Evaluates the criterion validity of a curriculum-based assessment (CBA) to identify gifted children in rural areas. Compares CBA and standardized test scores for 286 kindergarten and first grade children. Concludes that the instruments' predictive validity is equivalent, but the CBA has practical advantages for rural school districts. 25…

A triarchic model for identifying, teaching, and assessing children who are gifted is presented. The model involves three abilities: memory-analytic, creative-synthetic, and practical-contextual. Results are presented of the Yale Summer Psychology pilot project that is based on this model. Expanding the model to other fields beyond psychology is…

This article highlights problems inherent in traditional screening measures for giftedness and suggests the student portfolio as a promising alternative for the identification of gifted children, especially those from special populations. Examples of items to be included in portfolios include writing samples, journals, artwork, projects, class…

This article presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American learners with gifts and talents. The relationships among African-American worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and…

This article examines issues in multicultural education of culturally diverse gifted students noting two divergent philosophical frameworks (assimilationist and pluralist) and views on sources of ethnic student underachievement, the purpose of schooling, procedures for identification, instructional processes, and curriculum content. It supports a…

Analysis of elementary and junior high student and teacher ratings of highly talented peers found that 60% of the 42 items had a significant overrepresentation of either boys or girls, with boys judged more talented in physical and technical aptitudes and girls more talented in arts and socioaffective aptitudes. (Author/DB)

The Montana state director of gifted education suggests using the term "high ability/high potential" to avoid misconceptions about gifted education; raising awareness of students' need to be challenged; countering charges of elitism; using varied identification procedures; ensuring fairness in the identification process; using a research-based…

The purpose of this study was to examine the validity of the grades 6-8 version of DISCOVER, a performance-based assessment, and investigate its effectiveness in identifying gifted minority students. Questions examined the alignment between DISCOVER and Gardner's (1983) theory of multiple intelligences (MI) and assessed gender and ethnic…

This investigation examined the perceptions of competence in various domains that academically talented seventh-graders hold in comparison with peers of the same and opposite gender. Subjects included 1,294 participants in the Duke University Talent Identification Program Talent Search. A Likert-type scheme and multifactor repeated measures were…

The packet describes procedures for identifying Hispanic elementary students with high academic potential and presents an instructional guide for programing. Guidelines are presented for conducting a needs assessment on the extent of ethnic imbalance in current gifted programs, encouraging referrals from all staff, and describing the search of all…

The paper reviews the literature on assessment of gifted minority students, focusing first on the importance of appropriate assessment methods, and then on research on specific approaches used to identify gifted Black, Hispanic (mainly Mexican-American), Asian/Pacific, and American Indian students. A discussion section cites five common elements…

This digest offers guidance in identifying and nurturing mathematical talent in children. Mathematical talent is defined and the characteristics of mathematically talented students are listed. Some mathematically talented students do not achieve well in school mathematics due to a mismatch between the student and the mathematics program. Ways that…

The American-born and -educated director of an international elementary and secondary school for gifted children in South Africa uses her 40 years of experience to explore the needs of gifted children and the goals of gifted education. The school provided an American-based educational program and English language instruction to a multilingual,…

Educators, as applied scientists, must work in partnership with investigative scientists who are researching brain functions in order to reach a better understanding of gifted students and students who are intelligent but do not learn. Improper understanding of brain functions can cause gross errors in educational placement. Until recently, the…

During the 1982-83 school year, a resource room for identified talented and gifted students was conducted at the Edmunds-Jefferson Attendance Center, Des Moines (Iowa) Independent Community School District. Identified students attended the resource room on a partial pullout schedule; each student attended the resource room on the average of four…