The emotions experienced by teachers while teaching is a relatively unexplored avenue of research. One teacher, Alex, was studied using phenomenological interviews and participant observation to understand the emotions he experienced while teaching in a special program for gifted and talented children. Data were analyzed using inductive…

Based on a theoretical model developed by Schlechty, this case study focuses on a small high school, located on a college campus and designed to address the educational needs of gifted 9th- through 12th-grade students. Eight teachers who taught 9th- and 12th-grade classes and their 60 students were observed. Each teacher was observed during six…

This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years,…

The Texas Academy of Mathematics and Science (TAMS) is a publicly financed, residential early college entrance institute at the University of North Texas at Denton. Created in 1987, TAMS enables high-achieving students planning STEM careers to complete their last 2 years of high school simultaneously with their first 2 years of college. Admission…

Similarities between the identification and development of athletic talent and that of gifted children are rarely compared. Interestingly, however, they share analogous processes. The purpose of this review is to investigate the progress of research regarding athletic talent identification and development, including current issues, and provide…

This case study illustrates the development of career self-efficacy in a male high school junior identified as both gifted and learning disabled. It suggests that early recognition of potential, opportunities and resources for talent development, and emotional supports from caring adults are critical, positive influences on career self-efficacy.…

Recounts the educational experience of an artistically talented adolescent in an urban setting. Notes the teenager's struggle to find a place for himself in his community and school and the resulting problems with underachievement. (Author/DB)

The case studies reported in this article describe the experiences of two gifted African-American males in an urban high school, one an achiever and one an underachiever. Factors that distinguished the school-life experiences of the two gifted young men are identified and implications for fostering academic achievement are discussed. (Author/CR)

This action research study evaluated problem-based learning (PBL), traditional lecture, and a combination of PBL and lecture in an elective biochemistry course at a secondary school for gifted students. Lecture tended to wide content coverage, whereas understanding and retention was promoted by PBL. (Author/DB)

This study identified the following factors that influenced the regular education/gifted education transitions experienced by four high school African American males: family support, goal development, socialization factors, discrepancies between identification and placement, and discrepancies in the way material was presented in various programs.…

The nonpathological personality characteristics of 44 high IQ/high achieving high school students were assessed using the Personal Styles Inventory (PSI) and the Sixteen Personality Factor Questionnaire (16PF). Results found that basic personality characteristics of the students did not differ remarkably from typical students and that the PSI…

This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem-based learning approach or traditional instruction. Results did not support the common assumption that curriculum fostering higher order thinking skills inevitably results…

The study sought to provide empirical support for multidimensional definitions of talent through the examination of traditional and nontraditional talent distributions among 1,141 sophomore young women representing public, private, and parochial high schools. Clusters defined by the analysis revealed the existence of talents independent of…

Ten guidelines of the program include understanding the make-up of gifted and talented students, retaining good faculty, providing adequate support services, and allowing sufficient time for student growth and exploration. (Author/CL)

The article describes goals and operations of the New Orleans Center for Creative Arts, a public high school and career training program for students talented in theater, creative writing, music, dance, and visual arts. Also discussed are results of a survey of student perceptions of the impact of the program on various aspects of their lives.…