Preferences for competitive and cooperative learning were explored in 176 gifted students (ages 9-17). A factor analysis partitioned competitive items into a desire to outperform others and as an energizing factor for learning. Different motivational correlates of cooperative/competitive factors also suggested the validly of a differentiated…

A new paradigm of education, talent development, may be the successor to gifted education. The talent development perspective involves extension and redefinition of the nature of giftedness or talents, identification, and programming. Emphasis is on identifying and nurturing talents in all students, rather than selecting and serving the "gifted…

The authors review problems associated with currently practiced matrix methods of identifying gifted students, describe an aggregation method utilizing a statistical approach involving standard scores, and relate the method to specific program examples. (SB)

The model involves the following five steps: (1) brainstorm the problems; (2) evaluate the brainstorm list and select the most important one; (3) brainstorm solutions to the problem; (4) create a synthesis of 3; and (5) develop a plan to implement 4. (PHR)

A practicum course for prospective teachers of the gifted was designed, implemented, and evaluated. The 209 teachers found the practicum teaching, observations of their teaching, and papers they wrote to be effective learning experiences. Observers' ratings of the teachers indicated that a majority performed well in the practicum. (Author/JDD)

Sixty children in grades 3 to 8 were evaluated for self-concept changes after participation in a creative enrichment, pullout program for the gifted. Results showed positive gains on 2 self-concept scales for children in grades 3 to 6 and on 1 of 2 self-concept scales for grades 7 and 8. (Author)