Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying…

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…

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…

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…

Four dimensions (Contact, Consciousness, Interest, and Fantasy) of the Creativity Classification System (CCS) have demonstrated high validity in identifying fourth- to sixth-grade students for an enrichment program. An identification procedure for use at the high school level is explained in relation to CCS. (Author/DB)

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,…

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)

Six guidelines for designing an instrument to measure creativity are presented with a focus on the psychometric and definitional concerns. The Detroit Public School Creative Product Scales is described as a possible approach for measuring creativity. (Author)

The paper summarizes literature on assessment of gifted minority students. Measurement issues are outlined, published reports of research designed to identify gifted minority students are reviewed, and various aspects of assessment of gifted minority pupils are discussed. Recommendations include being aware of cultural diversity, expanding the…

The role of the school psychologist in gifted education can include developing identification procedures, describing behavioral characteristics, and educating parents. (Author)

Real Educational Objectives (REOs) arising from student needs are seen as tools for parents and teachers in evaluating the progress of gifted students. The difference between creative problem solving and REOs is considered, tests for measuring student progress are identified, and questions to ask for clarifying student REOs are outlined.…

Five pieces focus on task commitment in gifted students. A discussion on assessment of task commitment is followed by articles from the perspectives of kindergarten, elementary, and middle school teachers and a parent. (CL)

A study involving 109 secondary school gifted students found that 89% scored high on a quiz designed to detect negative perfectionism. Factors identified as possible dimensions of perfectionism included need for order, organization, need for approval of others, obsessive-compulsive demands on self, anxiety and excessive worry, indecision, and…

Children (n=408) age 21-84 months were assessed to investigate the validity of the BRIGANCE Screens in comparison with criterion tests in identifying children who are gifted and talented. Results found that using the BRIGANCE screens in combination with teacher/examiner ratings produced high rates of sensitivity in identifying gifted children. (CR)

This study examines self-concept scores of 134 females (104 gifted and 30 nongifted) in 3rd, 5th, and 8th grades. Findings indicate that the total self-concept scores of gifted girls declined significantly between third and eighth grades. Eighth-grade gifted girls had a more negative sense of self than did nongifted girls. (Author/CR)