Authentic learning consists of applying relevant knowledge, thinking skills, and interpersonal skills to solving real-world problems. Students assume roles of firsthand investigators, writers, artists, or other practitioners committed to producing a product or a service. A Connecticut high school's video-production company embodies a successful…

Discusses gifted identification and the potentially harmful effects of labeling a child "gifted" and making premature assumptions. Parents are urged to allow children to develop their gifts unencumbered by expectations and observe, watch, listen, prompt, affirm, and enjoy as the child engages with the world. (CR)

Discusses the social and emotional problems of unrecognized gifted children whose talents exist in domains distinct from the intellectual, academic, and athletic realms. Two case studies are presented of two gifted elementary students, along with interventions for enhancing effective growth among such students. (CR)

Addresses the argument that the arts can empower education reform through two means: (1) teaching all children the arts and (2) teaching the arts as central to all learning. Conveys that by concentrating on aesthetic literacy and the nonuniversality of children's artistic development, arts educators will gain support for teaching the arts in…

Describes strategies used by one middle school to successfully challenge gifted students in the context of the regular classroom, satisfy their parents, and preserve the best of the middle school concept for all students. Strategies include block scheduling, regular schoolwide recognition programs, a school climate characterized by academic rigor…

Focuses on the connections among the concepts of virtuosity, performance, and knowledge. Defines a virtuoso performance and the two different types of virtuoso performers. Considers to whom the label "virtuoso" should or should not apply and limits its literal application to performers who participate in the interpretive realization of art works.…

A study of 239 college freshmen found that those who perceived themselves as effective, competent, and in control of their leisure time had a clearer picture of occupational goals, interests, and talents. Those more committed to their leisure role displayed greater competence in career decision making and exploration. (SK)

This nine-year database study examined factors related to the return rate of 316 nontraditional gifted students who participated in a summer program for academically talented youth. Grade point average, achievement test scores, final grade in the first summer of attendance, and socioeconomic status were not significant predictors of returnee…

This article describes an enrichment cluster approach designed to create highly challenging learning opportunities that allow high potential students to identify themselves. The enrichment clusters focus students' attention on authentic learning applied to real-life problems. Guidelines for enrichment clusters are discussed, along with the teacher…

In a two-year program, general educators and gifted education specialists at 10 elementary schools collaborated to provide differentiated educational experiences to gifted learners. Results indicate the Catalyst Program was an effective delivery system for providing differentiated education to gifted learners and had positive spill-over effects…

This article explains how the theory of the motivated mind conceptualizes the productive interaction of intelligence, creativity, and achievement motivation and how this theory can help educators to maximize students' emergent potential for giftedness. It discusses the integration of cold-order thinking and hot-chaotic thinking into fluid-adaptive…

The Schoolwide Enrichment Model is a blueprint for total school improvement that stresses flexibility and creativity and promotes challenging, enjoyable learning across all school types, levels, and demographic differences. The model combines organizational resources with three service-delivery components: the total-talent portfolio,…

This article argues for a redefinition of how secondary music teachers might think about teaching content. Rather than considering performance-based education that reaches only a small portion of the population, music teachers should consider composition, improvisation, and active listening as important additional concerns for a wider population…

This interview with three performing master teachers at the Interlochen Arts Academy features personal teaching approaches that develop the problem solving skills that are essential for advanced musical study. A positive master teacher-student dynamic is revealed that nurtures technical facility, as well as interpretive decision-making. The role…

Describes how the Family Resource Center (FRC), one component of a School-Family-Community Partnership Program (SFCPP), was created and implemented to assist with institutionalizing SFCPP linkages at urban high schools. Data from surveys, focus groups, and observations highlighted four positive impacts (e.g., increasing visits to the FRC and…