Businesses can utilize the concepts of multidimensionality and multipotentiality of gifted and talented young people in apprenticeship and vocational training programs. By considering dimensions of self-concept, abilities, work preferences, and personality, and by matching these with business trends and future needs, increased productivity can be…

Results of a nationwide survey of state definitions of giftedness are presented and compared with several federal definitions as well as with state definitions five years earlier (1985). Results indicated that most states use some modification of one of the federal definitions. (DB)

Reviews the literature and argues that children need to be taught a range of television thinking skills if they are to use the medium as an educating force over which they have control and discernment. Argues that television can be a powerful tool in the development and application of thinking skills of all children, including gifted and talented…

Career development programs for gifted and talented students must address the issues of multipotentiality, expectations, lifestyle, financial and time investment, mobility, and innovativeness. Seven essential components of career development include content acceleration, self-awareness, self-concept, interpersonal effectiveness, creative problem…

This article considers how the Schoolwide Enrichment Model, originally developed for gifted and talented students, can be applied as part of a comprehensive plan for total school improvement. Modifications to existing curriculum content and skill development are suggested to help all students realize their full potential. (Author/DB)

Discusses the need for gifted and talented language arts programs that give examples of developmentally appropriate literature. (MG)

This report examines federal involvement in gifted education in the 20 years since the Marland report on needs of gifted and talented students. Noted is the passage, in 1988, of the Javits Bill which implemented the major recommendations of the Marland report including establishment of the Office of Gifted and Talented and training of teachers.…

The COMET summer residential program at Purdue University (Indiana) offers gifted and talented youth in grades 4-6 a week of intensive study in a single content area. Courses stress specific problem-solving skills and development of a rich knowledge base. Extensive program evaluation by students, teachers, counselors, and parents was highly…

This panel interview from the Indiana University Summer Arts Institute examines unique needs of high school students in the Indiana University Campus Program, including peer group establishment, selection of a leader and staff, and provision of challenging confidence-building experiences in what is for many students the most competitive…

Governor's schools are described as innovative programs to accelerate or enrich the learning of gifted and talented students in terms of aptitude development, conceptual development, and personal and social development. Findings from the Tennessee Governor's Schools illustrate program outcomes and program effects. (JDD)

All programs for the gifted and talented should incorporate visual and performing arts, so that students' natural interests and creative abilities are not stifled. Many gifted and talented high school students not classified as artistically talented can achieve in discipline-based curriculum areas stressing nondiscursive art-making activities.…

Discusses the trend toward identifying all children as gifted and the stripping of quality from gifted-child education. Argues that well-intentioned efforts to reform schools by introducing gifted-child education strategies for all students have watered down the offerings for many of the most gifted students. (CR)

Discusses the themes of "Good Will Hunting" and "Titanic" and their messages to educators. The need for gifted children to have an array of people in their lives to nurture their abilities and the need for the development of a New Zealand national policy for gifted children is emphasized. (CR)

Discusses the active advocacy role of teachers of gifted children. Describes basic principles of advocacy, the importance of effective communication and transactional communication, the need to focus on single issues and keep the message simple, letter-writing and phone calls, and dealing with the media. (CR)

Discusses the importance of competitions for gifted students and offers practical tips and techniques for utilizing competitions, not only to enhance talents, but also to nurture positive relationships between the school and community. Gives an example of a community's involvement in supporting competitions. (Author/CR)