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Peer reviewedDameron, Jennie Rose – Journal for the Education of the Gifted, 1980
The article presents a miniunit on Antoine de Saint Exupery's "The Little Prince" for presentation to upper elementary gifted students. (SB)
Descriptors: Childrens Literature, Divergent Thinking, Elementary Education, Gifted
Peer reviewedJournal for the Education of the Gifted, 1979
The rationale for providing media center projects for elementary gifted students is considered and an independent study project involving the student and the media specialist is described. Interaction between the student and media specialist is stressed and suggested projects for upper elementary students are listed. Guidelines for conducting…
Descriptors: Educational Media, Elementary Education, Gifted, Independent Study
Peer reviewedFeldhusen, John F.; Moore, Deborah L. – Journal for the Education of the Gifted, 1979
The model involves the following five steps: (1) brainstorm the problems; (2) evaluate the brainstorm list and select the most important one; (3) brainstorm solutions to the problem; (4) create a synthesis of 3; and (5) develop a plan to implement 4. (PHR)
Descriptors: Creative Thinking, Elementary Education, Exceptional Child Research, Gifted
Peer reviewedBondy, Kay W. – Journal for the Education of the Gifted, 1979
The author describes mathematics activities for gifted children which make use of the geoboard and balance. The problem, solutions, and theoretical backing are provided for determining areas of squares, areas of irregular shapes, the weight of popped and unpopped popcorn, kernels, and liquid mass and density. (SBH)
Descriptors: Elementary Education, Gifted, Learning Activities, Mathematics
Peer reviewedRobinson, Ann; Stanley, T. D. – Journal for the Education of the Gifted, 1989
Mathematics achievement and preferences were assessed for 114 students in grades 2-7 who participated in a gifted math program, and compared to 146 students who were accepted but did not participate. Participants' scores in hematical achievement were significantly higher than nonparticipants' scores; the groups did not differ on preferences for…
Descriptors: Academically Gifted, Acceleration (Education), Comparative Analysis, Elementary Education
Peer reviewedArchambault, Francis X., Jr.; And Others – Journal for the Education of the Gifted, 1993
Questionnaire responses from 6 samples totaling about 2,000 third- and fourth-grade teachers were analyzed regarding the extent to which gifted and talented students receive differentiated education in regular classrooms. The study found that teachers made only minor modifications in the regular curriculum, with provision of thinking and…
Descriptors: Classroom Techniques, Curriculum, Educational Practices, Elementary Education
Peer reviewedWestberg, Karen L.; And Others – Journal for the Education of the Gifted, 1993
Systematic observations in 46 third- or fourth-grade classrooms found little differentiation in instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in regular classrooms. Across 5 subject areas and 92 observation days, the observed students experienced no instructional or…
Descriptors: Classroom Observation Techniques, Classroom Techniques, Curriculum, Educational Practices
Peer reviewedReis, Sally M.; Purcell, Jeanne H. – Journal for the Education of the Gifted, 1993
This study examined effects of three increasing levels of curriculum compacting on the instructional practices of 470 elementary school teachers with gifted students in regular classes. Teachers were able to eliminate between 24% and 70% of the curriculum across content areas for more capable students but required assistance in designing…
Descriptors: Curriculum Development, Educational Practices, Elementary Education, Enrichment Activities
