A study investigated predictors of teachers' attitudes (Finland=147, Hong Kong=214, United States=160) toward gifted education. Attitudes depended on whether or not they believed that their school had gifted children, all children are gifted, gifted children should help others, parents have the major responsibility, and special classes best meet…

Data from interviews, surveys, and archival records were used to examine gifted education policy implementation in Missouri. The study found that school districts tend to use a programmed approach to policy implementation when identifying gifted students with state guidelines usually being used prescriptively. Results suggest a need for greater…

Nine freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems. The four mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions to the five problems, whereas the five nongifted students were unable to discover the hidden…

This article examines the phenomena of overrepresentation in light of the diversity of Asian subgroups using disaggregated data from one large urban school district with a high enrollment of Asian and Pacific American students. Data suggest differences in identification rates among subgroups. Literature-based explanations are offered for over and…

Robert J. Sternberg, director of the Center for the Psychology of Abilities, Competencies, and Expertise, reviews current concerns regarding giftedness and reflects on his work. He laments the use of programs whose efficacy has not been shown and stresses the need to identify giftedness in all its forms. (CR)

A parent, who is also an educator, describes her concerns about her gifted daughter's lack of challenge in school in spite of accelerated activities. After the student skipped a grade, other concerns resulted, such as the impact on academic adjustment, social adjustment, peer acceptance, motivation, gaps in skills, etc. (JDD)

Giftedness is a multi-dimensional phenomenon, and assessment should be concerned with the kinds of giftedness an individual exhibits. The Structure of Intellect (SOI) tests allow the identification of academic and creative giftedness. The SOI theory can also be used in partnership with brain research to provide a theory-based test of brain…

When a battery of tests commonly associated with intelligence was administered to 144 13 year olds identified as extremely precocious, the verbally precocious students scored higher on verbal and general knowledge types of tests, and mathematically precocious students scored higher on tests of nonverbal reasoning, spatial ability, and memory.…

Research dealing with the administration of tests via computer is reviewed. Several issues related to computerized testing are discussed, and areas in need of additional research are identified. The focus is on education-related ability and achievement testing; psychological tests and computer-based simulations are not addressed. (SLD)

A study of the 42,586 students participating in the Midwest Talent Search program in 1985-1987 showed that low-income students were underrepresented in the gifted population. Low income negatively affected students' Scholastic Aptitude Test scores even in the upper ranges of ability. (Author/JDD)

Students (N=178, aged 5-20) with severe/profound hearing losses were assessed on giftedness using nonverbal measures of intelligence, teacher nominations, and parent nominations. No statistical correlation was found among the three identification procedures. Teacher-generated characteristics of gifted hearing-impaired children were found to be…

The paper describes the cultures of the Maoris and South Pacific islanders, argues that Western-oriented psychometric tests are inadequate tools for the identification of gifted Polynesian children, and calls for the development of an education system in which all cultures are recognized and appreciated. (Author/JDD)

To serve all gifted students, we must broaden identification methods, develop more and varied types of programs, and provide comprehensive teacher training. (Author/TE)

Analysis of Pegnato and Birch's data invalidates the observation that teacher nominations should not be relied upon in gifted identification, as analysis shows that effectiveness and efficiency are related to number of subjects singled out as a result of the chosen cutoff value. An alternative is presented: compare correlation coefficients of the…

This study investigated several nontraditional identification methodologies for their efficacy in identifying both minority and nonminority gifted students. Sixth graders (n=433) were given drawing and problem-solving tasks. Peer and teacher nominations were also used. The assessments identified a proportionate number of minority and nonminority…