Responds to the initial article in this issue that proposes a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents. Suggests a more comprehensive theory of elite performance composed of three components: general intelligence, domain-specific skills, and practice. (Author/CR)

Responds to the initial article in this issue that proposes a set of 22 statements on the nature and origin of human abilities, gifts, and talents. Argues that a comprehensive rationale is missing, particularly an explanation of developmental mechanisms, of learning processes, and of the dynamics of gene/environment interaction. (Author/CR)

This rejoinder to articles responding to a set of 22 sequentially structured statements on the nature and origin of human abilities, gifts, and talents presented in this issue's initial article, defends the validity and usefulness of the distinction between high natural abilities (gifts) and high systematically developed ones (talents) as compared…

Describes minimal requirements for functional intervention-based eligibility assessment of preschool children with possible developmental disabilities. The methodology is intended to help derive logical, natural, and meaningful discrepancies in behavior or performance through contextual analysis of child-related, environmental, and instructional…

Examined the potential of constructivist learning environments for developing prerequisites of expert knowledge during university studies. Compared learning outcomes of 16 Finnish students in a constructivist environment with outcomes of 23 students learning under traditional conditions. Students in the constructivist environment acquired more…

Budget cuts lead to demands for "teaching smarter," which means larger classes, less student-contact time, more technological delivery, and student self-direction. However, social interaction is essential for learning, and intellectual independence does not happen automatically. Genuine commitment to facilitating adult learning and more…

Reviews research on antecedent demonstration, modeling, and prompting interventions designed to increase reading accuracy, rates of accurate reading, and generalized reading performance in students with disabilities. Suggests modeling or prompting may not be effective intervention to increase general reading fluency. Rejects myth that neurological…

Argues that pursuing the nonexistent "perfect method" for teaching reading to all children distracts from the real key to improving reading instruction: developing teachers who know a variety of methods and approaches and thoughtfully orchestrate them according to their students' needs. Suggests what teachers, policy makers, researchers, and…

Uses the modern concept of genre to define the "case write-up" (the dominant written genre in case-based business schools). Concludes that case write-ups prepare students for classroom performance in the central event of the classroom, the oral analysis of the case. Argues that the write-up prepares students to solve problems, make decisions, and…

Y2K problems include software programming issues involving chronology and microchips embedded in every conceivable piece of electronic equipment. Procrastination is not in schools' best interest. Administrators should initiate five conversion stages: awareness, assessment, renovation, validation, and implementation. A sample equipment checklist…

Discusses how the Instituto de Estudios Norteamericanos (IEN) in Barcelona, Spain has successfully met the challenge of developing an approach to teaching English that is both in step with current American methodology, yet fits the culture and logistical circumstances of an overseas program. (Author/VWL)

Discusses learning-style differences in students and the need for teachers to present opportunities for children to develop their stronger gifts and to strengthen their weaker areas. Alternate ways of teaching writing to children are highlighted, including providing multisensory stimuli, role-playing, and storytelling. (CR)

Outlines the rationale, critical dimensions, and techniques for using peer micronorms for determining developmental delays in young children and discusses technical adequacy considerations. Case examples of the use of peer micronorms with preschool children, supplemented with hypothetical data, are used to illustrate the technique. (CR)

Discusses the development and implementation of the low-vision-therapist certification through the Association for Education and Rehabilitation of the Blind and Visually Impaired. Credentials for professionals in low vision are described, along with required written examination, and the role of the low-vision therapist. (CR)

Suggests that language teaching involves the interaction of different rationalities, a rationality being the way in which a participant or group of participants perceives a teaching situation and the goal structure they pursue in this situation. Particular focus is on the rationality of methodology. (Author/VWL)