This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

Response to Intervention (RtI) is sweeping the country, changing the way children's educational needs are recognized and met. RtI was introduced through special education legislation as part of IDEA 2004 and offered an alternative approach for identifying students with learning disabilities (Bender & Shores, 2007). RtI is designed to bring…

The authors discuss the challenges that might be faced if gifted education moves toward an RtI (Response to Intervention) approach. The challenges they share can be used as discussion points for planning and reflection. In spite of the remaining challenges, the authors conclude that RtI is certainly changing the face of education and that gifted…

This article explores four variables that can help gifted students learn: (1) time (including using acceleration, curriculum compacting, dual enrollment, multi-age classrooms, self-pacing, pre-assessments, and telescoping); (2) structure (including structuring content, the process, and the environment); (3) support (including using encouragement…

This article discusses ways that sophistication can be incorporated into the curriculum to address the needs of gifted learners. Educators are urged to use questions, integrated curriculum, problem-based learning, independent and self-directed study projects, and mentor experiences to facilitate the exploration of ideas beyond the scope of the…

Twenty-one middle school boys who were both gifted and learning disabled were interviewed to learn how they would handle hypothetical difficult school situations. Results are summarized in four tables that list: (1) how other people can help; (2) strategies for coping with academic content; (3) strategies for test taking; and (4) general…

This article explores three current trends in middle schools: the growing emphasis on curriculum; a redesign of the "chat" time or the advisor-advisee period; and the expansion of transition planning from the narrow focus on just academic to include social, emotional, vocational, and moral development. (CR)

This article describes critical events that have shaped gifted education, including: the notion that intelligence could be measured, development of differentiated curriculum, the push to be the most powerful nation, appreciation for different intelligences, support for talent development, school reform efforts, and emerging understanding of how…

Six suggestions for individualizing instruction include: (1) grouping kids for instructional needs; (2) reducing class size; (3) providing additional resources; (4) increasing the amount of instructional time; (5) utilizing support personnel; and (6) preparing personnel with skills needed for individualization. (DB)

Describes different options available for gifted high school students, including seminar classes, independent studies, special programs, mentorships and internships, service projects, advanced electives, and extracurricular activities. Options for adjusting the pace of the high school experience are discussed, along with the importance of…

This article identifies typical problems that gifted students face in social and emotional adjustment, including anxiety caused by advanced knowledge or understanding; heightened sensitivity to feelings of others; perfectionist tendencies; and feelings of being alone, isolated, and different. Resources to help students, parents, and teachers are…

A national survey examined state policies for identification of gifted students who are culturally different, economically disadvantaged, disabled, or in some way at risk. Progress was found in the areas of greater public awareness, screening procedures, formal identification processes, and program initiatives. A sidebar describes the Jacob K.…

Twelve "best practices" guidelines are offered to provide truly differentiated instruction for gifted students. Guidelines are based on theory, research, and experience and, taken together, result in appropriate differentiated service options. (DB)

This article describes the use of problem-based learning (PBL) with gifted students, in which the focus of the curriculum is "ill-structured" problems. Particular advantages of PBL with these students include effectiveness in teaching the art of problem finding and solving, active learning, higher order thinking skills, and using interdisciplinary…

Visits to five programs using cooperative learning (CL) education with gifted students resulted in suggestions for such programs, including differentiation of assignments within the CL group, using open-ended tasks, creating "expert" groups, using cross-grade groups, and using a variety of self-aced CL materials. (DB)