This article is designed to make qualitative research more understandable by providing details about the procedures that were used in one project to develop grounded theory. Interviews with 16 gifted students (grades 1-8) participating in pull-out programs found they were dissatisfied with the pace of their regular classroom. (Contains…

This discussion of problem-based learning (PBL) first describes well-structured and ill-structured problems and then offers a systematic process for finding potential PBL topics. The process involves constructing brainstorming maps to explore potential PBL units and then designing the student's role, the situation the student meets at the unit's…

Discusses the tutorial process in problem-based learning (PBL) and how it can be used to cultivate higher order thinking skills. Considers the role of the problem, collaboration among peers, the facilitator role, and the importance of student reflection. PBL principles are applied to instruction of gifted students. (DB)

The article presents a conceptual model to be utilized in conducting the necessary needs assessment activities to implement a successful gifted program at the school district or state agency level. (Author/DLS)

Standards fall into seven categories: admission and selection criteria, curriculum and competency areas, degree programs, faculty for graduate programs, administrative structure--staffing, administrative structure--evaluation, and resources and facilities. (DB)

Past practices dealing with parents of gifted students are briefly reviewed, and suggestions are given for opening avenues of communication between administrators and teachers and parents. Advocated is the utilization of a booklet or packet of informational materials, a parent newsletter, a parent awareness meeting, and parent-teacher conferences.…

A policy maker offers guidelines for people wishing to advocate for gifted education. Suggestions touch on such aspects as the need for apathy, the role of telephone and letter advocacy, and the appropriate target of advocacy efforts. (CL)

The article focuses on ways to determine the appropriate target for a request in advocacy efforts for gifted education. Following an overview of state education governance structure and interrelationships, the process of political mapping is outlined and ideas offered regarding use of the results to create an advocacy strategy. (CL)

Eight principles in effective advocacy for gifted students are offered, including statements that the make-up of an advocacy group is more important than its size; successful advocacy is hard, time consuming, costly work; and well-planned and organized group efforts are far more effective than isolated efforts by individuals. (CL)

The importance of advocacy at the local level for establishing and maintaining effective gifted programming is emphasized. Suggested techniques are offered along with background information regarding advocacy at the state level. (CL)

The article reviews the current status of special curriculum for gifted learners and proposes a new perspective for the development of mathematics and science curriculum at grades 6-12. Recognition of the need for accelerated content within a conceptual framework that incorporates principles of current technology is emphasized. (Author/CL)

This comprehensive overview of state and federal legislation concerning gifted education demonstrates that the primary source of law relating to gifted students is at the state level. Several administrative appeal decisions have been made in Pennsylvania. Litigation to expand entitlement based on federal law has been less successful than…

The article presents guidelines for a preservice internship in the field of gifted education. A hypothetical timeline displays the scope and sequence of a comprehensive internship program. Rationale is given for the four basic program components: surveying local programs, matching intern placements, supervising interns, and providing an internship…

A long-range program of staff development must be an integral part of any process of program development and maintenance. (Author/PHR)

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)