Moving from a school system to an educational system requires collaboration among community agencies and individuals to serve the needs of students, including gifted and talented students. (CL)

The Talent Identification Program at Duke University has expanded from a 13- to a 16-state area and has offered courses for junior high students identified as gifted in mathematics, humanities, and the social sciences. (CL)

Describes the Advanced Drawing Studio for talented students at the Albright-Knox Gallery in Buffalo, NY. The program's purpose is to improve students' drawing skills and increase their ability to look at and appreciate abstract art. (AM)

The combination of programed instruction and feedback had a positive impact on four resource teachers working with gifted students (Grades 5 through 7) in a rural area of North Carolina, where education for gifted and talented students is mandated. (CL)

Briefly defines six gifted and talented areas, to make the point that academic talent is not the only form of giftedness. Lists some exemplary educational strategies for the psychosocially, underachieving, and culturally different gifted. (SJL)

One hundred thirty participants of a 1965 study were reevaluated for creative thinking. Results revealed that in the areas of art, writing, science, and generality of achievement, the creative group established in 1965 accomplished significantly more than the noncreatives over the 10-year period. (CL)

The section on summer programs for the gifted includes a directory of 62 programs and eight brief articles on independent learning; Project IDEA, a psychomotor program; miscellaneous offerings; The College Academy, Framingham College, MA; The College for Kids Project, IL; environmental education; an animal behavior course; and a summer academy.…

The Revolving Door Identification Model (RDIM), a resource room program which assumes that giftedness is both topical and temporal in nature, offers a systematic approach to identification of and programing for gifted students. (Author/SB)

Standardized test instruments inherently and systematically impose limitations on experiential-cognitive relevance, especially in reinforcing the convenient separation of individual aptitudes from the total development and socialization of a child. (Author/IRT)

Among the findings were that the number of administrators receiving in-service training was relatively low, that programs emphasized identification in the areas of general intellectual ability and specific academic aptitude over other areas of giftedness, and that generally more districts identified children as gifted in the middle grades.…

The author provides information on organizing a parent support group for parents of gifted children to share problems and plan appropriate educational opportunities for their children. Suggestions are made for making contacts, developing the group structure, and ensuring the group's success. (SBH)

The need for developing a program stressing leadership skills among gifted, talented, and creative school children is considered and aspects of such a program are discussed. (PHR)

A state of the art survey indicated that all but five states had gifted/talented programs, the majority had a specific person responsible for gifted/talented education programs, and 24 states increased budgets while six cut back in their gifted/talented programs from 1976-1977 to 1978-1979 school years. (CL)

The article comments critically on a previous article entitled "A Quota System for Gifted Minority Children: A Viable Solution." Some methodological considerations of that study are briefly discussed, focusing on identification and screening procedures. (DLS)

Research related to psycholinguistics, language, and creativity is reviewed and found to be inadequate in defining reading. A definition of giftedness is suggested to cover a person who makes the most sense out of the world at any given moment in time within any given culture. (CL)