral, expressive, and emergent objectives are discussed and the role of expressive and emergent objectives as complements to specific objectives is explained. (CL)

Two educators respond to four questions concerning gifted and talented students. Topics include program development in a small town, a bright student's dissatisfaction, and parents' concerns over their daughter's religious fanaticism. (CL)

Survey findings showed that in the Washington, D. C. Metropolitan Area, programs and support services necessary to meet the unique needs of gifted and talented hearing-impaired students were limited. (DLS)

Looks at such areas as the reasons some gifted succeed and others don't, the emphasis on the process models of giftedness, and the problems of identifying and evaluating the gifted. (IRT)

The article describes the Intermountain Center for Gifted Education in Utah which provides educational programs statewide for gifted and talented students. It is explained that the programs are also designed to expand community awareness of the needs of gifted students and encourage active community involvement. (PHR)

Presents criteria for identifying gifted children which are most often responsible for discriminating against handicapped children. (SA)

The article presents a curriculum unit designed to teach gifted, talented, and creative fourth-, fifth-, and sixth-graders anthropology and archaeology. (DLS)