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Al-Hroub, Anies; Whitebread, David – Roeper Review, 2019
The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of "twice-exceptional students" who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in…
Descriptors: Alternative Assessment, Academically Gifted, Learning Disabilities, Grade 5
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Andersen, Lori – Roeper Review, 2014
Visual-spatial ability is a multifaceted component of intelligence that has predictive validity for future achievement in science, technology, engineering, and mathematics (STEM) occupations. Although identification and development of STEM talent is a national priority, visual-spatial ability is rarely measured and relatively neglected in gifted…
Descriptors: Visual Perception, Spatial Ability, Intelligence, STEM Education
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Scot, Tammy Pandina; Callahan, Carolyn M.; Urquhart, Jill – Roeper Review, 2009
During the year 2007, national education policy emphasizes the evaluation of students, teachers and schools based on students' test scores. While education professionals at all levels are charged with raising test scores, they are also expected to keep pace with current educational practices. The research presented in this article examines the…
Descriptors: Student Teaching, Academically Gifted, Testing, Standardized Tests
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Gallagher, James J. – Roeper Review, 2004
There has been no piece of education legislation in the past decade that has stirred so much comment and controversy as the No Child Left Behind Act (P.L. 107-110; Elementary and Secondary Education Amendments of 2001). This comprehensive law is designed to ensure quality education for all students, particularly those at risk for academic problems…
Descriptors: Federal Legislation, Testing Programs, Elementary Secondary Education, Educational Quality
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Greene, Meredith J. – Roeper Review, 2002
This article finds inadequate career services for gifted and talented students, reviews current research in such areas as multipotentiality and unhealthy perfectionism, identifies areas for further research (i.e., life after college and psychological/emotional issues), and recommends an agenda for change in the nature of career counseling for this…
Descriptors: Career Counseling, Educational Counseling, Gifted, High Schools
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Lewis, Gail – Roeper Review, 2002
A commentary precedes this previously published article that uses case studies of two highly gifted preschool students to illustrate potential pitfalls in program planning. Three key components (assessment, flexible scheduling, and counseling) are stressed as critical to the success of any gifted program. (Contains references.) (CR)
Descriptors: Academic Achievement, Acceleration (Education), Case Studies, Classroom Techniques
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Feldhusen, John F.; Proctor, Theron B.; Black, Kathryn N. – Roeper Review, 2002
This reprint of an article on using grade advancement as a method for meeting the needs of some intellectually or academically gifted students is preceded by a commentary that concludes that popular sentiment and negative folklore supporting grade advancement are unfounded. Grade advancement guidelines are provided. (Contains references.) (CR)
Descriptors: Academic Achievement, Academically Gifted, Acceleration (Education), Decision Making
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Grantham, Tarek C. – Roeper Review, 2002
In this interview, Mary M. Frasier, the founder and director of the Torrance Center for Creative Studies, discusses attitudes that create barriers to including disadvantaged or minority students in gifted programs. The need for administrators to be truly committed to finding gifted children from underrepresented groups is stressed. (CR)
Descriptors: Ability Identification, Administrator Attitudes, Change Strategies, Disadvantaged Youth
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Weinfeld, Rich; Barnes-Robinson, Linda; Jeweler, Sue; Shevitz, Betty – Roeper Review, 2002
This article discusses a comprehensive program for gifted students with learning disabilities in Maryland's Montgomery Country Public Schools (MCPS). MCPS has developed special self-contained classes for gifted students with severe learning disabilities while those with moderate and mild disabilities receive gifted instruction and services in…
Descriptors: Classroom Environment, Elementary Secondary Education, Gifted Disabled, Inclusive Schools
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Ford, Donna Y.; Harris, J. John, III; Tyson, Cynthia A.; Trotman, Michelle Frazier – Roeper Review, 2002
This article reviews factors affecting the persistent underrepresentation of black students in gifted education and offers suggestions for recruiting and retaining these students. It is argued that a deficit orientation held by educators hinders access to gifted programs for diverse students, and that too often educators interpret differences as…
Descriptors: Ability Identification, Black Students, Change Strategies, Cultural Awareness
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Clark, Gilbert; Zimmerman, Enid – Roeper Review, 2002
This reprint of an article on Israel's proposed residential high school for students gifted in the arts and sciences is preceded by a commentary that highlights the use of alternative methods of assessment for identifying talented students in the arts and the development of a coherent sequence of art skills. (Contains references.) (CR)
Descriptors: Ability Identification, Art Education, Curriculum Enrichment, Enrichment Activities
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Fasko, Daniel, Jr. – Roeper Review, 2001
A review of the literature on multiple intelligences is presented, the different types of intelligences are described, and the impact of the theory on identification, instruction, and evaluation is examined. The benefits as well as cautions in the use of the multiple intelligences approach with gifted students are also discussed. (Contains…
Descriptors: Ability Identification, Educational Practices, Educational Theories, Elementary Secondary Education
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Naglieri, Jack A.; Kaufman, James C. – Roeper Review, 2001
This article discusses using the Cognitive Assessment System based on the PASS theory, which centers on Planning, Attention, Simultaneous, and Successive cognitive processes, for identifying gifted children. It is argued that this more extensive and inclusive measure of intelligences could identify gifted children who would not traditionally be…
Descriptors: Ability Identification, Cognitive Ability, Cognitive Processes, Creativity
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Costa, Arthur L. – Roeper Review, 1984
Since thinking is most often performed in problem-solving situations, teachers can become observers by providing situations in which students can practice and demonstrate intelligent behaviors. Some indicators include: perseverance, precision of language, problem finding, decreased impulsivity, metacognition, checking for accuracy, transference,…
Descriptors: Classroom Observation Techniques, Cognitive Processes, Elementary Secondary Education, Informal Assessment
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Boultinghouse, Ann – Roeper Review, 1984
A learning styles inventory listing 27 different classroom tasks in nine categories (including projects, acting, drill, and peer teaching) was administered to primary and intermediate students. Ss designated by their teachers as gifted indicated definite preferences different from nongifted students. (CL)
Descriptors: Cognitive Style, Gifted, Intermediate Grades, Primary Education
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