This booklet is designed "to reinforce the thesis that the committee on trustees must perform with excellence if the board as a whole is to fulfill its responsibilities with distinction. The author outlines a typical committee mission, structure, responsibilities, and policies and practices. Ten committee responsibilities are described, such as:…

This evaluation describes two supplementary education interventions: the All Stars Talent Show Network (ASTSN) and the Joseph A. Forgione Development School for Youth (DSY). The ASTSN is a 19-year-old program that provides youth age 5-25 with opportunities to produce and participate in talent shows, thus creating stages where youth can…

This publication provides arts specialists and gifted coordinators with procedures for identifying students who are gifted in dance. All personnel who are developing district identification procedures and trained individuals who will be involved in the screening and identification of gifted children in the area of dance should read this handbook.…

This brochure, in English, Spanish, and Haitian Creole, is intended to help parents identify children who are gifted and may need an education that goes beyond what is provided in their classrooms. It focuses on eight characteristics typical of such children with examples of behaviors showing the characteristic. The characteristics are: (1)…

Report stresses the need for enrichment programs for gifted children, so they can remain in ordinary classes yet still be given headroom to develop particular talents. (Author)

A questionnaire designed to discover how creativity is developed, was sent to selected elementary school age poets, their teachers, and parents. Responses to the questionnaire are discussed. (ST)

Article describes a program designed by the Delaware Opportunities Industrialization Center for returning Vietnam veterans searching for an education. (RK)

The U.S. Commissioner of Education describes the responsibilities, activities, and plans of the government for the education of the academically above average. (Editor)

Presents the career-related perceptions of 648 adults identified as talented high school students. The follow up assessment showed that more than a quarter had felt unprepared to make career decisions after high school, although a majority felt they had lived up to their abilities. (JAC)

Problems inherent in the process of identifying creativity in children are considered. Parallels in determining basketball talent through observation, tryout games, and identification of selected characteristics are drawn. Examples of creativity checklists and self-report inventories are given. (CL)

Progress in programs to identify and develop academically precocious youth are discussed while showing that the age-in-grade basis for education impairs learning quality and extent. A national search for talented youth is described, and a longitudinal mathematics team-teaching program is proposed. (CM)

The requirements for gifted education programs in the visual and performing arts are discussed, stressing the need for comprehensive assessment of aptitude, achievement, and attitudes of gifted students. The unique nature of learning activities and inservice programs for teachers in the arts are considered. (CM)

A global futures program offers credit classes, pull-out classes, and seminars that focus on global issues and problem solving techniques for gifted and talented students (grades 5-12). The curriculum applies the methods of futurists to course content. Independent study projects are required of all students. (CL)

Parents of gifted children must deal with their children's confusion and frustration at being advanced in some areas but not others. To be advocates for their children, parents must provide support for them and help school staff understand their educational and psychological needs. (CL)

Teachers of regular classes containing gifted students should develop their ability to identify those gifted students, analyze their teaching approaches, assess the students' ability and developmental stage, organize the classroom into different working levels, and collaborate with other teachers to extend and elaborate the curriculum. (CL)