Programs for gifted education are briefly described for eight Australian states and territories--Western Australia, Northern Territory, South Australia, Queensland, New South Wales, Victoria, Tasmania, and the Australian Capital Territory. Each program is reviewed in terms of policy, identification procedures, programing practices, and teacher…

Validation studies of the initial group inventory for finding interests (GIFFI) I and II were carried out with 1,024 students (grades 6-12). Internal consistency, reliability, and validity of the scales, which measure personality and biographical characteristics associated with creativity were substantiated. (CL)

This article is designed to encourage closer scrutiny of variables affecting career development processes of the talented. Discusses characteristics of gifted and talented and their career development needs. It stresses that career education interventions for gifted and talented students should be consonant with their personal abilities and…

Examines two career decision-making patterns: (1) a pattern of indecision, displayed by students who possess a multiplicity of intense interests and high aptitudes; and (2) a pattern called "early emergence" in which gifted students decide on a career preference at an early age and make early commitments to it. (CT)

Describes a program designed to help artistically gifted children (1) identify with the world of art, artists, and art making; (2) develop their artistic gifts and talents; (3) contend with a sense of isolation; (4) develop confidence in their creativity; and (5) develop the ability to work independently. (Author/MP)

Describes a program designed by a practicing inventor to systematically teach gifted and talented elementary school students how to be inventive. Examples of typical student inventions and an appendix listing steps or keys in inventing are included. (Author/RH)

Describes the use of seminar programs called convocations that offer gifted disadvantaged and culturally different students the opportunity to study scientific issues in-depth and to do creative work by proposing solutions to real problems. Related research and a pilot convocation involving sixth- and seventh-grade students are discussed.…

Julian Stanley, director of Johns Hopkins University's Study of Mathematically Precocious Youth, heads a national search for those who may become tomorrow's leading scientists. In this interview Stanley tells how students can qualify for the program and offers advice on educating the gifted. (Author/MLF)

Describes an exhibition (originating at the Smithsonian Institution) which celebrates athletes and sports-related figures who became legends in their own time. Information is presented on art works, sports memorabilia, advertising posters, and photographs. (AM)

Likening gifted teaching to artistry in other fields, such as music, the author reports on some experimental attempts to define virtuosity in teaching. The qualities he delineates include common sense, intuition, imagination, understanding of both subject and learner, and dexterity in "staging" learning experiences. (SJL)

The Program for Academic and Creative Enrichment (PACE) is a pull-out program for gifted elementary students. It is implemented by resource teachers working on a three stage model to develop basic thinking, critical thinking and problem solving, independent study, and research skills. (CL)

An exploration of the concept and the process of programs for gifted students. (Author/MLF)

The article describes the program for gifted children in English primary and infant schools. Attitudes toward early identification, both pro and con, are reported for several school administrators. (SBH)

Followup responses of 1976 and 1977 participants in the Georgia Governor's Honors Program, a six-week summer program for gifted students, and analysis of learning styles suggested that Ss who report a right cerebral hemisphere or integrated learning style made significantly more applications of their new learnings than Ss with a left hemisphere…

Reasons for misidentifying intellectually gifted children through standardized tests are discussed, and a teacher nomination form for potentially gifted students is presented. (CL)