Rigid syllabuses and lock-step teaching of mathematics ignore real forces in the mind that promote development and learning, as well as fostering resentment in gifted children, particularly when drill continues after a skill is learned. Discovery of mathematics by the young, acceleration, and a low teacher-pupil ratio are better ways to promote…

Teacher training colleges and universities in the United Kingdom supported preservice and inservice training for teachers of gifted children in response to a questionnaire of the National Association for Gifted Children. Responses from local education authorities led to a five-point "Model of Good Practice." (MC)

Parents may expect more services for their gifted children than can be delivered by British school districts, which must consider all children. Parents' preference for independent schools may be due to perceived social and attentional benefits, rather than practices of state schools; however parents want greater participation in planning future…

In Australian workshops 20 parents of gifted children, under age 12, sought information in three areas: understanding of their children's development (e.g., intellectual ability, social-emotional factors, and motivation); school and related needs (e.g., children to proceed at own pace, for parents to understand school system); and sources of…

Parents in New Zealand often are presented with an array of contradictory recommendations for meeting needs of nine gifted children. Parents and teachers should understand motives underlying different viewpoints, clarify their aims, and, thereby, better use their limited freedom of choice for requesting appropriate provisions for gifted children.…

Continuing arguable issues on education of the gifted and talented are semantics, proportion of gifted, state of "giftedness," counterproductive jargon, politicization, philosophy, morality, and creativity. The field has achieved tolerant attitudes toward the gifted, greater understanding of identification, experience with materials and…

The ability for high future performance in English, French, Physics, and Mathematics was examined in 13-year-old students in 11 British comprehensive schools. Among results are that most high performers on 0-level examinations were also nominated by subject teachers as high performers. (Author/MC)

The author discusses aspects of "compacting," a procedure that involves pretesting by a teacher to ascertain skills of a gifted student, and utilization of the teacher's knowledge of objectives and goals in specific subjects such as mathematics and reading to develop a learning plan for the student. (Author/MC)

Mt. Lawley College in Australia initiated a project to develop curriculum extension project packs (CEPPS) for elementary grade students who demonstrate outstanding ability in one or more subject areas. (Author/MC)

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 Fulmer Industry Education Project, developed to interest 9- to 14-year-old gifted students in applied science, technology, and engineering careers in the United Kingdom, is described. Aspects discussed include the conceptual framework; and teaching approaches used during half-day sessions, weekend courses, and one-week activities. (Author/MC)

Twenty primary school students with special ability in language arts were nominated for a course on myths, held at the Language Development Unit, Borough of Croydon, England. The students analyzed the universal meaning of myths and transposed myths into their own culture through discussions and creative writing. (Author/MC)

A comprehensive school in Hertfordshire, England, is reexamining its learning strategies to provide the most flexible systems of learning for pupils, aged 11-18, who range in abilities and include handicapped and academically gifted. Among aspects being studied are pupil-participation in planning, enriching activities, and the teacher's role.…

The article summarizes methodology and results of tests given to 30 13-year-old students who were nominated by their six schools as scientifically talented, for a summer science enrichment course at Nene College, England. Reported are children's ideas about the "ideal" classroom, the "ideal" teacher, and the "ideal" school. (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)