Six studies are presented which investigate factors in implementing the Revolving Door Identification Model (RDIM) and the Enrichment Triad Model in gifted education for children in grades 1-8. In "An Analysis of the Productivity of Gifted Students Participating in Programs Using the Revolving Door Identification Model," S. Reis reports, among other results, a signficantly higher proportion of girls than boys in grades 1-6 who "revolved in" to complete advanced level investigations in a resource room for the gifted. J. Delisle concludes, in "The Revolving Door Identification and Programming Model: Correlates of Creative Production," that RDIM was effective statistically and in the practical realities of school operation. E. Gubbins reports quantitative and qualitative results on creativity and productive behavior in "Revolving Door Identification Model: Characteristics of Talent Pool Students." R. Kirshenbaum describes a study on a teacher rating scale of creativity, the Creative Process Inventory, in "The Incremental Validity of a Teacher Rating Scale in Identifying Creatively Productive Students." In "Administrators' Attitudes Toward Gifted Programs Based on the Enrichment Triad/Revolving Door Identification Model: Case Studies in Decision-Making," C. Cooper concludes that attitudes were shaped by the need for specific data and an appreciation for the program's integrity as measured by valued decision-making criteria. The final paper, "Facilitator of Learning: A Micro-Ethnographic Study of the Teacher of the Gifted" by C. Story suggests that successful teachers of the gifted must facilitate independent studies, possess the characteristics of good teachers in general, demonstrate highly developed management skills and exhibit competencies in inservice presentations. (CL)