The issues of greatest current interest in the field of gifted education are reviewed, including comprehensive curriculum planning, enhancing development of both academic and creative dimensions of giftedness, and use of non-school resources. Also discussed is nurturing future leaders among the gifted to address the world's social and scientific…

A review of research (particularly that conducted by N. Meier, T. Munro, and B. Lark-Horovitz et al.) about the nature of giftedness in the visual arts and focusing on creativity, imagination, aesthetic judgment, and perceptual ability, provides a basis for examining current assumptions and practices and a foundation for future research. (CB)

Outlines the discipline-based art education curriculum developed by the Getty Institute for Educators on the Visual Arts in the Los Angeles County elementary schools. (Author/MD)

Differences in cognitive and interpersonal characteristics between good problem solvers and good problem posers (inventors) were examined with 35 ninth graders. Good problem posers were more field independent and had a more positive self image than problem solvers. (DB)

Traces the growth and movement of Japanese research and technology efforts and achievements. Explains policies related to science and technology and examines resultant actions. Provides perspectives on the future direction and role of creativity in Japanese research. (ML)

The author discusses various reasons that have been set forth for teaching sewing in the classroom. Reasons include (1) economy, (2) skill development, (3) quality recognition, (4) self-esteem, and (5) creativity. The latter receives some emphasis. (CH)

Discusses ways of identifying and helping gifted-disabled students--students who possess high intellectual abilities but also have some learning disorder. (FL)

This study assessed the effects of learning logo computer programing and computer-assisted instruction (CAI) on specific cognitive skills, metacognitive skills, creativity, and achievement. The programing group scored significantly higher on measures of operational competence, two of three measures of metacognitive skills, and a measure of…

Today, because of the problem-solving skills necessary for successful 21st century living, students must be taught higher-order thinking skills. Principles intended to stimulate discussion about the appropriate means for teaching higher-order thinking are examined. (RM)

A project which involved 11th- and 12th-grade art students in creating a "Jackson Pollock type" lyrical action painting is described. As a result of the project, the students gained a freedom of expression which was evident in their subsequent art projects and a tolerance toward twentieth-century art. (RM)

Three process-oriented approaches to high school classroom music--the problem-solving approach, the aesthetic criticism approach, and the interrelated fine arts approach--are discussed. These three approaches are recommended for curriculum reform related to the national reports. (RM)

Describes a study which explored the effects on kindergarten children of a LOGO computer programing experience lasting one month (20 classes). Results indicate a positive effect as seen in greater gains by treatment group in dependent school readiness variables and no significant effect on creativity or self-concept. (MBR)

Presents results of an informal study indicating that (1) external contingencies that force writing productivity regardless of mood seem to facilitate rather than impede the appearance of creative ideas for writing, and (2) productivity precedes creativity. (HTH)

The need to expand the traditional definitions and identification processes for selecting honors students is emphasized, and a set of principles for selecting participants is suggested. (MSE)

Classroom strategies for helping secondary social studies students develop the following types of creative thinking are suggested: (1) the ability to generate alternative courses of action or alternative solutions in a problem solving situation; (2) the ability to perceive and predict consequences; and (3) the ability to perceive analogies. (RM)