Four papers address issues of identification, secondary program alternatives, guidance to develop creativity, and needed research in gifted education. In the first paper, "Some Creative Dimensions to the Issue of Identification," E. Torrance analyzes the problem of idntifying and cultivating creative giftedness in an unfavorable national climate. He emphasizes the need to shift from standardized, stimulus-response tests, describes a successful program based on assessment of intellectual and creative potentials, and lists guidelines for measuring creative thinking and skills, A. Passow's paper, "Secondary Schools: Program Alternatives for the Gifted/Talented," outlines nine programs which provide alternatives for gifted/talented students. Program differentiated approaches are seen to include curricular changes, administrative organizational modifications, and community based experiential learning. In the third paper, "The Use of Developmental Stage Theory in Helping Gifted Children Become Creative," J. Gowan suggest the need to enhance creativity by encouraging right hemisphere brain function. J. Gallagher's paper, "Research Needs for Education of the Gifted" points out the need for studies on such topics as the definition of giftedness, design of programs for the culturally different gifted, and development of ways to stimulate or train creativity. (CL)