A psychotherapist recounts her personal and professional development in concepts of self-esteem. The article considers core conditions for development of healthy self-esteem, the powerful effects wrought by teachers who create healthy emotional environments, emotional intelligence and emotional literacy, current initiatives to develop emotional…

This article describes how gifted primary children can play with and extend mathematical concepts when guided with appropriate leading questions that scaffold their explorations. Suggested activities help children explore binary numbers, triangular numbers, squares and square roots, prime numbers, fractions, percentage, ratios, calculator work,…

This article considers the curriculum needs of academically gifted students from a British perspective. It discusses issues of learning transfer, learning needs, and developing educational services. It also proposes a cognitively challenging curriculum and teaching methods that can be implemented in an inclusive classroom setting. A pyramid of…

This article offers parents or teachers guiding gifted and talented students with a counseling model which uses the acronym of MOTHER to suggest intervention strategies including: Mentorship, Opportunities, inTegrity, High state of moral development, Emotional intelligence development, and Responsibility. Concepts of Chinese philosophy are also…

This paper reports selected findings from a study on Maori children with special abilities to illustrate principles of educating gifted children from minority cultures. Seven suggestions for improving educational services to these children are offered; six are specifically teacher related and the seventh addresses the need for research and the…

Discusses approaches to teaching mathematical problem solving in the context of number, including encouraging children to write number stories to consolidate their conceptual understanding and technical competence. The use of computers to explore mathematical concepts is discussed, and examples of how number squares can be used are provided. (CR)

Briefly reviews the complexities surrounding the definition of giftedness and explores the problems of identification from the point of view of the regular classroom teacher. Discusses developing a definition, the behavior problems of gifted students, and the differences between bright children and gifted students. (Author/CR)

Briefly describes six interdisciplinary units of study within one advanced course on scientific and literary thought for secondary students. It identifies aims and objectives for the overall course and suggests activities and a reading list for each unit. Units are on metaphor, psychology, spirituality, mythology, chaos theory, and holism. (DB)

Describes a technique for teaching history to gifted students in which the student selects a current event and then researches the event's historical connections as far back as possible. (DB)

The article, an attempt to help teacher educators plan their instructional activities, presents a planning framework by which the type and level of learning desired can be matched with the most appropriate, feasible, and effective processes for attaining that learning. (Author/CL)

The article offers ideas for beginning to meet the needs of gifted children in the classroom. The writer argues for individualization of learning, suggesting that if teachers provide open-ended problems which can be dealt with at a variety of levels, they are more than halfway towards meeting the needs of all pupils including the ablest.…

Guidelines for teachers to develop learning resources that both stimulate and identify gifted students are presented. The guidelines, developed by teachers in Coydon, England, include suggestions for objectives, class activities, extension activities for more able pupils, and resources. (Author/MC)

The four dimensions of the creative personality--thinking, sensing, intuition, and feeling--are described, as are the creative process (including preparation, incubation, illumination, and verification) and ways in which teachers can assess and promote creativity. Creative classroom environments and teaching methods are detailed. (CB)

Among ways suggested for teaching problem solving strategies are to select problem situations appropriate to the learner and to encourage learning from errors. A problem solving process which can be used with young children includes the components of formulation; interpretation; generation; decision making; implementation; evaluation; and…

Assessment via tests and examinations may be viewed as burdensome, coercive, and irrelevant by gifted students. Teachers can help students overcome negative attitudes toward assessment by: assessing students' best (as opposed to typical) efforts; involving students in planning and developing the assessment program; and providing specific,…