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Through a longitudinal study focused on identification policy that is inclusive of underrepresented gifted students (Van Tassel-Baska & Feng, 2003; Van Tassel-Baska, Feng, & deBrux, under review; Van Tassel-Baska, Feng, & Evans, in press; Van Tassel-Baska, Johnson, & Avery, 2002), a team of researchers developed case studies of special needs gifted students from four groups: (1) low income African American; (2) low income Caucasian; (3) twice exceptional; and (4) high nonverbal/low verbal. The purpose of the study was to more fully understand these youngsters--particularly their characteristics related to aptitude, achievement, gender, socio-economic status, and ethnicity--and how these characteristics interact in school settings. Children profiled in the study were identified as gifted four to five years prior to the study, allowing exploration of student reactions to gifted program participation. Across the varied perspectives of students, parents, and teachers, participation in the gifted program was seen as positive. Students saw the benefits in the form of more challenge in the classroom, faster paced studies, and opportunities to be in classroom settings with like-minded peers focused on learning. This study of special needs gifted learners underlines the importance of finding students with potential and placing them in gifted classes. Even though some types of students included in this study may not have opportunities to participate in highly challenging academic classes, they do tend to develop more skills when placed in rigorous courses.

To help teachers develop a repertoire of instructional strategies that will effect positive changes on students' learning outcomes is essential for both general education and the field of gifted education. This article introduces readers to a classroom observation tool that is designed to help assess professional development needs of teachers of gifted learners in practicing differentiation best practices. The authors give an extensive review of the literature, discuss the blueprint for constructing the scale, and provide a detailed description of the scale development process, the technical adequacy data of the instrument, as well as how the instrument can be used in multiple settings. The authors also draw implications for using this tool to connect the instructional efficacy of teachers to student learning outcomes. (Contains 5 tables.)

A paucity of research exists regarding the relative strengths and limitations and effects on practice in gifted education state policies. The purpose of this five-state study is to shed light on selected states' gifted education policies. Four data sources were probed and comparisons were made within each state and across the five states. Additionally, a deductive analysis was conducted of each state's written policies against the National Association for Gifted Children program standards (NAGC, 1998), which serve as benchmarks for evaluating policies and services. Suggestions are given for policy development and research, based on five-state findings of existing gifted programs, services, and student accountability systems and the way in which selected policy components are integrated within state school reform efforts. (Contains 3 tables.)

This article delineates the results of 7 gifted program evaluation studies conducted in 20 different school districts and places them in the context of major areas for gifted program improvement. The author suggests that the field of gifted education may be vulnerable to losing its infrastructure at local levels if enhanced program development in key areas does not occur over the next few years and if the studied districts are at all similar to the larger group. The paper discusses key areas of program development including identification, curriculum, program design, staff development, parental involvement assessment, and evaluation. The author contends that attention to these areas is essential for improving gifted program quality and stabilizing programs.

This study examines the effects over time of implementing the William and Mary language arts and science curriculum for gifted learners designed around the Integrated Curriculum Model (ICM) in one suburban school district. It also analyzes stakeholders' perceptions of the effectiveness of the curriculum. Findings suggest that gifted student learning at grades 3 to 5 has been enhanced at significant and important levels in language arts critical reading and persuasive writing and scientific research design skills, through the use of the curriculum across individual academic years and over a period of 6 years. Repeated exposure over 2- to 3-year periods across cohort groups demonstrated strong increasing achievement patterns. The majority of all stakeholder groups found the curriculum to be effective and beneficial in very specific ways.

Describes the methodology used (focus groups, classroom observations, interviews, questionnaires, and surveys) and results of the Greenwich (Connecticut) Public Schools' external evaluation of their kindergarten through grade 8 program for gifted and talented students. Also discussed are the implementation of the findings and recommendations into program improvement efforts and the evaluators' observations about lessons learned. (Author/LC)

An integrated curriculum model (ICM) is applied to the talent development process. Discussion focuses on a rationale for such a model, model features, applications in two federally funded curriculum projects, and relationship of the ICM to curriculum reform variables and implementation considerations. (DB)

A project to develop science curricula for high-ability learners in grades K-8 reviewed curriculum materials and developed criteria for assessing curriculum materials, science concept papers, a scope and sequence model, and exemplary curriculum units. The curriculum centered on the role of students as investigators. Implications of the project are discussed. (JDD)

This paper compares academic performance of American students with that of other countries; addresses responses to poor performance, such as outcome-based approaches to learning and use of national standards; outlines practices being adopted by schools to promote reform; identifies curriculum reform principles; and discusses implications for gifted education at national, state, local, and classroom levels. (JDD)

This study tracks the profile data of identification for gifted students in South Carolina, where a new performance-based dimension of identification has been employed, during a 3-year period. Targeted to identify more low-income and minority students, the identification protocol demonstrates efficacy in doing so. The study also tracks comparative data, showing the verbal and nonverbal profiles of students identified using this protocol in comparison to students more traditionally identified. Results suggest that students identified using performance tasks were more likely to be identified through the nonverbal assessment component of the tasks. Performance data are tracked across 2 years, showing that performance task-identified students, in general, perform at levels below traditionally identified students. In their area of strength, however, they tend to approach the mean for the traditionally identified gifted students on that portion of the high-stakes state test.

The Instructional Design Model is presented for planning effective curriculum for gifted learners. The model first focuses on what basic curriculum dimensions are necessary for serving gifted students and then clarifies the fundamental purposes of a gifted program. Next steps include identifying and assessing learning outcomes. (Contains 3 references.) (CR)

This article focuses on the 'nonnegotiables' of gifted programs and services, emphasizing the importance of appropriately differentiated curriculum, instruction, materials, and assessment procedures. Differentiation is discussed in the context of [...]

The case could be made that all of education should be about talent development, a view of schooling that focuses on the optimal, not the minimal, development of each student, [...]

Key components of science programs for gifted learners are explored and illustrated by a case study that engaged 220 junior high school students in a summer program of lecture, laboratory, problem-solving, tutorial and consultative contact with scientists. Implications for implementing such programs in local settings are discussed. (Author/VW)

Lessons for gifted education inservice derived from the Illinois Area Service Centers include: attention to real needs, well planned developmental models, training efforts targeted toward specific outcomes for specific groups, opportunity for followup observation and monitoring, and techniques for continuing personal staff development and renewal. (Author/CB)

The article offers insights on using problem-based learning (PBL) for teaching gifted children in the U.S. It cites research on effective use of inquiry techniques, such as PBL, which suggests that gifted students are as effective in mastering underlying content, more effective at transferring problem-based approaches to new problem scenarios, and more motivated when exposed to inquiry-based approaches.