This article offers strategies for implementing a process approach to teaching written composition, emphasizing prewriting, writing, and rewriting. Discussion of three functions of writing, including expressive writing, transactional writing, and poetic writing, is included. Writing process principles are linked to gifted education principles to…

Aspects of creativity and the relationship between creativity and values clarification are discussed. Creativity-oriented student behaviors (such as identifying problems that need to be solved or resolved) are identified and three ways in which values clarification enhances creativity are explored. (PHR)

Activities for the development of creative and critical reading skills for gifted primary students are outlined. Among the suggestions are dramatization of a story and discussion of the connotative meaning of words. (PHR)

Suggestions are given for operating quality programs for gifted children on limited budgets. Considered are alternatives such as cluster grouping, use of parent and community volunteers, and use of community resources and services. (CL)

Research on teacher effectiveness in reading instruction is reviewed and implications for gifted students are noted for four areas: reading diagnosis, teacher-directed instruction, opportunities to learn and practice, and engagement in learning. (CL)

The authors assert that history can be approached from a creative perspective; the student need not merely report what has already been written. Instead, students may make an original contribution by becoming a practicing historian. Strategies and examples of ideas to motivate students toward this level of productivity are described. (Author/CL)

Eight group activities are presented to promote the emotional and social development of gifted and talented students. Guidelines stress the importance of modeling desired behaviors, using openings and closings, and dealing openly with conflict. (Author/CL)

Three facets of the teacher education model describe student characteristics which dictate the need for educational alternatives, the various roles which the successful master teacher must perform, and the various competencies which permit the teacher to function in a variety of roles. Examples of learning experiences are provided. (Author/CL)

A new type of gifted underachiever, the child who excels in regular education but becomes discouraged and withdraws from challenges in special gifted programs, is described. Coping and self-evaluation strategies to help the child are discussed. (MSE)

Social studies curriculum is modified for gifted intermediate and secondary students by incorporating strategies designed to foster creative thinking. The strategies are an outgrowth of futures and creativity research and include brainstorming, attribute listing, morphological synthesis, reverse historical chronology, webbing, consequence charts,…

The article discusses strategies that can be used for gifted students in many small rural schools, including cooperative programs, innovative teaching, individualized instruction, counseling, community resources, and challenging courses. (Author/CL)

Intended to provide information about learning disabled gifted students, the article discusses a rationale for providing enrichment activities within the framework of a program for the gifted. Identification strategies are discussed and program ideas using the enrichment triad model are offered. (Author/CL)

A review of recent studies indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications include the use of slower presentation rates for new information, spatial organization of prose content, and…

Thinking strategies (sequences of steps undertaken to produce a thought product) should be an important goal in gifted education. Suggestions are made for creating a curriculum to promote thinking development. (CL)

The authors examine the distinctions between induction and deduction and curriculum, with specific examples in social studies and science. (CL)