Classroom teachers play an important role in the success of gifted programs. During the past two decades, researchers (Bigelow, 1993; Bransky, 1987; Milligan, 2001; Tomlinson, 2001) consistently reported more support from classroom teachers for gifted programming when the teachers had a greater understanding of giftedness. On the other hand, when…

With the passage of the "No Child Left Behind Act" (NCLB), the emphasis is for all children to reach proficient levels. Since they already work above this benchmark, the needs of gifted students are often de-emphasized. If teachers define learning as moving forward from the knowledge a student already has, they find that those who are at greatest…

In most schools, the term "arts" represents visual arts (art appreciation, painting, clay, etc.), performing arts (including music, dance, and theater), creative writing, and media arts (i.e., photography, digital video, and traditional filmmaking). "Theater" and "drama" are often used interchangeably, but "theater" comprises all of the technical…

Through the arts, attributes such as artistic expression, cooperative working skills, and talent are developed. By exposing students to the arts, learners are exposed to new experiences that may guide them toward particular careers or deeply satisfying hobbies. The arts also encourage students to take chances; meet challenges; and overcome…

Meeting the needs of mathematically talented elementary students has always been a real challenge due to the lack of appropriate curricular resources and training for teachers. Mathematics is not generally a strength area for elementary or gifted/talented teachers; rather, their talents and interests often lie in the language arts realm. This is…