The article presents a summary, in outline form, of suggestions for helping gifted girls. Suggestions address the areas of parent education, early identification, gifted peers, early entrance, teacher inservice, special programs, career counseling, and conferences for gifted girls. (DB)

Using a postpositivistic method of inquiry, this study examined themes that emerged in the language of Latino, African-American, Native-American, immigrant Asian, and low-income Anglo individuals as they nominated individuals for a hypothetical gifted program. Reflected values differed from group to group and differed considerably from those…

To explore cultural influences on giftedness, a study was conducted of 20 culturally diverse children (ages 3-5) attending a specialized summer program for bright preschoolers. Observed behaviors are described, illustrated by examples in context, categorized as to epistemological orientation, and related to Gibson's human behavior hallmarks.…

Research on the fairness, effectiveness, and efficiency of selecting students is reported in the context of selecting educationally disadvantaged black students in South Africa for a one-year mathematics- and science-based student-centered compensatory university preparatory program. A formula comprised of weighted mathematics, science, and…

This article reviews gifted characteristics in students with different types of disabilities, including gifted students with learning disabilities, visual disabilities, physical disabilities, hearing disabilities and attention deficit hyperactivity disorder. Identification considerations are discussed, along with strategies for instruction.…

This article addresses issues of ethics, power, and privilege within the context of educating African American learners with disabilities and gifts and talents, critical issues in education affecting African American learners, and the role of special education teacher educators and special and gifted teacher practitioners as change agents.…

To close the achievement gap, the "No Child Left Behind" law calls for all students to make appropriate yearly progress. This presumably means that progress is being made by capable readers at the same time progress is being made by struggling readers. However, there appear to be unintended effects of "No Child Left Behind"…

Problem solving begins with problem identification. Conventional knowledge suggests that because patrol officers work specific geographical areas (beats) on a fairly constant basis, they come to see where the problems exist; thus, police experience alone can be relied on to identify crime problems. However, few have examined whether officers are…

Social, physical, emotional, and cognitive developmental rates for gifted children do not correspond to each other and--except for physical development--do not necessarily correspond to age peer norms. Giftedness itself causes asynchrony; that is, it causes children to be out of sync with other components. In the classroom, the teacher is…

Subject matter experts play an essential role in technical curriculum development by providing accurate and up-to-date information that matches education, training, and workforce needs. The Subject Matter Expert (SME) COMlist is proposed as a tool that enables instructional developers to evaluate an SME's capability and suitability to support…

This study compared the gifted program performance of 121 economically disadvantaged students identified by using the Research-Based Assessment Plan (RAP) and 166 students who were not economically disadvantaged identified through traditional identification methods. The study also compared the RAP-identified students' attitudes toward school to…

Computerized adaptive (CA) testing uses an algorithm to match examinee ability to item difficulty, while self-adapted (SA) testing allows the examinee to choose the difficulty of his or her items. Research comparing SA and CA testing has shown that examinees experience lower anxiety and improved performance with SA testing. All previous research…

This analysis of underserved gifted preschool and primary children explores the identification of gifted children from the current perspective, examines the impact of current identification practices on underserved populations, outlines some promising practices for assessment, and summarizes implications for educational development when serving…

This paper looks at broad trends in education of the gifted and identifies elements that states should review and reconsider in terms of the current climate for educational reform. The 1972 Marland report is contrasted with the 1993 report of the U.S. Department of Education titled "National Excellence: A Case for Developing America's…

This paper addresses the problem of identifying and developing talent in children from culturally different backgrounds in New Zealand. The paper offers examples of how even applying the recommended "best practice" of multi-dimensional identification approaches can be inadequate for identifying gifted children from Maori, Polynesian, or…