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Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is "inclusive stakeholder engagement" (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately--both academically and socio-emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations.

Teacher dispositions have become an important consideration in the preparation and evaluation of teachers. Often considered in combination with demonstrated knowledge and skills, educator preparation programs across the country have been tasked by accrediting bodies to both identify the essential dispositions required of licensed teachers and develop means for cultivating and assessing these dispositions. Dispositions often address a broad swath of areas and are assumed to be of uniform importance regardless of the teacher's grade level and content area; however, is it possible that certain dispositions are more essential for teachers of the gifted? Likewise, are there dispositions that have not been considered in our assessment of general education teachers that are critical for teachers of the gifted to possess? A thorough consideration of both these questions is necessary to ensure a cadre of teachers who are highly effective in working with gifted students.

The Duke TIP Leadership Institute was developed specifically for a 2-week summer experience; however, the model can be applied to today's high school classroom. Through a combination of fundamental leadership skills and guided service learning, students identify important unmet needs within their community and begin working to address them. This authentic learning experience aids students in personal development and fulfills curricular objectives by connecting the school and the greater community.

Federal and state response to the educational needs of gifted students has been intermittent and permissive. The lack of cohesive and comprehensive policies pertaining to identification and programming for these students has created a disparity in services within and across states. Broader education policies, such as those resulting from No Child Left Behind legislation have further directed attention away from the pursuit of cultivating exceptional talent and toward universal minimum proficiency. The purpose of this article is to (a) present the current status of gifted education policy at the federal and state levels, (b) consider the role recent reports might play in raising national awareness of the needs of gifted students, and (c) explore possible ideas for acquiring the support of policymakers in the future.

A study investigated gender differences in five areas of creativity among 165 third- and fourth-grade American Indian students attending Choctaw reservation schools. Girls obtained higher scores than boys across all subtests, with significant differences in originality and creative index scores. (Contains 56 references.) (TD)

Provides an informative profile of the students, faculty, and curricula of each of the 11 state-supported, residential math and science high schools in the United States. The variety of programming models and extracurricular opportunities offered among the schools is also discussed. (Author/CR)

A model for developing leadership in elementary-secondary education includes infusion of leadership skills and concepts into curricula, training of teachers in the leadership development of youth, and providing mentoring experiences with community leaders. (SK)

This article offers suggestions to help gifted students develop quality products that demonstrate their research and learning experiences. It stresses the importance of a timeline, selection of media, demonstration of higher level thinking skills, communication to an audience, product evaluation, product celebration, reflection, and skill development. A list of commercially available materials to aid product development is attached. (DB)

The study of certification/ endorsement in gifted education has been a focus of professional interest for over two decades. Karnes and Collins (1977) found six states requiring from 9-18 semester [...]

Definitions of gifted and talented students have been in a state of evolution for some time. Many states rely on the federal interpretation as a guideline for establishing their definitions relating to gifted education. However, the federal definition has gone through a series of metamorphoses with the addition and deletion of various terms and components. This article presents a brief history of the transition of the federal definition for students who are gifted and talented, as well as a description of other definitions that have impacted state definitions. An overview of state definitions in 1990 and 1998 is also presented and analyzed., Over the years, additions and deletions of terminology and categories have transformed the federal definitions. The terms "giftedness and gifted" have been considered obsolete at times as educators and legislators [...]

Deals with the Duke University Talent Identification Program's Leadership Institute, an intensive exploration of the integration of service learning into gifted leadership education. Benefits of service learning; Framework of leadership theory; Impact of the program on gifted students.

Discusses strategies for raising funds for gifted education. Raising of private funds annually by telephone or direct mail solicitation; Capital campaign as raising a specific amount of money within a limited time frame; Endowments as large sums of money given from private sources; Irrevocable and revocable charitable gifts; Establishment of offices for fund development.