DOCUMENT RESUME

ED 051 590 EC 032 427

TITLE Gifted and Creativity Programs: Exceptional ChildBibliography Series.

INSTITUTION Council for Exceptional Children, Arlington, Va.Information Center on Exceptional Children.

SPONS AGENCY Bureau of Education for the Handicapped (DREW /OE),Washington, D.C.

PUB DATE Feb 71NOTE 22p.

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.65 HC-$3.29*Annotated Bibliographies, *Bibliographies,*Creativity, Creativity Research, *Exceptional ChildEducation, *Gifted, Program Descriptions

ABSTRACTOne in a series of over 50 similar selected listings

relating to handicapped and gifted children, the bibliographycontains 81 references on the gifted and creativity selected fromExceptional Child Education Abstracts. References include researchreports, conference papers, journal articles, texts, and programguides, and are provided with bibliographic data, availabilityinformation, indexing and retrieval descriptors, and abstracts.Author and subject indexes are also provided. (RD)

C Z OU S CEPAR1MENT OF HEALTH EOUCAlION

8 WELFAREOFFICE OF EDUCATION

Cf% THIS DOCLMENT HAS BfEN REPRODUMEXACTLY AS RECEIVED FROM THE PERSON OfORGANIZATION ORIGINATING 11 PO NTS OfVIEW OR OPINIONS SI Al ED 00 NOT NECESirI EAR LY PEF PE 5E51 OFF ICIAI. OFFICE OF LOUCATION ROSC,ON OR POL ICY

GIFTED AND CREATIVITY PROGRAMS

A Selective Bibliography

February 197

CEC 1-'. rrnatioli Center on Exceptional ChildrenI he Council for Exceptional Children

Jefferson Plaza, Suite 9001411 S. Jefferson Davis Highway

Arlington, Virginia 22202

This bibliography is a product of the Information ProcessingUnit, CECEITIC Information Center on Exceptional Children.

the work presented or reported herein was perlormed pursuant to a grant from the eureau ofEducation for the Handicaoped. US Office of Education, Department of Health, EducatiOn, andWelfare. However, the Daimons exPfessed herein do not neEessaftty reflect the position or policyof the US 011 ice of Education and no Official endorsement by the U.S Office of Education shouldbe interred

The CEC Information Center on Exceptional Children

With a grant from the US Office of Education, the CEC Information Center was established at The Council forExceptional Children to serve as a comprehensive source of information on research, instructional materials,pr, grams, administration, teacher education, methods, curriculum, etc. for the field of special education. The Centerfunctions as the Clearinghouse on Exceptional Children in the Educational Resources Information Centers (ERIC)program and also as a member center in the Instructional Materials Centers Network for Handicapped Children andY.)uth MCN HCY). In addition, the CEC Center's program includes a commitment to a concentrated effort towardsthe development of products which will interpret research results into educational methods and practices.

How to Use This Bibliography

The abstracts in this b bliography have been retrieved from the computer stored information of the CECInformation Center on Exceptional Children. Abstracts represent the Center's complete holdings on the topic as of thedate indicated.

How to Read the AbstractEach abstract contains three sections---bibliographic data, descriptors, and a summary of the document. The

bibliographic section provides the document's identifying number (ED and/or EC), publication date, author, title,source, and availability. The descriptors indicate the subjects with which a document deals. The summary provides acomprehensive overview of the document's contents and in some cases document availability is announced here.

How to Use the IndexesSonic bibliogriphies in Ercepr'onal Children Bibliography Series contain author and/or subject indexes, In these

bibliographies, readers seeking work on a specific aspect of the general topic may consult the subject index to bereferred to specific abstract numbers. Abstracts dealing with several topics may be identified by finding the sameabstract number under two or more subjects in the subject index.

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ABSTRACT 10244I ( 01 0244 ED 0 I It 026Publ. Date 64Problems, Practices, Procedure,. aReport from (.2 Project School,,North Cent. .Assn. Of Coll. And Sec.Sch.. Chicago, Illinois11-1)1RS not available

Descriptors: exceptional child educa-tion; gifted. counseling: frloti vation; tal-ented students; high school students;identification; curriculum: grouping (in-structional purposes); teaching methods;teacher selection; teacher education;tests'. testing; student evaluation; schoolcommunity relationship: parent schoolrelationship: interinstitutional cc opera.[ion: program evaluation: surveys: ques-tionnaires; educational piaiblernsi educa-tional practice

1 he hulletin review a survey of 5 yearsactivities in tfat pilot high schools par.ticipating in the Project on Guidanceand Nlotivation of Superior and -lidented Second.try School Students iS I S lir 0-ject ) The II areas surveyed are identifi-cation, counseling. curriculum. groupingand programing. effective teaching pro.ccultiees, the selection and prep at ion ofteachers. motivation, the use of tests.marking and records. working with par-ents. relating the communities to theprogeilr», :irlicirlation, follow up, andcv.iluar.ior. the problems, most \

and re..:ono-ncnd.Ations onthe 14 stirs eyed areas are summarizedfrom opinions on the questionnaire re-turns from the 62 resp inkling schools.lin annotated listing of 13 publicationsof the SI S Project is provided. ill hisdoctinient is available fr oil the NorthCentral Association, 3434 South ShoreDrive. hieago. Illinois 606.5, for51.23. 1li11/

ABSTRACT 103351 C. (II 03" 11) 019 763Publ. IJ,dc 11 \far 67 467p.hu,: man, Paul D.: Rice, Joseph P.Ifrnunriration of Itifferential Pro.grannming in Enrichment. Arceleralion. Counseling. and Special (lasso.for Lifted Pupil. in Erode. 1.9. Finallt-port.California State Dept. Of I due.. SacramemoOE.C-10-109

DNS mf,hc

Descriptors: exceptional child educa-tion; gifted; teaching methods: professioral education: counseling; curricu-lum; enrichment programs: accelcra-Orin: special classes; inscrs ice leachereducation; curriculum development; au-diovisual instruction; teacher 'work-shops; elementary schools: junior highschools: program development: demon-stration projects:. special programs; adsanted placement programs; identifica-tion; group counseling. consultants;counseling; instructional programs; ma

.111,1 t Iio

ABSTRACTS

renal development; California. CProject 'talent

( alifornia Project Talent was a 3 I(_2-year project which demonstrated fourtypes of programs for gifted childrenand youth. The enrichment demoniac a-tion analyzed the reeds fur inscrvicetraining of teachers. developed appropri-ate workshops and also invented, fieldtested, and disseminated special pupilunits in lit scientific discovery. methodo logy, and investigation through a

study of graphic representation of sta-tistical information using the BloomTaxonomy. 121 creative expressionthrough a study of the literary elementof chattieter izat ion using Guilford'sStructure of Intellect and 131critical appreciation through at study 4,..fthe fundamental forms of music usingBruner's Process of Vacation. I he ac-celeration demonstration involved Mid:-vidual placement procedures and accel-crated pupils from grades 2 to 4 by usinga special summer session and by em-ploying extensive case studies, counsel-ing, and tutoring. '1 he counseling in-structional demonstration showed inter-related goals. processes. and contents ofFnglish, social sciences. guidance, andsmall group counseling designed to im-prove communication skills, encouragedevelopment of values and philosophy,of life, and promote more effectivelearning in social sciences and in Eng-lish in grades 7 to 9. ihu special classdemonstration showed the unique valueof the all day, full week special classselling in improving prohleal solving,the ability to apply facts and principles.and insight into the nature of learning.Overall. II I four new programs 'acreinvented. adopted. demonstrated, anddisseminated. 121 related consultant.teacher, and counselor roles were de-scribed. 1131 products prod aced includeda film 'cries, filmstrip, and programguidelines. and 141 gifr,d child programswere promoted, enriched. and CN randolA reference list cites 62 :tents. Appen-dixes provide project reports and casestudies. list project developed films andguidelines, and present research relatedmaterials, tA.Ali

ABSTRACT 103371:(' 01 0337 11) 013 514Pub. Date 64 2Fp.Arithmetic Enrichment 1d, as forCradr. I, 2, and 3.Ohio State Dept. Of Edi c., Columbus.Div. Spec. I dui.Cincinnati Public Schools. Ohio. Dept.Of Instr.1--DRS mf.hc

Descriptors: except yinal child educa-tion; mathematics; gifted, enrichmentactivities: arithmetic, go de 1: grade 2;grade 3; primary grades mathematicalenrichment: curriculun enrichment:public schools; Columbus

1 he document contains numerous specific activities for understanding ele-

ments of the numeration system. !undo.mental operations. and other conceptssuch as time. fractions, and approachesto geometry. A number of games andpuzzle. are included. The activities weredescloped by teachers at a 1 n isiersity ofCincinnati workshop for the improvement of arithmetic programs for ac,ii-demically gifted children. t RA11

ABSTRACT 10339Ft 01 0339}'obis Dale 63

hi) 0111 515159p.

Teacher,' Cuides, World I listory furthe Academically 'Talented'. .1dva ncedPlacement European History.Ohio Slate Dept. liduc. Columbus. Div.Spec. 'Arlie.Cleveland Public .5:1 outs, Ohio. Div.Social StudiesEI)RS ruf,hc

Descriptors: exceptional child educa-tion: curriculum; gifted, social studies:advanced placement: eurriculu in guides;european history: world history: units ofstudy isubject fields); instructional mate-rials; adolescents; secondary grades: Co-lumbus.

Prepai'ed by leachers and supervisorswori,iig aith dcmonstratitsnproject, this document contains Luidesfor a world history co use (prehistory toearly 20th century) for the gifted and anadvanced placement course in I urope.anhistory (ancient civilization to early 20thcentury). Students are expected to studyhistorical issues and develop researchskills. scholarship. and ability in thepreparation of reports and essays. In the(ii(ted Course. learling process isstressed. Mastery of content and the useof advanced analytic techniques areaunts of the advanced placement course.

aon course is scheduled for two semes-ters, For the units of each course, ' i meallotments. outline of topics. readings,/arming aids. discussion and study ques-tions. and map studies arc pros ided.Supp'ementaryi reading lists are includ.ed. t 1-,M)

ABSTRACT 10340EC CI 0340 1 1) 013 316Publ Date Dee 62 50p.I-Attesting the Ilighly thl. a PolicyStatement.Slant land State Dept. I due.. Baltimore1-1)1-t S

Descriptors' esccpt ional chi Id educa-lion: administration; gifted: intellectualdes elopment, ahiliry identification: su-perior students: able students; slate pro-grams; school responsibility: programguides; po sonnet: administrative policy;Baltimore

1 he document constitutes a policy state-ment for use in Slaryiand schools. Highability is regarded as inclusive and ismanifested by high intelligence. andlorcreativity. leadership. and skilled per-forma' .e in motor areas. leachers andcomic...lairs are assigned a Icy role in

identifying the highly able. Standarizedtests are acknowledged as the mostefficient single instrument for identifica-tion, although cautions arc enumeratedfor their use Suggestions for planninglearning experiences to foster self ex-pression, effective communication, theuse of special abilities, breadth anddepth of the learning experience, selfdirection, and desirable self concepts arepresented. 1 he rules of the teacher,principal, and some views on adminis-trative arrangements are ciescribed. 'Thelibrary is paid special attention as animportant center of learning. A state-ment of guiding principles for theschools and the State Department ofEducation is given. The guidelines foraction include recommendations thatthe school sy.tems appoint planning forthe highly able. This disci:mem is theMaryland School Bulletin, Volume 39,Number I. nod)

ABSTRACT 10341EC 01 0341 ED 013 317Publ. Date 63 260p.Teachers' Guides, Ninth Grade Planeand Solid Geometry fur the Academi-cally Talented.Ohio Stale Dept. Educ., Columbus, Div.Spec. liduc.Cleveland Public Schools, Ohio, Div. OfMathematicsFDRS mf,hc

Descriptors: exceptional child educa-tion; matnematics: gifted; plane geome-try; solid geometry: curriculum guides,units of study (subject fields); grade 9;program evaluation; accelerated cours-es; Columbus

A unified two-semester course in planeand solid geometry for the gifted ispresented in 15 units, each specifyingthe number of instructional sessions re-quired. Units arc subdivided by thetopic and its concepts, vocabulary, sym-bolism. references Ho seven textbookslisted in the guide and suggestions. Theappendix contains a fallacious proof, atable comparing Euclidean and non-Eu-clidean geometry. projects for individualenrichment, a glossary, and a 64-itembibliography. Results of the standard-ized tests showed that the acceleratesscored as well or better in almost allcases than the regular class pupils, eventhough the accelerates were younger.Subjective evaluation of administration.counselors, teachers, and pupils showedthe program was highly successful. tRld I

ABSTRACT 105071-C 01 0307 ID N.A.Publ. Dale 64 389e.Steigman. Benjamin M.kccent on Talent; New York's HirshSchool of Musk and

DRS not availableWayne State University Press. 5980Cass, Detroit. Michigan 48202 i$7.95).

Descriptors: exceptional child educaLion; gifted; art: music; school activities;school curriculum; school environment;school attitudes; special schools; educa-tional facilities; creativity: educationalprograms; secondary school students

The ,istablish merit of New York's HighSchool of Music and Art, its admissioncriteria- and course of study, and thepersonal characteristics of students andalumni aie Discussed. Aspects coveredare the school's history and setting.testing for admission, the music and artcurriculum, and guest artists and musicians. The school's academic course ofstudy is described in terms of the ration-ale behind an ideal curriculum of 4years of history, science, and the human-ities and a flexible foreign languagerequirement. The students' extracurricu-lar activities and interests, the individualguidance given them, and the graduates'accomplishments and evaluation of theschool are presented.1SN)

ABSTRACT 10665EC 01 0665 ED N.A.Publ. Date 61 414p.Eliegkr, Louis A., Ed.Curriculum Planning for the Gifted.EDRS not availablePrentice-Hall, Inc.. Englewood Cliffs,New Jersey.

Descriptors: exceptional child educa-tion; gifted; curriculum; program plan.ning: language arts; social studies; arithmetic; sciences; mathematics: reading:creative writing: languages; creative art:music; creative dramatics; curriculumplanning; teaching methods; elementaryschools; secondary schools; administra-tion

Designed for teachers, administrators,and curriculum specialists, the book is aresource compendium or a basic lest oncurriculum development for the gifted.Basic problems, principles of curriculumconstruction, program development, andadministrative provision are discussed.Content, skill development. pupil identi-fication. and enrichment activities areincluded for each of these subject areas:social studies, arithmetic, creative math-ematics, elementary and secondary sci-ence, creative writing, reading. foreignlanguages. creative art, music, and dra-matics. Curriculum implementation isalso considered. OM)

ABSTRACT 10677Fr 01 0677 FD N.A.Publ. Date 65 326p.Gallagher, James J., Ed.Teaching Gifted Students; A Book ofReadinga.EDRS not availableAllyn And Bacon, Inc., 150 TremontStreet, Boston, Massachusetts 02139(44.951.

Descriptors: exceptional child educa-tion: gifted: teaching methods, identifi-cation; curriculum: research projects;learning: intelligence: abstract reason-ing: divergent thinking; creativity:. cur-riculum development; units of study(subject fields); discovery learning;teacher altitudes: underachievers: indi-vidual characteristics; early admission;research review s (publications)

I l el-ay-six collected papers consider ed-ucating gifted students. Aspects treated

are the structure of the intellect. prob-lems and means of identification of thegifted, characteristics of scientists and ofthe creative, independence-conformitybehavior as a function of the intellect,and the temperament of the gifted, Cur-riculum changes in mathematics, physi-cal science, mental health, and economiceducation are reported; evaluation ofcourse content improvement is ex.plainest. Teaching methods discussed in-clude learning by discovery and its psy-chological and educational rationale:stimulating inquiry and creativity; andencouraging the creative processthrough affective teacher behavior. Alsodescribed are the onset of underachieve-ment in the gifted, a program for brightunderachievers, three methods of assist-ing underachievers, the slow giftedchild, individual classroom adjustmentfor gifted elementary students, and re-search on early admission. (IN1)

ABSTRACT 10694EC 01 0694 FL) N.A.Publ. Date 65 311p.Aschner, Mary Jane, Ed.; !dish, Charles,Ed.

Productive Thinking in Education,Conference Papers Connected withNational Education Association Pro-ject on the Academically TalentedStudent tWaahington, D.C., April 27-29, 1961 a ad May 2-4, 19631.National Iiidoi-ation Association, Wash-ington, 1). C.;Carnegie Corporation, New York, NewYorkEDRS not availableNational Education Association, 1201Sixteenth Street, N, W.. Washington, D.C. 20036 (Cloth, $4.50. Paper, $3.00).

Descriptors: exceptional child educa-tion: creativity; educational needs; iden-tification; intelligence; productive think-ing; intellectual development: learningtheories; motivation; personality: cogni-tive processes; environmental influences:teaching methods; achievement need;information seeking; problem solving:measurement techniques; testing; adultcharacteristics: research utilization

The development of intelligence is con-sidered by J.P. Guilford in relation tointellectual factors in productive thinking while developmental factors are con-sidered by Ralph H. Ojemann. David P.Ausubel discusses the influence of expe-rience; Richard Alpert treats motiva-tion, personality, and productive thinking; and Albert J. Caron investigates theimpact of motivational variables onknowledge seeking behaviir, Personalityand creativity are discussed by DonaldW. MacKinnon; assessment of produc-tive thinking in children is described byF. Paul 'Torrance: and an assessment oforiginality in adults is presented byFrink Barron. Discussion of educationfor productive thinking includes a pres-entation of necessary changes by CalvinW. Taylor and educational implicationsof research by A. Harry Passow. Cri-tiques of papers, implications for leach-ing, and a summary by Miriam I .

Goldberg are included. (RP)

2 titrii..u.0 I hf,J Hhlfcouch, kciwn

(.4

ABSTRACT 107141.C. 01 0714 1-0 N.A.Publ. Date hi S-I p

ili:mt. lirank S.';uircrior und nt+1 high

Schwa Student,; Suggestions for De-veloping a Guidance Program for.161. Youth.North Central Association Of CollegesAnd Secondary Schools. ( hiciigo, Illi-noisCarnegie tango-Mil/71. New York, New'fork1.DRS not availableNorth cntral Vcsociation. 5535

rk ;Vv.): nue. C hi eltgo, 1 Minors 60637.

Deseripiors: exceptional child educti-tion: gified; counseling: guidance serv-ices; secondary school students; identifi-cation: counselors; student micas; moti-vation: teachers: parents: school com-munity relationship: guidance

Directed to administrators, coir.sclors.and teachers. in secondary schools, thispublication gives information on plan-ning programs of guidance for superiorand talented students. The counselor'squalifications, respomibilitio, and prob-lems, are considered, and the pus ass nCidentifying superior and talented silldents is described. .3, survey of theprohlemc and plans of 2,036 superiorhigh school students is givi.n. problemsrelating to school adjustment. futureplans. the home and family. social andper,-.not rn en I. college ikljus.trnent,and their relative importance are pre-sented. Ilow guidance cervices can helpt he i nd iv d u al nat ureofp rohlneeds and vocational and educationalplanning, testing services, the cumula-Ilse record, group meeting,. and discus-sion,, clubs and activities. p1 ice meetservices. fact-finding studies. and repott-ing to parents are examined. Basic con-sideriit ions and specific procedures relat-ing 10 motivation are given. and thecounselors relationship to teachers andparent, is explored front several view-points. Ways of des eloping effectiverelationships in the community are described. and evaluative criteria present-ed. Appendixes include the identifica-tion procedure utilised by the NorthCentral Association Project on theCiaidance and Motivation Of Superiorand alerted high School Students

a checklist for use in discoveringthe problems of high school students, alist Of schools participating in the SISProject, and 57 reference, ISNI

ABSTRACT 10851LC 01 0851 ED 019 782"uhl. Date 67Ciovvan, John Curtis. Comp. And Others:rreiisii Edorational Implica

lion!.1-1DRS not availableJohn Wiley Arid Sons. Inc . 6.05 I hirdAvenue, New Nev. 'fork 1001607.951.

Descriptors: exceptional chili educa-tion; creativity; gifted. talented students:curriculum, student characteristics:guidance; identification; leacher cduca-

lion; creativity research: cducattinalneeds; perfor nuance fictorsi. et-calk):writing: teacher role; rarcrit role. taxon-omy; predictive mcasure.nenti creativethinking; creative development; treatiseteaching; creative art; counselor role:teaching methods

Ihirly-sic articles by different authorspresent ways in which the results ofcreativity, research may be triLlieed in theschool. the classroom, and the counsel-ing office. After an introduction. fivearticles treat general consiierattors: thecauses and conditions of creativity. andthe education and understanding of cre-ative and gifted children. Four paperson theory and policy imectigate creativelearning. thinking. development, and po-tentialtty. Characteristics of creativechildren are discussed in three papers.and the question whether creativity maybe increased by practice is raised in livearticles dealing with teacher attitudesand teaching_ also included are fourarticles on a iurrieulum fur creativityand teaching methods, live ait tele, onguidance and measurement of creativity.five on teachers and parents. and live onresearch and summary. Many of thearticles report research findings. andsome detail experimental procedures.reference lists (come annotated) accom-pany the majority of the papers.151W)

ABSTRACT 10893FC C/I 0859 Cl) N.A.Pohl. Date 63 i 20p.Deliaan, Robert F..1creleratod Learning Programs,('enter For Applied Research In Educa-tion, Inc.. New York, New York, 11-,iLibrary EducationI- DRS not availiible

Descriptors: exceptional child educa-tion; gifted: creativity: acceleration; en-richment; identification; teacher role:accelerated programs; learning theories;underachievers; administration; currieulust planning. individual characteristics:personality: evaluation techniques;grouping fiastructional purposes); teach-ing methods

1 he definitton, characterishes. Fenefins.and objectives of accelerated learningprograms are presented: the definitionand &seri/Ilion of candidate, considersthe origin of a definition and a compos-ite portrait of a gifted student. The roleof the leacher and of ohjective tests inthe identification of the gifted includesthe tentative nature of the procedures.the identification of nonintelleclual tal-ents, and the role of personality factors.Curriculum areas discussed are mathemalice. science, foreign languages, andsocial studies; a problem scslying ap-proach to planning is provided. Definilions and pros and cons are given forenrichment, acceleration. and groupingprograms; also mentioned arc principlesof enrichment, community programs.and an example ofylanning administra-tiVe arrangements. A historical sketchand a survey of school Programs for thegifted. reports of visits to schools withprograms. and an evaluation of aceeler-

Id

'died leatning programs are included.Vlso discussed are the following'. theo.ies about learning. problems raised by

the theories, leaching creative thinking,the rule of the teacher, motivation ;tauunderachievement, th.e falent PrescrY:1-turn Project, and the Superior talentedS tudent Project. (RP)

ABSTRACT 10919E C 01 0919 I ID 026 762pub Date 65 534p.kiurhe. Walter B.l's.chology and Education of theea: Selected Headings.EMS not availableAppleton-Century-Crofts. 440 Park Av-enue South. Nev. York, New York10016 184.5(1).

Descriptors: exceptional child educalion: gifted; administration; envition-menial influences: individunl character-istics: achievement: identification: callacational strategies; intelligence factors:family tsocicylogical unit): learning char-acteristics; creativity: altitudes: experi-mental programs: acceleration; advarced placement; early admission: en-richment programs; grouping tinstrilC-ilomd purposes)

An oservicw of educational and psy-chological literature concerning the gift-ed is presented in 55 papers with editori-al comment, 1 he historical develop-ment of the study cif the gifted nndcultural attitudes are first considered.Discussion, of the effectiveness of var-ious screening methods for identifyingthe gifted include evaluation of creative.social, and other nonintellectual factory.suggestions arc given for providing, anoptimal environment. Theories; are di,cussed about hereditary and environ-mental influences: on mcital ability vs. ithideas for conserving and tnereasing oursupply of superior mental talent. Writ-ings on the characteristics of eminentscientist,, unstable geniuses. supetiorcollege stuclerts, and younger giftedchildren are included in a cons-Aerationof the gifted individual's intellectual,social, and aliivtional characteristics.Special pro w-ants to help develop andencourage gificiness, such as accelera-tion. enrichment. and homogeneousgrouping are described and evaluated;current issucs and needed tesearch areconsidered: Ind teacher qualities judgedeffective in aiding creative growth arediscussed. ti,..811

ABSTRACT 11048EC 01 1048Publ. Date ilea) 68 88p.Pilch. Mary SI.Special Education for the fatedthrough Tricsision; Sylla6u. 1968.69, A Compendium of Informationabout Speeial Educetionel Telesispion Program Organized and Orsel-oped for Challenging the Productive-Illsergent 'Chinking Potential of 11:111ed Students in GradepEducational Research And Idese/op-intent Council Of Northeast Minnesota,Dulu:hOffice Of Education WashingIon, D. C.

F.DitS not availableE-ti 3 7 7-07260-4955

POlii-67-03260-1

Descriptors: exceptional child educa-tion, gifted: instruction: tel-evision; teaching methods: televised in-struction: educational television: televi-sion curriculum: creative thinking: in-service teacher education; to produc-tive thinking-, population trends: eduea-tional needs: health needs: communica-tions: [ran sporiat ion: instructional mate-rials: art appreciation

The use of instiuctionai television andthe advantages of a series about rpanand his future developed for gifted stu-

dents in grades 5. 6. and 7 are described:the differences between the three relatedareas. content, process, and inservice.are mentioned. and the dates. times,titles, and instructors of programs arcgiven. A model for teaching productive-divergent thinking developed by FrankV. Williams lists 23 teaching strategies14 NCh are discussed. Synopsis of the 5ihalf-hour programs comprising the se-ries. I IS programs in cue?, of the threeareas y, are provided. Content and proc-ess areas designed for students are or-gantries] according to theme. film data,film concepts. vocabulary. provocativequestions, concept. emphasized, andstrategies demonstrated while an inter-pretation and discussion of strategies isgiven for the inservice shows. Programscover the following topics- the treed forspace to control population explosionand to implement new communicationsystems, and the need for exploration ofouter space and transportation prob-lems, health needs, the problem of ade-q11:0.: education for a complex society.and the search for beauty. (14 PI

ABSTRACT 11226EC 01 1226 El) 002 923Publ. Date 30 Jun 60 115p,Cooley. Villiani NV.: Bassett. Robot I).Evaluation and F111111114 lip Sfuelv of aSummer Scienco and Mathematic,Program for Talented SecondarySchool Students.Harvard tniversity. Cambridge. !Massa-chusetts. Graduate School Of hclucationOffice Of Education ilHIEWT Washing.ion. I). C.MKS nif.he

CR P-715

Descriptors: exceptional child research:g fled. mathematics: sciences: biology:chemistry: physics: program evaluation;student attitudes: science labor ator i Cs:career choice, science careers: secondaryschool students: summer ping:rants. sci-ence courses

I tie study evaluated a lilntnier programin science and mathematic-, for 60 prom-ising science student,. and determinedthe effects of such a progtarn on thebehavior of students in classes duringthe ensuing year and on their futurecareer decisions. the first 2 Of the 10weeks of the program. the students weregiven advanced instruction by y batingscientists and lhayer Academy person-nel. 1 he morning cot-y.10(.0 of classroom

4

instruction and the afternoon was devoted to laboratory and lihrary research.Each evening a visiting yerectisr present-ed a report of research sin a differentfrontier of science. For classes and labo-ratory. the group was divided into foursections, one each in biology, chemistry,physics, and mathematic.. The sectionswere assigned according to the students'major interests. The last S 'seeks of theprogra m were spent in separate universi-ty and industrial laboratories where stu-dents worked under the direct guidanceof a research scientist and under period-ic supervision of Thayer personnel. Themajor changes observed staring the 10-week period involved the students' im-age of science and scientists. and theirplans for college and careers. Changeswere highly interrelated and were ex-pected result, of a program in whichstudent exposure to scientists in actionwas the primary aetivity..As a careerguidance device, the program was highlysti:cessful. Future investigation. shouldbe concerned with the relative merits orvarious approaches to the summer pro-gram design. Old

ABSTRACT 11237Elk 01 1237 ED 003 612Publ. Dale Feb 64 205p.Torrance, Paul: Gupta. HarrDevelopment and Evaluation of Ili-corded Programed EFicrirtovi, inCreative Thinking in the Fourth4:rade.Minnesota Lm% ersity. Xlinneapolis. Pu-ri:au or Ecnicittion Research:Minnesota niversity. MinneapolisCollege Of EducationFMCS ruffleNIDEA-VILVSS0Descriptors: exceptional child research:teaching methods: audiovisual instruc-tion: creative expression: creative teach-ing: audiovisual :Lids: phonotape recotdingst progriirned materials: curriculumenrichment: Creative thinking: grade 4:creative development:creativity

act problems related to the develop-mcnt of creative thinking abilities at thefourth-grade level were investigated: thedifficulties teachers experience in en-couraging and guiding creative evperi-enee: in the ciassreom and relating themto curricular content. and the develop-ment of ways for counteracting thenumerous influences which bring ;shouta slump in creative thinking abilities.inotiviations, and activities at about thefourth grade level. Subjects s ere 30fourth grade classes from One, states.leachers in the experimental groups

used experimental audiotapes. and thosein the control groups used conventionalinstruct it n. Before the experimental ma-terials were introduced, a rember ofet calls ily assessment devices acre ad.ministered to participating students.Near the end of the school 'elm andupon comr:tion of the experimentalprogram, all classes v ere readmin Her estthe creativity- assessment des ices. Inspite of the fact that n.any of theteachers in the control groups used avarlet) of deliberate 11h:thirds to cut, ,,ur-age creativity and that some of the

6

experimental ela:ses did not proporlyuse the experimental marcrials, theelle,: as in highly successful, litoureinvestig4Itons should be conceined withthe relative merits of v arious approachesto the summer program de.ogn,favor of the cotperimellt:d proceduresIJC)

ABSTRACT 11261EC 01 1261 Id) 7sLx.,Publ. Date 61 433p.Grow. Tester D.. Ed.: Crow, Alice. Id.Educating the AcademicaRy Ihlr tHook of Headings.ERRS not availableDavid 'McKay Company. Inc.. 750-third Avenue, New York, New Veil.1(1017.

Descriptors: exceptional child educa-tion: gifted: identification: adjustmentIto environment): counseling: creativity:program administration: program plan-ning: enrichment programs: advancedprograms: special programs: elementaryeducation: secondary education; acceler-ated programs: acceleration, undera-chievers: creative teaching: exnerinien-tat teaching: teachers: curriculum: guid-ance

Eighty-five reading: discuss basic principies and programs for the education ofthe gift:i learner. Aspects consideredare the general probiem of educating thegifted child, identification of the giftedand his characteristics. enrichment. ae-celc ration. adjustment problems, guid-ance of the academically able and thegifted underachiever. the following arealso treated: the creative individual. theintellectually gifted. providing for thegifted in schools. and pi crams andadministrative practices. 1.11,41

ABSTRACT 11317LC 01 1317 ED 020 591Publ. Date 62 64p,Reynolds. Maynard C.. Ed.Early School Admission fur Memel,Aril a need hirer' ; 1 Review of Be-gearch and Practice.The Council For Fseeptinnal hIlkW11.WaSili.gton.EDRS mfThe Council For Exceptional Children.1201 16th Sired. N, W., Washington. D.C. 200361$2.001.Descriptors: exceptional child educa-tion; gifted. administration. admissionIschooll: early admission: program aciministration; speer:yi program,: programdescriptions: program evaluation: c.isestudies (education); school policy: re-search project:: acceleration: acceleratedprograms: research reviews Iptiblica-lionsh admission criteria: Brookline;Massachusetts: Evanston: Illinois; !Min-neapolis: !Minnesota NebraskaResearch and school system policies onearly admission are reviewed. Maynard

Reynolds discusses the issue and.rh othc -s. survey s research. Limes R.

i!ohson relates early admission programfor kindergattee in Brookline, Lissa-chit:ens: Vera V. Miller describes theprogram in 11 anston. Illinois: Sarah I .

Dolbrook explains the program in \lin-

/1,,Nr II

neapolis. Alinne.,ota: and Ali,-shall S.

Iliskey rev:cv., 2 years of early admis-sion in Nebraskii...\ 1111 -item bibliogra-phy is included. 1J l't

ABSTRACT 1136701 1367 1-.D N.A.

Null. fate 66 330p.(Eallagher. James J.Teaching the GiftedTORS not availableAllyn 1nd flacon. inc.. 150 tremors.,Street. KIsion. Ssachusctis 02111IS7.05).

Descriptors. except .mat child educa-tion: gifted; curriculum, teaching meth-

program planning: student charac-teristics; ti Mimetic: underachievers; sci-ences; social studies; creativity; persomnel: iidnimistraiise change; special pro-grams: creative thinking; inquiry train-ing:discovery learning

Addressed to the teacher. the text de-fine, gifted children rnJ their characterlaic.. I.rw producing gifted childrendiscussed, as are mean, of programingfor them. Also treated are changingschool programs, ,idministralivcchanges. and personnel. Creativity is

.ascribed and dim:to:cry and inquiry areexamines! it titols for teaching. Arith-metic, science, and social studies curri-cula and program, are surveyed. 1i1)t

ABSTRACT 115921..0 01 1592 I. D N.A.Publ. Date I I Oct 67 27ip.BOA. Joan110w to liaise a Brighter Child; Till;Case fur Early Learning.I-DRS not asailableTritest Press.. Ris,.:1,efellen Ciente/, 6.5111 dth Avenue. New Voils. New 'fork10020 15,5.951.

Descriptors: earls childhood education;learning. environmental influences;teaching methods: infants: preschoolchildren; child rearing; intellectual de-velopment; paiem role: intelligence:leading. creal is its: health. prenatal influcnce, ivies, infectious diseases;gilled; Montessori1 he ease is made for early h.-airline_ andsuggestions are presented to assist par-ent, in nos iding .41111111;41F g care andens iionmcm tor their preschool childten Research es idenee is frequently.cited. 1 he parent is described as theehilsk first teacher; %shy the parent canraise a blighter child and how the homeiinxnpheie can foster ink:Rip:nee it

lethod, are detailed forchildren fi cm birth to 18 months, 18rioarh, to 3 years Laid years.Luther :net, consideted include read-ing fin the presehooler, erica/ is ity. Morntossori techniques. safe guarding thechild., brain, and prenatal care. I finally.the joys of biting a 1,1'1011 ehild aredetailed. 11 II

ABSTRACT 11877I C 01 1877 I 1)1126 546Pull. Dille 66keaster.( hat les W.The Mentally Gifted Mimic Program:Report of a SUM, "title h. the fliviion of Special SchOol 'sell-sires

p.1,1 .11,1 I,

California Stale 1)epatment Of Educa-tion. Sacramento. Disision 1)1 SpecialSchool, And Set...ices(DOS mf.hc

Descriptors: exceptional child educa-tion; gifted: state priigrarn, programcosts; school district spending; slate aid;educational objectives; identification.,student costs; admission criteria; testing.counseling; services; professional serv-ices: instructional materials; educationalequipment: teacher salaries: inset- viceteacher education; textbook,: studenttransportation; California

A description of programs for mentallygilled students cover, types of programs -current status of the C alifornia program,ansl state apportionments for excessLost.. Program charactelisties listed arethe objeitives of three school districts,information program on program costs,school district participation, and districtparticipation in a special study. Findingsand recommendations are discussed inLin», of school district Vont, j22report, criteria for determining excessexpense. expenses and subsidiary a:-co:ink. pupil identification. judgmentand test ,.eidres at criteria for placement.identification cost reimbursements. indi-vidual counseling with pupils and par-ents. special consultant set vices, specialinstructional materials. equipmentitems. special instructional services.teacher salaries. operating costs. andconsiderations of current funding. ncirJ-encl.: in districts, and summer schoolprograms. Sir tables present data. (RP)

ABSTRACT 11878EC 01 1878 FD 028 -1*7

Publ. Date Jun 68 226p.Rinhney. John VV. NE; Sanborn. Slur-shall

PrJclict, in lite Educationof superior Students: A Drimonstralion Program.Wlis,:tinsin University. MadisonOffice Of Education 41)111.11i. Washing-ton. D. ( .

I-DRS rnf.he

Docriptocs: exceptional child research'plied: demonstration pi Mech.. edocationaf programs; inserviee education:student evaluation: cour.seling; work-shops; enrichment programs; work expe-rience progri independent study:early admission; student serninar; ailsarced placemcnt: correspondenee courtes: summer programs: school prop "Am..;indivislualitest programs. record.(fora-1,1; staff role

iS three-pronged demonstration projectcarried on osier a 4.) year period in thearea ,+f education of the gifted is tiepin;ed. 1 he first phase described insolse,selcseled students from 75 secondaryschools who began in ninth grade to skitthe unisetSity laboratory I Jay eachyear for evaluation, counseling, and thechance to attend classes; also describedis the role of the laboratory staff whovisited the schools, conferred with parents. and counseled students. An attemptto acquaint teachers. admm ici reins.parents of gifted students, and IA) I-

cent with procedure, for discoveringsuperior students and making specialprovisions for their education is thesecond phase which is considered interm, of its implementation throughpublications. 200 training sessions forsecondary' school faculties. 16,hop, for key school personnel. andspecial appearances at professional con-ferences. Result: of the third phase arereported of a survey questionnaire sentto all Wisconsin secondary school, todetermine the extent to which 1K speci-fied type, of superior student activitieshad been implemented .ahich indicatedthat both individual and group program,were more often accomplished in largerschools than in smaller ones and thatthere was more willingness to try proce-dures involving adding to the regularprogram than deleting from it. (KJ/

ABSTRACT 11879EC 01 1879Pohl. Date 67

ED 028 516149p.

PloYx.man. Paul D.. Comp.; Rice. JosephI'.. Comp.California Project Talent.California State Department Of Fai:a-lion, SacramentoE DRS mf.hc

Descriptors: exceptional child educa-tion: gifted; state programs; programdescription:: educational need,: talentdevelopment; educational innovation:program evaluation; technological adv-ancement: educational objectives: sum-mer programs; counseling instructionalprograms: special classes: administi a-(ion: community resource,: audiovisualaid,: acceleration: man machine sys-tems: California: Project Talent

A compilation of presentations on pro-gram: for the gifted includes the follow-ing: increasing opportunities for educa-tion. notes on Project Talent, talentdevelopment and national goals. talentidentification in California. problemsand recommendation, in the area of thetalented, 'anovations in talent development issues find problems in moderneducation. influencing educationalchange, the California state orgarnialionfor programs for the gifted, the develop-ment of Project Talent, a summer schoolprogram for the gifted in eremcntaryschrwils, a counseling instructional pro.grant for the gifted, and special classesfor the gifted. Also discussed are tech-nology and proans development. mil ication of community resource,. ProjectDist:me ry. Project Prometheus. an :is:-celerated primary progrant. studerit re-sponse systems, and the design of anautomated counseling system. (RP)

ABSIRACT 118800; 1880 I D 026 549

Pull. Date Jun 67Cierald. 1.d.

Educating the Gifted in Vlinneolah

Nlinnesota State Department Of Educa-tion. Si. Paul, Division Of InstructionEDO, not as mlahre

Descriptors: exceptional child cducaLion; gifted; state program,: identifica-

lion; school program,. student evalua-tion; evaluation techniques: teacherrole; ability grouping: acceleration; en-richment; special classes; program de-scriptions; program planning; individualcharacteristics: Minnesota

In order to provide teachers, administra-tors. guidance counselors, and parentswith those procedures necessary to setup programs for the gifted, the followingtopics are considered: definitions anddescriptions of the gifted, an identifica-tion procedure consisting of five stages,and a list of 19 traits common to thegifted. A discussion of programs for thegifted begins with an overview of ninecharacteristics important for an clfectiveprogram, aspects of curriculum develop-ment, provisions for evaluation, andfour types of programs which includeability grouping, acceleration. enrich-ment, and special classes. Nine schoolprograms in different areas of the coun-try are described. Appendixes includeforms for an annual report of the num-ber of gifted in Nlinnesora schools and areport form on the types of programseach school has initiated., 89 relerencesare cited tin)

ABSTRACT 11927EC 01 1927 ED N.A.Publ. Date 66 104p.Reacting for the Gifted: Cit.ided l

nsion of Reading Skills throughLiterature.Los Angles City Schools, California.Division Of 'Instructional ServicesFORS not availableLos Angeles City Schools, Division OfInstructional Services, 450 N. GrandStreet, I,os Angeles. California 40012.

Descriptors: exceptional child educa-tion; gifted; teaching methods; childrensbooks; critical reading; content analysis;inteeprelative reading: literary analysis;comparative analysis; authors; readinginstruction

Designed to assist teachers with fifth andsixth grade gifted children w no arcreading above grade level the bulletinpresents teaching suggestions, book syn-opses, and backgrounds of authors.Guidelines are provided for developingskills of critical thinking. stimulatinginterest. and for studying an author'scontribution to literature, Along Came aDog is analyzed. The methods of analy-sis are used in the studies of the books insucceeding sections: they include vocab-ulary enrichment, character develop-ment, elements of style, and discussionof author and illustrator. Four addition-al books by the same author are re-viewed. and a comparative study of thecorn:ix-in elements found in books aregiven. Synopses of 15 books wiitten by avariety of authors arc given; tney aresuggested as background for discussion,A bibliography cites 20 references. (1351

ABSTRACT 11954EC' 01 1954 ED N. A.Publ. Date Jan 66 5)4r.French. Joseph I .

!Educating the 'Gifted; A Book ofHeading..

6

hDRS not availableHolt. Rhinehart And Winston, Inc., 383Madison Avenue, New York, New York10017.

Descriptors; exceptional child educa-tion; gifted; identification; Negroes; aca-demic achievement: ability grouping;enrichment programs; underachievers;counseling; creativity; acceleration; lon-gitudinal studies; individual characteris-tics; age groups; educational programs;early admission; advanced placement;research reviews (publications); adjust-ment (to environment)

Articles, primarily from journals, consider programs and problems in educatingthe gifted. Included a -e four papers eachen giftedness, conditions productive ofacademic talent, underachievement, aridguidance Fight articles define identify-ing characteristics. 13 describe schoolprovisions, and three each discuss crea-tivity and the state of research. (JD)

ABSTRACT 20021EC 02 0021 ED ()I I 857Publ. Date 62 I45p.Edgerton. Harold A.Impact of the National Science Foundation's hummer Seiertee Program forlligh Ability Secondary School Stu-dents.FURS

Descriptors: eacertiona! child research;gifted; sciences; slimmer programs; aca-demic achievement: educational pro-giamr; secondary school students; stu-dent attitudes; student interests; sciencecareers. summer science programs: NewYork City; Nat ional Science l'ounda ion

Framined aie the effects of summerscience programs on participants, theirhigh schools, their future edncationalplans and careers, and the Host Institu-tion. Lstablished criteria were used toselect 18 of 147 programs sponsored liythe National Science Foundation in1960. Orientation, classroom, and re-search programs were included in thesample. Control groups were composedof gifted high school students with ap-proximately equal scholastic abilities.interest ranges. and motivation intensi-ties to those of the experimental groups.Ins entory forms and observations %sereused to obtain data from participants.secondary school teachers, and admin is.trators prior to, during, and followingthe program. Participants were com-pared with control groups in terms ofthe following personal data, sciencebackgrounds. and general academic re-cord; beliefs and attitudes concerningscience, school, and careers: perform-ance in science activities; and education-al plans. Opinions of participants andtheir high school science teachers con-cerning the ,rograms are included. (AG)

ABSTRACT 20024LC 02 0024 ED 001 302Publ. Date Jan 60 37p.Albright. A. D. And OthersSouthern Iligh School Programs forlsirlsianced Standing and Accelerated

College Progresglon.

Southern Association Of Colleges AndSecondary Schools. Fulton County.Georgia['DRS mf,hc

Descriptors: exceptional child research;gifted; teaching methods; administra-1,on; high school students; special pro-grams; enrichment; accelerated courses;acceleration; advanced programs; cur-riculum; instructional materials; specialclasses; special services; teacher respon-sibility; program evaluation; studentevaluation; student placement; organi7aLion: school surreys

Approaches to educating able studentsof 45 high schools were presented. Mostof the special programs fall into one oftwo categories: special classes organizedin piac of regular ones, and attempts toenrich or accelerate those classes alreadyscheduled. The curriculum of most ofthe schools for these students includedEnglish, physical science, mathematics,general science, and foreign language.f hey used such unique arrangements asrapid grade advancement, separate cur-riculum tracks, and rapid subject matterprogression. Special materials. libraryvolumes, laboratory facilities and sup-plies as well as other aids were used.Teachers themselses were usually' in-volved in some type of special prepara-tion. Guidance, counseling, and specialadvisement were usually included. Someof the problems encountered includedscheduling, instruction, grading, studertaltitude. and parent attitude. Howeser,the educators and the evaluation of thestudents' performance prosed that theprograms were indeed beneficial. (RH

ABSTRACT 20027EC 02 0027 ED 019 500Publ. Date 67 26p.Rengulli, Joseph S.; Vassar. William 0.The Gifted Child in Connect cut; ASurvey of Programs.Connecticut State Department Of Education, HartfordEDRS mf,hcCDF-FILlit-101-1967Descriptors: exceptional child educa-tion. gifted; state programs: slate sur-veys; special programs; special classes;identification; teacher selection; inset-vice teacher education: school surveys;administrator responsibility; Conrecticut

To determine the extent and nature ofspecial provisions for elementary andsecondary gifted students throughout theState of Connecticut, a questionnairewas sent to each superintendent ofschools in November 1966. Areas ofstudy included the existence of pro-grams, identification criteria and proce-dures, teacher selection criteria, andinservice training for teachers and othcis responsible for the programs. Con-clusions draw n from the results imlicalel that of the responding school systems42rl had special programs (or the gift-ed. total programing for all gifted in allareas at all levels was infrequent, four ormore criteria were yes., by P6ri of thedistricts for identification, and inset nice

hid

education needs develoornert. Tightquestions raised by the survey and inneed of further study are listed.

ABSTRACT 20030EC 02 0030 VI) 027 651Publ. Date Oct 67 63p.Jackson, David St.; Rogge, William \1.Demonstration CenterPart One, SIT-ondary School Programs for GiftedStudents in English, Social Science,711athematics and Seiellee The Dem-onstration Project for Gifted Child.ren).Illinois University. UrbanaOffice or Education WHEW), Washing-ton. I/ C.. Bureau Of ResearchI: DRS rof,heOEC-3-10.101 P- D-076BR-5-0656

Descriptors: exceptional child research;gifted; state programs; demonstrationstedueationalle inservice teacher educa-tion: professional training: de morstra-lion centers; teaching methods; instruc-tional materials: summer institutes; ad-ministration: state federal support; ad-ministrative personnel; school visitation:social studies; mathematics; programevaluation; information dissemination:English; sciences

A study of demonstration as a techniquein disseminating new materials andmethods for educating gifted youth. theproject was begun in April of 1963 andterminated December 31. 1966. Demon-stration centers were established in nineIllinois school districts: seven in mathe-matics, five in social studies, three inEnglish, nd two in science, 1 he giftedchildren participating in these demon-strations during the 1966-67 academicyear totaled an estimated 22.810.1 hrough 1967. an estimated 10,300teachers had visited the 23 demonstra-tion centers established in 1964-65. Asthe project evolved, a demonstrationdirector was employed, and the coordi-nato, acted as a liaison between the stateand federal projects. Two hundred fortyprospect ive demonstration teachers weregiven special summer training: and fol-low up services for teachers, includinginservice training, were intensified. Ad-ministrators were given instruction inconducting inservice programs. Whilemany Illinois teachers were aware thatthe demonstrations existed. knowledgeof their purpose and significant compo-nents was not es idenced although legiti-macy of the methods and curriculumwas often confirmed by visitors inte--viewing students in the program. IBRI

ABSTRACT 200321,C 02 0032 ED 001 149Publ. Dal^ 62 36p.Cultic to Planning for :Mc Pupil.Curriculum Drsclopment Scricx No.2.Pennsylvania Department Of Public In-struction. HarrisburgFURS rif.hc

Descriptors: exceptional child educa-tion. gifted; administration; programplanning; administrator role; programadministration; program evaluation:

rc:alil t i'cr *ram

creativity; admission criteria; teacherresponsibility; counseling services:grouping IlrISIrLICILOrlal purposes): cur-riculum; program guides; special pro-grams

The purpose of this publication is tofacilitate the organization of outstandingprograms by directing attention to theorientation of a good program and tothe role of administrators and faculty inits implementation, to assist in the im-prosement. articulation and evaluationof programs already underway. and toforewarn of possible difficulties in anddeterrents to program development.That the able youth should base bothacceleration and enrichment, and thatan improved program for able studentswill benefit the education of all childrenin the school are considered. The necess-ity for the administrator to plan well.provide the needed resources and strivefor a balanced program developing bothacademic and crea,ive talent is dis-cussed. Also discussed is the need for theprogram to be implentereed by tallmtedteachers, alert guidance counselors, andwell-maintained facilities. Althoughplanning is directed at the local level,consideration of the able student inlarger context is suggested. A realisticprogram which concerns the whole stu-dent body, and evaluation to determinewhether the program for able studentsachieves its pui pose are recommended.Background materials are included inthe study. (K.1)

ABSTRACT 20035EC 02 0035 ID 002 871Publ. Date 60 65p.Hampton, Nellie D.Effects of Special Training on thekchimcmnt and Adjustment of Cifted ( ;hildren.State College Of Iowa, Cedar halls:Iowa State Department or Public In-struction. Des Moinesf DRS mf,hcCRP-421

Descriptors: exceptional child research;adjustment Ito environment): gifted; ru-ral areas; rural youth: educational op-portunities; training; academic achieve-ment; student adjustment; rural educa-tion; program evaluation; experimentalcurriculum; summer programs

experimental g-week summer pro-gram for gifted children in rural areasand low ns was tested for effectiveness. Itwas hypothesized that there would he nosign:5cant difference in achievement oradjustment between students participat-ing in this special program and studentswho had the same intelligence but nospecial training. 1 Mee groups of 60 fifthgrade children 11(15 above 1201 eachwere established. An experimentalgroup and control group were pretestedand organized. Postlesting was delayedapproximately 1 academic year follow-ing the Close of the special summersession for the experimental group. 1 hethird group was selected from a nearbycommunity for testing and study; butbecause significant differences existed inthe acnieve merit scores hely een

this tti,wp ...old the experimental group,asleiati tte conertrisons could not hemade. Based on the analysis of the dataand findi ns, the null hypothesis withrespect r eroup differences was partial-ly sat-war-ilia:ed. Such functional areasas lihraiy re.earch and critical thinkingWere cmphastied during the summerprogram, and the experimental groupdid excel in them. It was suggested that,with the possible development of othermeasuring des ices Dilored in the out-comes of experimental summer sessions,more pronounced differences betweenexperimental :try) control groups mighthe discove cd.

ABSTRACT 20042FiC 02 ($142 ED 002 997Publ. Date 62 47p.Hampton. Nellie D.Effects of Special Training or. thehellie,cin1-111 and Adjument or cm-

toss,i Starr I llego. Cedar Falls1-.1)It S tat d.-( RP-631

De-ruin:tits: excpt:on:II child research;iteluesca tent. adjustatert Ito environ-ment', plied, intellectual experiences;emotional experiences: summer pro-grams: student interests: student prob-lems; student needs; social development;special programs; rural areas; achieve-ment tests: interest tests; psychologicaltest; Institute of Child Study SecurityTest; SRA Junior Inventory Form 5:Iowa 'lest of Basic Skills

An attempt was made to develop andevaluate an administratively practicaleducational program for intellectuallygifted pupils in sparsely' populated areas.Three groups of approximately 60 fifthgrade subjects each were identified foethe study. The experimental group wastransported daily to a central locationfor an S-week summer session, whichhad a curriculum adapted to the specialabilities of the children and to the kindsof schools they attended during theregular year. 1 he two other groups,differing in their awareness of inclusionin the experiment, were set up forcomparative control purposes. Posttest-ing was delayed approximately 1 aca-deic year after the experimental groupcompleted their special summer train-ing. The test battery was designed tomeasure academic skills, and classroomreputation. Null hypotheses had beenestablished on all these variables, statingthat there mould be no significant differ-ences in the posttest results among thethree groups. For the most part. thesehypotheses were substantiated. Only inthe academic areas did the results gener-ally favor the experimental group. (Jill

ABSTRACT 20124FC 02 0124 ED N.A.Publ. Date 65 211p.Deuey, Lucy CampbellThe Challenge; Dui& for Teachersof Gifted Children, Grades 4-6.Castro Unified School District. CastroValley. California1- DRS not available

Alameda County Board Of Education,Alerneda County. California 94501.

Descriptors: exceptional child eduiza-lien; gifted; curriculum enrichment; ed-ucational needs: instructional materials;teaching methods; intermediate grades;learning characteristics; enrichment ac-tivities'. social sciences; language arts;music; art: food

Suggestions for learning activities forthe gifted in grades 4-6 which go beyondthe regular grade content, and sugges-tions for teaching methods are present.ed. The following areas are covered:social sciences and science projects;ways to know the self: language develop-ment through newspapers, books, crea-tive writing. poetry, stories, etymology,the human attributes of language, andmyths; discovering beauty; music; art;and foods. Appendixes include somedo's and don't-s for teachers. characteris-tics of the gifted, and a list of needs ofgifted learners at any grade level. Abibliography of 131 items. an annotatedlist of visual aids, and an index arcpro% ided. II Fa

ABSTRACT 20367EC 02 0367 ED N.A.Publ. Date 67 p.The Gifted and Talented Program inthe El mentary Schools of WestaideCommunity Sehouls, Omaha, Nebras.ka.likiestside Community Schools. Omaha,Nebraska1-DRS not availableWestside Community Schools, N. 78thStreet. Omaha, Nebraska 68505.

Descriptors: exceptionai child educa-tion: gifted; talent identification; pro-gram administration: program planning:program evaluation; creative ability; ap-titude tests; teacher qualifications: en-richment activities; counseling: curricu-lum enrichment; leadership qualities,talent development; longitudinal studies

Sr, elementary program was preNuedusing recommendations of a 40 membercommittee consisting of administrators.parents. teachers and consultants. Spe-cific objectives are slated in behavioralterms. Areas of identification, enrich-ment. special interest classes. part-timesegregated classes, and counseling aredescribed. Identification procedures list-ed make provision for intellectual capac-ity. creative potential, musical aptitude.scientific intnrests. leadership talent andthe underachiever who has high poten-tial: forms designed to facilitate identifi-cation are provided. Twelve teacherqualifications are specified and currieulute goals for the instructional areas ofthe program are detailed. Counseling isdiscussed in relation to the child, theleacher, and the parents. and evaluationptocedures for all areas are presented. A3-year report on a longitudinal study ofgifted and talented children who par ti :1-paled in the program is given in narra-tive and tabular form. IGSI

AISTRACT 20406(02 (406 1-0 N.-%

Date 61 28cp

The Gifted: Educational Resources.FURS not availablePorter Sargent. Publisher. I I BeaconStreet, Boston, Massachusetts 02103.

Descriptors: exceptional child educa-tion; gifted; accelerated programs; hon-ors curriculum: elective subjects; inde-pendent study; college p; ..grams; geo-graphic distribution; private schools:pulr: schools; special programs; intel-ligence directories, advancedplacement: tuition

The reference handbook describes car-ious public and private educational in-stitutions for gifted students. The pro-grams included are those designed pri-marily for the intellectually able. Infor-mation was obtained from question-naires which were completed by headmasters, principals, and superintendents.Private schools are listed by geographi-cal sections of the United States. Infor-mation is provided regarding the institu-tion's address. date of establishment.type (boarding or daya tuition, facultysize, average enrollment, average classsize. IO range, age range. sex of stu-dent... and type of program. Publicschool information is listed by geo-graphical section and includes date ofestablishment. average enrollment, aver-age class size. faculty size. lk) range, agerange. type of program, percent of hon-ors, and subjects of advanced placement.Summer and collegiate special educa-tion programs for the gifted are alsolisted by state. Additional sections in-clude a classified guide of unusual cours-es of study and subjects. colleges anduniversities offering courses for teachersof the gifted. colleges and universitiesgranting advanced placement. institu-tions with strong honors programs. asso-ciations and institutes interested in intel-lectually gifted individuals, and an ex-tensoe bibliography on giftedness. tit 51r

ABSTRACT 20614EC (12 0614 ED N.A.Publ. Date 65 472p.Gold, !stilton J.Education of the Intellectually Gifted.Charle.4 E. !Verrill International Edu-cation Series,EDRS not availablehides E. Merrill Books. Inc., 1300

Alum fireek Drive. Columbus, Ohio43216.

Descriptors; exceptional child educa-tion; gifted; creativity; ability identifica-tion program planning: cognitive proeesse.; language arts; social studies; sci-ence instruction; mathematics instruc-tion. fine arts: ability' grouping; accelera-tion: guidance; motivation: undera-chievers: teacher role; research needs;individual characteristics

Diverse research materials were used tosupport concepts in the identificationand nurturing of gifted children inschools. Giftedness is % dewed in terms ofheredity and environment jib addedattention to characteristics, creativityand the capacities for testing and identi-fying these ascribed attributes. Focus isthen turned to program planning. pro-

10

grant patterns, and the teaching of think-ing, language arts, social studies, sci-ence, mathematics and fine arts forexceptionally intelligent students fromelementary through secondary level.Special emphasis is given to the typesand duties of personnel, especially thosein guidance, who are needed for themaximum development of gifted stu-dents. Problems that could occur indealing with achieving and underachiev-ing gifted pupils, such as ability group-ing, acceleration, and motivation. areextensively discussed. A reference listcites 468 items. (JP)

ABSTRACT 20717EC 02 0717 ED N.A.Publ. Date Jun 64 23p.Plowman, Paul; Rice, JosephCalifornia Project Talent: ProgramAdministration.California Slate Department Of Educa-tion. Sacramento. Division Of Instruc-tionFDRS not avialableCalifornia State Department Of Educa-tion, Division Of Instruction, ProjectTalent, 721 Capital Mall, Sacramento.California 95814.

Descriptors: exceptional child educa-tion: gifted; state programs; identifica-tion; program planning; program evalu-ation: administration; administratorguides; ease studies (education); corre-spondence courses; teacher selection:curriculum evaluation; curriculum de-velopment: educational finance. Califor-nia; California Project Talent

General criteria for mentally gifted pro-grams at: presented; also given areminimum standards concerning identiication. individual case study records.written program plans, and consent ofparent or guardian. Criteria are staledfor each of the six state - identified pro-grams. for excess-cost reimbursement.and for teacher selection. A resume ofadministrative code sections regardingcorrespondence courses is includedalong with guidelines suggesting ways inwhich the six programs are adapted forcertain oupils, schools. communities,and teachers. A selected bibliography onthe gifted cites 43 kerns, Two appendix-es. comprising over half of the do ;l-ment, are provided. One treats identifi-cation. program evaluation. and secondary programs; the ott er contains modelsfor curriculum development arid evalua-tion. based on Bloom's taxonomy ofeducational objectives. Guilford's strut.lure of intellect, and factors of cre'atisi-ty. IDS)

ABSTRACT 20750EC 02 0750 ED N.A.Pull. Date 64 296p.Durr. William X.The Gifted Student.FDRS not asail ableOxford Unit ersity Press, 200 MadisonAsenue, New York, New York 10016.Descriptors: exceptional child educa-tion, gifted. superior students; talentedstudents; identifx-aiion; student charac-teristics: learning characteristics: ability

(1,1L1 Blhloovarb)

grouping. ability identification: itccelerslion; enrichment; enrichment activities;creativity; motivation: guidarce; administration: administrative organization;teacher iolei parent role; communityrole

Emphasis is placed on specific sugges-tions, for educational techniques andschool programs for the gifted. Writtenfor teachers at all levels, administrators,guidance workers, and parents, the textdefines the problem of education for thegilled, along with methods of identifica-tion and specific characteristics of thesechildren, Instructions for planning andadministering a program are offered,and examples of representative schoolprograms are described. the followingthree types of administrative groupingare explained: ability grouping, acceler-ation, and enrichment. A variety ofsuggestions for earichm:nt in the areas

of science, mathematics. language arts.and social studies are presented. Photo-graphs from various school systems ii-Ito,trate activities for gifted: methods formotivating the gifted child and for prov-iding for various types of guidance arediscussed. Exploration of creativity ingifted students and suggestions for itscultivation are described. The roles of11;e teacher. parents, and the communityare covered and attention is given totheir influence in the educational attain-ment of gifted children. IDS)

ABSTRACT 20758F(' 02 0758 ED N.A.Publ. Date 65 99p.Holt, E.The Challenge of the Highly Gifted;110,. It Ras Mel in Summit CountySchools,Ohio State Board Of SALL-cation. Colum-busEDRS not availahlrSuperintendent Of Puhlic Instruction,270 East Slate Street, Columbus. Ohio41215.

Descriptors: exceptional child educa-tion; gifted; enrichment activities; cur-riculum enrichment, student attitudes:parent attitudes; academic achievement;administration; identification; accelerat-ed programs; special classes; programplanning:. student projects

A 2-, ear project aimed at modifyingclassroom techniques for gifted studentsis reported. A fifth grade class of nineboys and 12 girls 1140 IQ or abovel wasformed by group tests, teacher judge-ments. imtividual intelligence and psy-chological tests, and pm ental into thews.Approt.ehes to instruction including ac-celeration, enrichment, and remediationin the standard core program are consi-dered. A brief overview of subject areasand some techniques and examples ofpupil's work are presented. 1 he reaclions of pupils. parents and educatorsduring the initial, mid and terminalphase of the program are tabulated. Asummary and conclusions suggest thatthe needs of the children were met.leadership and social maturity in-creased, and refinement of researchskills was a valuable outcome of the

d And

program, A further recommendation isfor lixal districts to start similar pro-grams, preferably beginning instructionfor the gifted at the fourth grade level.IOSI

ABSTRACT 20800EC 02 0800 El/ N.A.Publ. Date 62 101p.The Gifted Student: A Manual forProgram Improvement; :S. Report ofthe Southern Regional Project forEducation of the Gifted.Southern Regional Education Board,Atlanta, GeorgiaCarnegie Corporation Of New York.New YorkEDRS not availableSouthern Regional Education Board.110 6th Street, N. W., Atlanta, Georgia30313.

Descriptors: exceptional child educa-tion; gifted; program improvement; pro-gram guides; identification: studentplacement; curriculum; program es. ilua-tion: project training methods: leader-ship training: program development; in-dividual characteristics: ability group-ing; acceleration: independent study; ad-ministrative problems; special programs

A report of a 1-year leader hip trainingprogram, the Southern Regional Projectfor Education of the Gifted, describesadministrative and financ/al concerns,instructional seminars utilizing reading.discussion, and consultative service,, ob-servational tours of programs for theglued, and planning of policies andguidelines for individual state applica-tion. Guidelines for program develop-ment include the argument for differen-tial education: program organization,implementation, and evaluation: selec-tion and training of personnel: programinterpretation to the community; sys-tematic early pupil identification andplacement: specialized curricular experi-ences: diverse administrative practices;the need for continuity of identificaton,guidance, instruction. and evaluation.and periodic reexaminat:,m and refine-ment of program structure:. and financialconcerns. Appendixes orescnt a list ofrelated literature. a composite outline ofthe guidelines. and sugges;ed questionsas guides to re. ding and discussion.11201

ABSTRACT 20824FIC 02 0824 ED 032 690Publ. Date 65 102p.Torrance, F. PaulCifteti Children in the Cla,sroom.EDRS not available1 he MacMillan Company, 866 ThirdAvenue, New York. New York 10022.Descriptors: erceptional child educa-tion; creativity; gifted; leaching meth-ods; educational philosophy.: intellig-ence; intellectual development: educa-tional objectives; identification; motiva-tion: grouping ((instructional purposes((;early childhood education: creativereading; creative ability.; research skills;teacher improvement; curriculum des el-opmeni; kindergarten children

1 1

Highlighting some of the newer under-standings about the nature of giftedness,the goals of educating gifted children,problems of identification and motiva-tion, and development or giftedness dur-ing the preschool years. chapters aredevoted to the development of creativereaders and to the teaching of tesearchconcepts and skilL. The final chapterincludes a challenge to teachers of giftedchildren to search for their own uniqueways of teaching, and offers somesuggestions to facilitate the process ofbecoming an effective teacher of gictedchildren. Author/WW)

ABSTRACT 20826EC 02 0826 1-0 032 692Publ. Date Sep 69 65p.F ink, 1 ass rence A.Honors Teaching in .smerican

HMS not availableTeachers College Press, Teachers Col-lege, Columbia University, New Yorls,New York 10027 (54.25).

Descriptors: exceptional child educa-tion; gifted; American history; honorsclasses; teaching methods; student evalu-ation; academic achievement; self .3:-tualitation; secondary school students:instructional materials; student interests;program evaluation; course content:course organization; grading: readingassignments; hibliokraphies; instruction-al innovation

A discussion of the challenge and prom-ise of honors courses -.recedes an examination of an American History honorsclass composed of 24 high school juniorsand seniors selected by one or more setsof criteria. I he students came from welleducated parents who raised compara-lively small families, 13 were either firstborn or only children; and all participat-ed in se -v. aura-curricular activ ity. 1 heauly . r provided opportunitiesfor a am from the usuallextbottsliest methods through blockreading assignments, use of primarysources, interpretive materials. and addi-tional reading. Students took turns ialeading discussions of the readings; writ-ten assignments were made which re-quired evaluation, documentation, anduse of the historical method. Criticalanalysis was encouraged. Students wereevaluated on the basis of their perform-ances in leading and participating indiscussions, their written work, and aminimum number of tests. The majorityof students consistently earned grades inthe 80ls and 90's. The author evaluatedthe experience favorably, and studentsindicated enthusiasm and approval eventhough the course was more demandingof their time and efforts. lmpiications ofthis course are presented for teachers,administrators, libraries. teacher-train-ing institutions, and college courses. ...sixappendix contains a list of basic readingmaterial required of all students. (Ii

ABSTRACT 21108VC 02 1108 025 810Publ. Dale Aug 68 36p.I (salmis. Francis And Oihers

Final Report on an IndependentStudy Program for the :AcademicallyAble.Manhattan College, Bronx. New YorkNew York State Education Department.AlbanyELMS mf.hc

Descriptors: exceptional child research;academic achievement; independentstudy; individualized curriculum; indi-Viidual reading; individual st udy: second-ary school students; student grouping:student projects; superior students; gift-ed; released time

Released time from classes for inde-pendent study by academically able highschool juniors and seniors is ...valuatedhere after a 4 year study. Concern wascentered on the effects of this programon high school functioning and, later, oncollege records. Major hypotheses of thestudy were that independent readinggroups would show greater gains inschool satisfaction, study habits andlibrary skills. certain cognitive andaffective measures would not he usefulin predicting success in independentstudys and achievement in areas otherthan the independently studied areaswould differ little from that of controlgroups. These hypotheses were largelysupported. Absences from class had noadverse effects, and trends indicatedfavorable effects of independent study.Significantly' more experimental stu-dents chose majors in their freshmanyear in college than did matched con-trols. Tendencies that did not reachstatistical significance favored experi-mental groups in other areas of thecollege investigation as well. (fiPl

ABSTRACT 21110EC 02 1110 ED 025 999Publ. Date 67 174p.Heist. Paul. E.J.Education for Creativity, A ModernN1yth?California University. Berkeley, CenterFor Research And Development InHigher EducationOffice Of Education ilDIIEW). Washing.ton. D. C.EDRS mf.hcOEC-6-10-106Proceedings Of A Conference On Edu-cation For Creativity In The AmericanCollege. Berkeley. California, Spring1966.

Descriptors; academic standards; crea-tive ability: creative development: crea-tive expression: creatisity; educationalchange, educational objectives; highereducation; self expression; student moti-vation: talent utilization

The paucity of meaningful academicexperiences for potentially or highlycreative individuals prompted research-ers and performing artists to meet anddiscuss the implications for creative op-portunities in higher education. A trulycreative person is thought In be inde.pendent. innovative, flexible. with a

highly deseioped sense of the them-cheatand the esthetic. and etiereises d,%ciplineonly when he considers it necessary. A

10

rigidly structured and organized aca-demic system invariably discouragesself-expression. Consequently, a numberof students transfer from or drop out ofeducational systems too formalized fortheir tastes. Unfortunately. academegenerally assumes that educationalneeds of all unusual students are met inprograms designed for the gifted orexceptional. and many creative individ-uals who do not meet necessary academ-ic requirements are excluded or ignored.Many questions were raised to whichanswers could not be provided but par-ticipants agreed that very little researchhas been done on creativity at thecollege level, except in the creative arts,The task ahead involves learning aboutthe nature and forms of creativity, estab-lishing whether it is innate or may hedeveloped. Then programs should focuson quality education for the total humanbeing. and be flexible enough to stimu-late and encourage creative expression,A bibliography of related publications isincluded. (AVM)

ABSTRACT 21144EC 02 1194 ED 027 099Publ. Date Sun 68 83p,Porter, Robert 51.A Decade of Seminars for theand Ambitious.Catskill Area School Study Council.Oneonta, New YorkOffice Of Education Washing-ton. D. C.. Division Of Plans AndSupplementary' CentersE DRS mf.hc

Descriptors: exceptional child education; academic ability; curriculum; en-richment experience; enrichment pro-grams; gifted; intellectual development;noncredit courses; rural areas; second-ary school students; small schools; student seminars; ungraded classes; Satur-day Seminars for Able and AmbitiousStudents

11-110 hundred sixty secondary studentsfrom 33 schools took part in a programof Saturday seminars funded by Title Illof the Elementary and Secondary Edu.cation Act. The program was operatedby the Catskill Area School Study Coun-cil for academically gifted. rural stu-dents to provide intellectual activity andstimulation boort/ that offered in theirlocal schools. Students were selectedfrom the top quartile on national normsfor the School and College Ability Tests,class standing, scores achievi J on stand-ardized IQ tests, and from recommenda-tions of principals, counselors, andteachers as to academic ability, marks,drive, and estimated ability to profitfrom the seminar experience. No exami-nations. compulsory assignments, crgrades were given in the seminars.which were considered explorations inrealms of knowledge to pros ide readi-ness for later academic work. Seminarswere offered in areas such as dataprocess.ng. psychology. organic chemistry. and expository writing. Althoughlittle evaluation of the program wasmade, esidence of how students andinstrtetors felt about the seminars at

12

their conclusion and how school admin-istrators. counselors, and teachersviewed the program are included in thedocument. UM

ABSTRACT 21275EC 02 1275 ED 002 906Publ. Date 61 84p.Hampton, Nellie D.Effects of Special Training on theAchievement and Adjustment of Lift-ed Children. A Second Report.le . State College. Cedar Falls0 a Of Education (DHEAVr. Washing-ton, C.EDRa mf,hcOEC-423 CRP-614

Descriptors: exceptional child research;achievement; adjustment (to environ-ment); child development; rural schools;rural areas: program evaluation; :ril-vidual development; training; academicachievement; summer programs; experi-mental curriculum; curriculum research;intelligence; rural education

The effects of training given to a groupof gifted children in a special summerprogram were tested during the follow-ing school year with respect to overallachievement and adjustment among thestudents. The second phase of a continu-ing study dealing with gifted children insmall town and sparsely populatedareas, the project was designed to com-pare the experimental group with twocontrol groups drawn from differentschool populations. The hypothesis test-ed was that there would be no differ-ences between the experimental groupand either control group in the overallanalysis or at any of the inteltigence-a-chievernent classifications used in thestudy analysis. Approximately 170 gift-ed sixth graders participated. 60 of thesebeirg assigned to the summer session.Some definite superiorities were demon-strated by the experimental group, par-ticularly at certa'n intelligenceachievement combinations. It was suggestedthat this could imply that schools are notdoing, during regular terms, all thatcould he done to help children achievetheir potential and that the summerprogram had some value. however. thesuperiorities of the experimental groupwere neither frequent enough nor greatenough to warrant an unqualified rec-ommendation for special training. OW

ABSTRACT 21276ED 003 842EC 02 1276

Publ. Date Aug 65 312p,Jewell. R. E. And OthersTram 'Teaching EngEsh Across GradeLines Using Selected Ability Groupsand a Theme-Oriented l:urrieulure.Bend Senior High School. OregonOffice Of Education IDHE31). Washing-ton, D. C.EDRS mf,hcCRP -S -1 58

Ile criptors: except ionr' child research;allied. curriculum; !er:Fling methods;honors curriculum; English curriculum;reading; writing; high school students;senior high schools; student opinion;student reaction: high achievers, ability

1 held (111,1t. gr,rho St.11(1

grouping: parent reaction; curricuitainevaluation

An evaluation of an honors Englishteam teaching program is reported. theprogram, designated as a spiral curricu-lum, was administered to senior highschool high ability students. Resultswere evaluated in terms of stiidentachievement in reading and writing.changes in student attitudes and partici-pation in group discussions, student reaction. parent awareness and reaction,teaching staff impressions, and function-al effectiveness of the program. Tablesof statistical data collected and findingsare appended with information on mea-suring devices, a student opinion poll, astructured parent interview. and a 158page supplementary text containing 24literature selection, for the honors pro-gram. IWN)

ABSTRACT 21277IA' 02 1277 ED 003 830l'ubl. Dale 65 61pAckerman, Paul R.Remonstration of the Significance ofa Consultant-Teacher for the Cifted toa Small Rural Secondary School.1,Canse., State Department Of Public In-str ucti TopekaOffice Of Education 1D1.11-AX I. Washing-1.,11. D. C1-DOS mf.hcCR I' -S-088

Descriptors: evcep.ionat child research;administration: teaching methods: gift-ed; consuitar.ts; resource teachers: cur-riculum development, instructional im-provement; high school students; teach-er certification; educaiional finance:school community relationship: crentreaction; program evaluation; ruralschools; rural school systems: rural edu-cut: m; personnel

The ccahtation atd dissemination ofinformation concer...ing the employmentof a :eacher-co... ultani tor the giftedchild in a rural school district was theprimary problem of this study. Specifi-cally, effort, e..ere directed toward leter-mining 'whether the ac lit ion of a teach-er-consultant actually inyrdve, instition for the giftcd student, a heater sucha program is financially feasible for asmall rural district or can be adminis-tered by persons not specially trainied inspecial education administration. and

hether more extensive guidelines forinstruction and teacher certification canhe developed front the demonstration,iutI whether the program affects thecommunity. 1 army students (medianIQ of 128 and ages 13.5 to 17) partici-pated in the pror.7m for I year. Proce-dures involved the scheduling of thepupils for seminars and a resource room.the des elomment of a special OK rin scientific methods, and institutingremedial educational methodology.Also, the consultant had many tasksrelated to the community. the parents oftne children. and other vocationarticademic personnel cf the school, I heresults nete generally favorable. al-though seseral years followup toe

1.11"/ a.

necessary to ascertain the longitudinalresults of the methods employed. (lel

ABSTRACT 21429EC 02 1429 ED 001 ISOPubl. Dale Jul 63 87p.Bixler, Harold II., Ed.The Challenge - -A Program for 'tidiedChildren in the Sixth Craoe, SecondEdition.Western Carolina College, Cullosshee,North Carolina, Guidance ClinicEDRS nifhe

Descriptors: exceptional child educa-tion; gifted: curriculum; creatise writ-ing; abstract :easonirg; language arts;social studies: mathematics; sciences:art' music. enrichment; cqrriculum en-richment; grade 6' curriculum guides

Ideas included are the product of anintensive workshop held to study thepublic school education of exceptionallytalented children. Programs are aimedat developing better facility in the skillsof abstract thinking, organization. dis-criminating. judgement. creative c',rit-mg. and the ability to engage profitablyin group activity. Included in the lan-guage program ;inc schects from philos-ophy to practice of 1, iguage skills andliterature assignments in the works ofTwain and Poe. In the social studiesprogram emphasis is given to thestrengthening of democratic aspects ofour society and a respect for our andother cultures. The Greek. Roman, Eng-lish, African, and other cisilizations andcultures are studied. To meet the chal-lenge of broadening and deepeningmathematical maturity, eniichment isprovided in meanings and principles,rather than in facts and procedures.Similar emphasis by means of morecreative experience,, is given in thescience program. Also included in theprogram are art history, fundamentals inmusic theory, and a general study ofmusic. (Eli)

ABSTRACT 21475EC 02 1475 ED 034 353Publ. Date 68 I 85p.Robeck, Mildred C.California Project Talent: Accelera-tion Programs for Intellectually CM-ed Po pits.California State Department Of Educa-tion, SacramentoOffice Of Education (DHEAV). Washing-ton, D. C.FORS tribeDescripteds: exceptional child eduea,lion; gifted; ministration; programevaluation; accelerated programs; abili-ty identification, student placement: stu-dent evaluation; counselor role; cut ricu-hu m design: ease studies leducatio,parent counseling: research reviews(publications): program adininistration;counseling: classroom arrangement: re-cords (forms), California

A. Lido of Project laient ins ilkk,discussions r eced:ng ree,iri:h indi-cating that acceleration was eflesliseand henefic.al and outlines provisionsutilized for acceleration (early admis-sion, ungraded primary and elementary.

individual and advanced placement,grade skipping, combination grades, andtime compression). Detailed are the ad-ministrative procedures insolsing theadvantages and orohlems of the programand the establishment of new programs.and the identification and placement ofpupils in connection with the role ofpsychologists, counselors. and psychom-etrists, plus the counseling of pupils,parents, and teachers. The curriculumfor the grade 3 summer session, with itsgoals, content, organization, and evalua-tion is provided. Functions and sclec-Eton% of case studies as used in theprocess of identification, and the studyof intellectual development of the accel-erate are discussed along with counsel-ing methods. Evaluations are presentedof the California Project Talent pro-gram, Pasadena's acceleration program,the Ravenswood program, and theplacement of individuals in the Califor-nia program. Also included are eightrecommendations for the future, re-search suggestions, appendixes, and ta-bles of results. 0511

ABSTRACT 21509EC 02 1509 ED 030 672Publ. Date Apr 69 87p.Fenton, Edwin And OthersA High School Social Studies ('urriculum for Able Students: An Audio-Vis-ual Component to a High SchoolSocial Studies Curriculum for AbleStudents. Final Report,Carnegie-Mellon University, Pittsburgh,Pennsylvania, Social Studies (curricu-lum CenterOffice Of Education WHEW), Washing-ton. D. C.. Bureau Of ResearchEDRS mf.hcDEC-3-10-103, OFC-6-10-130BR-.:-0560. BR-5-0655Descriptors: exceptional child educa-tion: gifted: audiovisual aids: curricu-lum design: curriculum development;curriculum evaluation: curriculum plan-ning: curriculum problems; economics;history; humanities; instructional aids:political science; secondary education:sequential programs; social studies: so-cial studies unitsA project to develop a sequential andcumulative seKial studies curriculum forable students in grades 9-12 was carriedout by Carnegie-MetIon University inpartnership with the Pittsburgh PublicSchools, 1 he general goal of the curricu-lum was to help each student develop tothe limit of his ability into an independ-ent thinker and an informed, responsiblecitizen and was divided into four subgr-oups: attitudes, values, inquiry skills,and knovtle4e. the courses prepared'sere comparative political economicsystems 19th graded the sliming of Y. Cut-

n society and studies cat the non -west-ern world 110th grade), the amcricanexperience (11th grade), and an intro-duction to the bchas ioral tciences andthe liurnanitie- in three cities AncientAthens, Renaissance florence, andAlatiern New York (12th grade). A bookof readings, an audiovisual kit, a tent-er's manual, and an examination program were developed for each course,

Iwo books and 12 films were completedto explain to teachers the curriculumand methods of using it. The resultsfrom testing the curriculum in the Pitts-burgh Public Schools indicated that stu-dents in experimental-curriculum classesmade significantly greater gains than didthose in control classes. (LH)

ABSTRACT 21645EC 02 1645 ED N.A.Publ. Date 64Fine, BenjaminStretching Their Minds.EDRS not availableE. P. Dutton And Company, 201 ParkAvenue South. New York, New York10003 (54.95).

Descriptors: exceptional child educa-tion; gifted; special schools; creativity;ability testing; program descriptions;parent counseling; teacher qualifica-tions; accelerated courses; mathematicseducation; music education; science ed-ucation; social studies; language instruc-tion; elementary grades; secondarygrades; advanced programs; Sands PointCountry Day School

Sands Point Country Day Scho,l, aprivate school for 200 gifted studentsranging from nurser' through highschool located in rural New York. isdescribed in its purpose and organiza-tional structure. Specific school practicesand areas of curriculum described indetail are the school's flexible entrancestandards, the discarding of traditionalgrade level organization, and maximumclass sizes of 15 to aliow leathers towork with children individually. Stu-dents pursue original ideas, with teach-ers offering guidance when needed toprevent repeated failures. School curric-ulum is described to be broad andgeneral, with high objectives and consid-erable depth. It is reported that conver-sational French is taught progressivelythrough all levels as are English, math,art, music, science, and social studies.and that special advanced courses areofferoa when there is sufficient demand.Teacher selection is based on their loveof chilOren, sense of humor, personalsecurity, and mastery of subject area. Inevaluati-g pupil progress. no lettergades are given. Report forms measurethe individual student's performanceagainst his abi!ity, and parent-teachercoriferenees are frequent. (Bd)

ABSTRACT 21746EC 02 :746 ED 035 125Publ. Date (68) 115p.

Vassar, William G., Ed.; Renzulli, Jo-seph S.. Ed.The Gifted Child in Connecticut;Practical Suggestion+ for ProgramDevelopment,Connecticut State Department Of Edu-cation. Hartford. Bureau Of Pupil Per-sonnel And Special Educational ServicesEDRS mf,bc

Descriptors: exceptional child education; gifted; educational programs; pro-gram planning; creativity; grouping (in-structional purposes); identification: ac-celeration: state legislation; administra-

12

for role; program development, teacherrole; Connecticut

Materials are presented to assist localschool personnel in the adoption ofsuccessful programs and services furgifted and talented pupils. Articles offer-ing solutions to problems in; or suggest-ing ideas and guidelines for, educationalprograming include the broadening con-cepts of giftedness. by E. Paul Torrance;justification for special programs. andinitial practical requirements for devel-oping local programs, both by Virgil S.Ward: homogeneous groupiag. by Wal-ter B. Barbe; a plan for identification. byJohn C. Gowan; acceleration, by Mary54. Pilch; and seven essentials of pro-grams. by Joseph S. Renzulli. Otherarticles furnish lists of questions for staffevaluation of the gifted problem, outlinethe role of local administrators and ofthe state. department of education, sug-gest criteria by which to guide pro-grams, and list some of the currentpractices being followed in programingin the nation's secondary schools. Hawthe teacher can further creativity is thesubject of material adapted from E. PaulTorrance and from John C. Gowan andGeorge D. Demos. Several school sys-tems and special projects in Connecticutand Massachusetts are recommended forvisitation, and guidelines for Connecti-cut administrators. based upon legisla-tive enactments, are suggested. I. WGI

ABSTRACT 21775EC 02 1775 El) 055 154Publ. Date Sep 69 75p.McBride, Feld. Ed.A Guide for the Education of li:s.ccptionally Talented Students.North Carolina State Department OfPublic Instruction, RaleighEDRS mf,hc

Descriptors: exceptional child educa-tion; gifted; state programs; administra-tor guides; program development; pro-gram planning; teacher selection; identi-fication; class size, program evaluation;educational objectives; ability grouping:language arts; English; social studies;sciences; arithmetic; mathematics; mu-sic education; art; learning activities:North Carolina

Rules and regulations governing educa-tion of the gifted in North Carolinaprecede an outline of screening andidentification procedures. The questionof ability grouping is explored through areview of eight research studies andarticles. Questions and answers are usedto present information on the gifted toparents, and the selection of teachers,class size, and program evaluation areconsidered. Objectives taken fromBloom's Taxonomy of EducationalObjectives are presented with an explan-ation. The development of programs inthe following areas includes activitiesand ideas: language arts. English. socialstudies (elementary and secondary). sci-ence (elementary and secondary), arith-metic. mathematics. music. and art.Available mimeographed materials arelisted. (R.1

14

ABSTRACT 21935EC 02 1935 ED 056 914Publ. Date 69 73p.Gloss. Garvin 0. And OthersSputnik Plus Ten; Ohio's Programfor the Gifted 1957-1967.Ohio State Department Of Education.Columbus, Division Of Special Ed: cit-tionEDRS mf.bc.Descriptors: exceptional child educa-tion; gifted; educational programs: pro-gram development., state programs; adv-anced placement programsi demonstra-tion programs; exceptional child re-search: identification; state surveys; en-rollment; educational finance; adminis-trative policy; OhioBriefed are the planning, the committeework, and the supportive legislationwhich followed the conception of Ohio'sgifted program. The procedural metho-data used by the Division of SpecialEducation to encourage the initiation ofprograms and to disseminate informa-tion on research. monographic contribu-tions, and demonstration results is dis-cussed. Historical treatment is given thefollowing subjects: statewide coordina-don of advanced placement; specificdemonstration projects emphasizing ac-celeration, subject and general advancedplacement, counseling, enrichment,identification. special classes, individualprograming in heterogeneous grouping.work-study for underachievers, and theungraded approach; surveys of litera-ture. evaluations of projects and proce-dures, and studies of costs; descriptionsof six controlled research studies; andconclusions regarding the Departmentof Education's role in identification.selection, programs. and supervision. Anoverview of current provisions includesmethods of identification and selection,quantitat comparisons costs. availa-bility of child-study services, administra-tive and curricular provisions, extent ofparental involvement. student and pro-gram evaluation, problems encountered.and conclusions and implications. I WCil

ABSTRACT 21957EC 02 1957 El) 076 936Publ. Date Apr 69 181 p.Developing Unar.akeneicl and Unrecogni.cd Potential. Proceedings cf aConference held at the University ofMinnesota (Minneapolis, April 26,1969).Minnesota State Department Of 1-luca-lion, St. PaulEDRS mf,hc

Descriptors: exceptional child educa-tion: disadvantaged youth; creativity:talent development; educational needs;psye biding uistics; leacher education:teacher role; teacher attitudes; identification; intelligence tests; creative ceeel-opment; urban education; rural educa-tion; minority groups: American Indi-ans; educational programs: teachingmethods: cultural differences: culturaldisadvantagement

The proceedings include addresses byArthur S. Fleming and Samuel S. Shepard on the edu'ational needs of the

1T1,11e1 e kit

disadvantaged black and by E. Paulil nuance on creativity development.ifiranscript ions are included of workshoppapers on leacher training, teacher rulein creativity development, leacher re-sentment toward the adolescent innova-tor. teacher identification 0;i giftedness,and teacher style. Additional paperstreat the use of intelligence tests andpsycholinguistic training with the disadvantaged. the problem of disruption inschools, and the development of creativetalents. Also described are programs orIndian reservations, in urban and ruralareas, and in minority neighborhoods.1.f I))

ABSTRACT 21906EC 02 1966 ED 036 945Publ. Date 69 30p.Twin City Institute for TalentedYouth. annual Report.twin City Institute For I alented Youth,St. Paul, MinnesotaEDRS int.hc

1)escripturs: exceptional child research;gifted; talented students; summer pro-grams; admission criteria; curriculum;disadvantaged youth; program evalua-tion; master leachers; public schoolteachers; courses

summer program enrolled 579 talent-ed students. Regular admit students hadhigher aptitude lest scores and gradepoint averages: special admit students.w do rime from inner city schools, mani-fested creative and artistic abilities andhigh motivation. Courses were offeredin the arts. the humanities, foreign lan-guage. language ails. math and science,and social and hehay.oral science. Stu-dent. also participated in seminars andspecial CVent,. A.,ociale teachers fromthe oily schools worked with masterleachers. Special admit students did re-!misery welt: students as a whole werertsitise about the program; associateteachers were favorahl - but wantedmore contact with studen; s and planningtime with master teachers. Administra-lisc evaluation suggested orientation forstiiients regarding norms, questionedlocating the program on a college cam-pus. and approved the modified admis-sion policy and the problem emphasis inthe cuiriculton. (31))

ABSTRACT 220061(022006 ED 036 019Publ. Date Nov t i 23p.Das is. Can 1. Amt Ribero1 Program for Training CreativeThinking: 1. Preliminary Field Test.Wisconsin University. Madison. Wis-consin Research Ano Development Cen-ter For Cognitive l earningOffice Of Education IDHEWI. Washing-ton. D. CVMS mf.hcOEC-5-10-154 IR-104

Descriptors: es optional child research;creativity; creative ability; creativethinking; creative development; testing;comparative analysis; student altitudes;quest ionnaires

.\ program designed to develop theitemise potential of sixth, seventh and

loimd and lre m.

eighth grade ski icntc, incorporates ideasfrom a three-part model which concep-tualizes the components of creativity asappropriate creative attitudes, variouscognitive abilities, ard idea-generatingtechniques. It attempts to increase stu-dents' awareness rtf, and appsfor, change and innovation. provide x-ercise for creative abilities which fcili-tate the fluent production of oi iginalideas; leach techniques for the sv stemaiis production of new idea combinations;and, through humor, to create a freeatmosphere encouraging spontaneityand imagination. In a preliminary fieldtest, responses to an attitude question-naire and three divergent productiontasks (such as thinking of changes andimprovements for a doorknob) showedthe program to he effective. Twenty-three subjects 121 seventh and twoeighth grade students) who studied theprogram in a 10-week creative thinkingcourse produced 65'1 more ideas on thedivergent thinking tasks (ideas whichwere rated as significantly more crea-tive) than 32 ieveoth grade control Ssenrolled in a creative writing course.Thcie also was good indication that thetrained Ss acqaired more creative alti-tudes, including confidence in their owncreative ability, than the control Ss.

I Au th or/RJ )

ABSTRACT 22102EC 02 2102 ED 035 625Pub!. Date 69 117p,Elliott, Virginia A., Ed.; Josephs, loisS.. Ed.English for the Academically Talent-ed Student in the Secondary School.1969 Revision of the Report of theCommittee on English Programs forHigh School Students of SuperiorAbility of the Naional Council ofTeachers of English-.National Council Of Teachers Of Eng-lish, Champaign, Illinois;National Education Association. Wash-ington, a C.EDRS mfNCTE, 508 South Sixth Street, Cham-paign, Illinois 61820 (Stock Number02801 I; NEA Publications-Sales Sec-tion. 1201 Sixteenth Street. N. W.,Washington, D. C. 20036 WC 81.501.

Descriptors.. creative thinking; disadvan-taged youth; educat onal trends; Englishinstruct ion; Finglish programs; highachievers; secondary education; studentmotivation; talented students; talentidentification; teacher education: teach-ing methods: underachievers; gifted

Introducing the essays in this publica-tion. Virginia A. Elliott and Lois S.Josephs review the problems of teachingEnglish to the academically talentedstudent. Essays are by Michael F. Shu-grue, who surveys, from 1958 through1968, the achievements of conferences,Curriculum Study Centei sind theDartmouth Seminar; John Simmons,who discusses the necessity and difficul-ties of identifying talentee students inEnglish; Arno Lviett, who explores theproblems of motivating bright undera-chievers; Lois S. Josephs. who delineates

the need for sensitive, perceptive (cach-ing of gifted disadvantaged students, andbred H. Stocking, who recommendsungraded, elective courses to stimulatebright students. Papers are also present-ed by John A. Hart and Ann L. Hayes,who consider how a spirit of mutualinquiry, discussion, good student-teach-er relationship, and creative writing canfoster creative thought; Virginia A. El-liott, who analyzes the training andcharacteristics necessary lo teach talent-ed students; and 1 ois 61. Gross, whoreviews educational programs in thesixties for academically superior stu-dents. A selected bibliography is includ-ed. (AI)

ABSTRACT 22104EC 02 2104 ED 035 524Publ. Date 69 93p.Reading for the Gifted: Guided Ex-tei:sion of Reading Skills ThroughLiterature. Part V.Los Angeles City Schools, California.Dix ision Of Instructional Planning AndServicesEDRS mf,hc

Descriptors; ethical values; gifted; litera-ture guides: moral values; reading in-struction; reading materials: readingskills; teach I ng guides

Guidance is provided in this instruction-al bulletin for study by gifted pupils of aseries of books related to the centraltheme, The Development of StrongMoral Character Through OvercomingAdversity. The books selected provideopportunities for the examination ofmoral and spiritual values. The instruc-tional materials developed and booksselected were done so specifically for useby gifted pupils at grades 3 and L.Literary terms are defined, synopses ofthe selected books and instructional in-formation for many are included, plusbiographical information about most ofthe authors. References are given.(Nfl(Author)

ABSTRACT 22114EC 02 2114 ED 023 611Publ. Date Jun 68 52p.Saslaw, Milton S.Evaluation of a Program to PromoteScientific Careers in Gifted Studentsat the Secondary Level. Final Report,Miami University, Coral Gables, Flori-da, GraduLte SchoolOffice Of Education (DHEW), Washing-ton, D. C.. Bureau Of ResearchEDRS mf,hcOEC-6-10-31713R-5-0648

Descriptors: exceptional child research;gifted; achievement; career choice; ca-reers; course evaluation: course organi-zation; curriculum development; inter-est tests; motivation; program evalua-tion; science careers; secondary schoolscience; student science interests: Biol-ogical Sciences Curriculum Study;Chemical Education Materials Study;Physical Science Study Committee;Wechsler Intelligence Scale for C hilcircn

In the program. !Motivation in Depth forCofted lligh School Science Students

13

initiated in 1964, specially selected sev-enth grade students took in successivesummers Biological Sciences Curricu-lum Study BSCS), Chemical EducationMaterials Study. (CIIEMS). and Physi-cal Science Study Committee (PSSC1courses; a newly designed course, Labo-ratory Orientation and Instrumentation;and two academic years in the Labora-tory Research Program. Evaluation wasto determine program feasibility, collectselected data, and analyze differencesbetween the experimental students andmatched control students on the Califor-nia Occupational Interest Inventory(C0111. Feasibility was demonstrated bythe following observations: 91.7ci of allclass performances met school require-ments: participating students in BSCSand PSSC obtained scores on nationaltests more favorable than national con-trols; and participants performed satis-factorily compared with controls whotook the regular academic program intenth, eleventh and twelfth grades. Datahave been collected over the duration ofthe program by the Wechsler Intellig-ence Scale for Children and speciallyconstructed structured interviews, andby group Rorschach. Bell PersonalityInventory and Coll. Analysis of theCOD revealed a significant increase inthe difference between experimental andmatched control students in the person-al-social factor. iGR)

ABSTRACT 22491EC 02 2491 FD N.A.Publ. Date May 70 343p.Torrance, E. Paul;Creative Learning and Teaching,Myers, R. F.EDRS not availableDodd, Mead And Company, 79 Madi-son Avenue. New York, New York10016 (1.5.951.

Descriptors: exceptional child educa-tion; creativity: creative development:educational methods; creative activities:creative teaching: teaching techniques;teacher improvement; questioning tech-niques

To promote creativity in elementaryschool children, the leacher must heaware of the numerous rather that, asingle solution to problem situations_ Inline with this reasoning the authorssuggest that creative teaching can makea difference in ability, built in motiva-tion is necessary, creative developmentshould not he left to chance, and askillful teacher can facilitate creativelearning. Techniques described are anawareness of the child's mind, question-ing for information and thought. askingprovocative questions, teaching the childto question. providing a tesponsise envi-ronment, and guiding planned sequencesof creative activities. Also included arehints for becoming a more treatiseteacher and an appendix with somecharacteristics of learning experiences tofacilitate treatise behavior. 0 SD

ABSTRACT 22537EC 02 2537 El) 038 807Publ. Dale 69 78p.!tome, Ernest R. And Others

14

The and Clarity of Demon-stration.Cooperative Educational Research Lab-oratory, Inc., Northfield, IllinoisIllinois State Office Of The Superintend-em Of Public instruction, Springfield.Department Of Program DevelopmentFor Gifted ChildrenEDRS mf,hc

Descriptors_ exceptional child research;gifted: demonstration centers: demon-strations (educational), program evalua-tion; state programs; educational pro-grams; evaluation techniques: measure-ment instruments; educational innova-tion; educational practice; observation:Illinois Gifted Program; IllinoisA slate system of about 20 demonstra-tion centers was developed in Illinois toexhibit a variety of model programs forgifted children, ranging from kindergar-ten to high school. Subjects ranged fromforeign language to dance and dramat-ics, Evaluation indicated low quality intoo many centers. the centers per-formed best on the awareness function,less well on the acceptance function.Demonstrations were found to lack in-telligibility and to fail to inuSLate bothpositive and negative features, therebyfacilitating valid professional judgment.However, they ranked well for fidelity.Recommendations are made; a separatevolume provides appendixes listing ob-served programs. describing a typicalday in a center, and detailing proce-dures, the instrument used, and theobstrusiseness of measures. I Authelril D)

ABSTRACT 22552EC 02 2552 ED 038 824Publ. Date Apr 70 86p.Tongue, Cornelia. Ed,The Proceedings of the Sessions onGifted and Talented ('. hildren, SpecialEducation Conference 121st, Char,lotte, North Carolina. November 20-22,1969).North Carolina State Department OfPublic Instruction, RaleighE DRS mthc

Descriptors. exceptional child educa-tion: gifted; educational programs; crea-tivity; advanced placement; identifica-tion: personality: counseling; education-al needs; creatis ityi development

Seven speakers consider gifted and tal-ented students. George Welsh definesthe relationship of personality and class-room performance; Marvin Gold de-scribes differential education, and C.Douglas Carter discusses special pro-grams at the elementary level. Alsotreated are the nature and identificationof creativity, by Betty Stovall. advancedplacement in the high school, by Danielfieshara, and guidance needs it theelementary school, by Ann W. Harrison,James I. Bray reviews the theory andcurriculum of the Governor's School ofNorth Carolina. a special school forgifted students. OW

ABSTRACT 22713EC 02 2313 Fl) 039 655Purl. Date :691 67p.

lhaltenge: Trarher'sManual.Lincoln Public Schools, Nebiaskii, Pro-ject ASEklNebraska State Department Of Educa-tion, LincolnEDRS mf,hc

Descriptors: exceptional child CliW:LL-

lion: gifted: educational television; en-richment; educational strategies; medi-cine; theater arts; communications; niusic; art, history; architecture; industry:urban culture; mathematics; world af.fairs; business; agricultural education

Published as a guide to educationaltelevision viewing for the gifted. thestated objective is to extend the learningenvironment, validate and individualizelearning, provide resources. and use anonverbal approach. For each area dis-cusse the text provides information onthe target audience, the need and pur-pose. methods of achieving the purpose,individualized viewing and learning, re-lated activities, and additional resourcesfor tie student. Areas described areresearch, medicine, theater, communica-tions, music and art, buried history,architecture. industry, urban problems.world involvement, agriculture. mathe-matics, and business. 11 ND

ABSTRACT 22746EC 02 2746 ED 039 688Publ. Date Feb 70 33p.Weitman, MorrisExperimental Donor:: Project Evalua-tion Development and Student Selec-tion. Fins; Report.Portland State University, OregonOffice Of Education t DEIEW), Washing-ton, D. C.EDRS mf,he01-Xi-9-9-470-11.8-000210571

Descriptors: exceptional child educa-tion; gifted; honors curriculum; collegestudents; program evaluation: programproposals; Portland Slate University

the preparatory steps for an evaluationof the honors program at Portland StateUniversity, Oregon and the selection ofthe gifted participants are described.Seventy -nine entering freshmen were se-lected in the proposed honors programon the basis of high College EntranceTeam s erhal and mathematics scores.Sixty students were selected and formedinto two groups of 30 each tone of eachpair taking part in the hon rs cut ',il-ium): Evaluation showed no diffeiencebetween the participants and controls asto continuance in school and reading orlistening skills, A set of screening mea-sures for the selection of successfulhonors participants was then developed.

he proposed honors program is includ-ed, (Author)iM)

ABSTRACT 23086EC 02 3056 ED N. APubl. Date 66 572p.Hildreth, Gertrude H.Introduction to the Gifted.1-.DkS rot availableMcGraw Dill Book Company. 330 West42nd Street. New York. New York10036 08.501

I ,sane ( 1,1d 1..grort),

Descriptors: exceptional child educa-tion; gifted: teaching methods; identifi-cation. student evaluation; acceleration:ability grouping; creativity; motivationtechniques; guidance: teachers; checklists; college students; elementary schoolstudents; secondary school students; tal-ented students; research projects

Designed as a textbook fur courses ineducation, child psychology, exceptionalchildren, and teacher education of thegifted, the hook provides a survey ofd. sielopments in the education of thegifted. Identification, appraisal. and edu-cational methods from elementaryschool through college are treated. Con-sideration is given to ability grouping.acceleration, guidance, motivation, crea-tivity, and teachers of the gifted. Perti-nent research findings are reported. Achecklist for gifted children (ages 10 andover) is included. t !OS)

ABSTRACT 23182EC 02 3182 ED N.A.Publ. Date 61 96p.brews, Fliaaboh Ed.Guidance for the Academically Tal-ented Student.Carnegie Corporal ion. New York;American Personnel And Guidance As-sociation. Washington, D. C.:National Education Association, Wash-ington. D. C.EDRS not availableNational Education Association. 1201Sixteenth Street Northwest, Washing-ton. D. C. 20036151.001.

Descriptors: exceptional child services.gifted; counseling goals: guidance; ability identification; high achievers: educa-tional needs; counseling set vines; confer-ence reports

Guidance for academically gifted stu-dents is discussed in a report of aconference on that topic. What to lookfor, procedures for identifying the aca-demically talented (tests, observationstudents' products. and cumulative re-cordl, when to identify and ishy arccovered, in addition to the role of thecounselor in the identification process.An examination of the nature and char-acteristics of the social and psychologi-cal factors which nourish or inhibit highachievement looks at society, the home,the school, culturally or economicallydeprived groups. gifted girls, psychologi-cal patterns, and problems of motivationin underachievement. The importanceof guidance from the home, school, andcounselor is stressed. A discussion of theeducational provisions which promotethe maximum development of giftedstudents considers personal and el;.:C 3-tional needs of the students, the educa-tional program, and the responsibility ofthe guidance services. Attention is givento specific asp Nis of counseling: personnet, process tentrhasis on social andemotional problems, vocational aspira-tions, and educational plans). and paren-tal factors and home environment asthey affect counseling, Responsibilitiesof the guidance counselor in researchare %lir ItTlafireJ. and sources supporting

timid ass

generalizations about the academicallytalented are listed. tRaliai

ABSTRACT 23184F.0 02 3184 ED N.A.Publ. Date 6: 112p.Ziegfeld, Edwin, Ed.Art for the Academically TalentedStudent in the Secondary School,Carnegie Corporation, New York:National Art Education Association,Washington, D. CaNational Education Association, Wash-ington. D. C.F DRS not availableNational Education Association. 1201Sixteenth Street Northwest. Washing-ton, D. C. 20036 (51.00).

Descriptors: exceptional child educa-tion; gifted; art; visual arts; art educa-tion; program planning; program descriptions; secondary school students

Programs hit art for academically giftedsecondary school students w ho may nothe artistically talented are considered toa booklet resanting from a conference onthe same subject. Examined are thenature of art and the importance ofproviding art experiences for the aca-demically gifted. Activities for programplanning are suggested. Curriculum out-lines of some experimental programs inHouston, Pittsburgh, and Hillsdale, NewJersey are presented. A list of selectedreferences in art and art education(hooks and periodicals, and films) isincluded. DCXX't

ABSTRACT 23227EC 02 3227 ED N.A.Publ. Date 64 511p.Gowan. John Curtis; Demos. George D.The Education and Guidance of theAblest.EDRS not availableCharles C Thomas. 301-317 Fast 1 awrence Avenue. Springfield, Illinois 62703(S14.501.

Descriptors: exceptional child educa-tion; gifted; educational objectives; edu-cational administration. creativity: cur-riculum; academic achievement: excep-tional child research: student character-istics-. intelligence

The text reviews research and develop-ment in the field of education for theacademically gifted. Both early develop-ment and present status arc chronicled,covering the general areas of history.philosophy. objectives, characteristics.curriculum, guidance. administration.and research. Practical programs arealso discussed, with practical suggestionsfor teachers relating theory to practice.An extensive bibliography is included.I WOO

ABSTRACT 23238F.0 02 3238 IDPubl. Date 60 224p.Bich, Charles E.Administration: Proeedurep andSchool Tractieeo for the leradcmirallyTalented Student In the SecondarySchool,

National Edleation Association, Washington, D. C., National Aksoi iathsn OfSecondary School principal,FDRS not asailableNational Education Association, 1201Sixteenth Sti eel, N.W., Washington. D.C. 20036 151 75 1.

Descriptors: exceptional child educa-tion; secondary school students; talentedstudents: administrator guides: administrative principles; program administra-tion; program planning; identification;acceleration; grouping (instructionalpurposest; enricliment: counseling: guid-ance

Administrative procedures for implemenling and maintaining an educationalprogram fur academically talentedyouth are diseussed. Underlying philoso-phy and preliminary considerations andplanning are treated. Information isprovided on tools and procedures usedto identify 'Ile academically talented.Consideration is given to acceleration,grouping. and enrlchment. The counsel-ing and guidance of talented. students isdiscussed. Factors in administrativeplanning for program implementationare explored, A number of successfulprograms are described briefly. Alsoincluded are a ubstantial refecence list,publications about specific programs,and otganiaatic ns concerned with giftedchildren. Idly

ABSTRACT 23249EC 02 3249Publ, Date 66Bachtold. Louise AL

ED 01111224p.

Counseling. Instructional Programsfor Intellectually Gifted Students_California State Department Of Educa-tion, Sacrarr intoE DRS ruf.he

Descriptors: exceptional ch Id educa-tion; gifted; counseling: curriculum; so-cial studica experimental programs;English; inset-vice teacher education:program esaluation; program develop-ment; group counseling: junior highschools; counseling instruct onal pro-grams Project Talent; Sacramento (Cal-ifornia)

the intelle :tr. ally gifted. id :ItifiCd asthe top 2'l- M achievement and abilitytests in graCes 7. 8. and 9 were placed inan experimental counseling instructionalprogram. F.011 cognitive and affectiveobjectives acre set up for the smallgroup counseling sessions an'. for Eng-lish and social studies classes. Smallgroups of eight to 10 students met Onceevery 2 weeks with a counselor. Thecounseltirs and the teachers tf the Eng.lish and social studies classes plannedcoordinated activities for the smallgroups and classwork which would leadto intellect tat and social gro alb, Inser-viie training and program planning con-tinued throughout the year. The pro-gram was as evaluated by measuring theamount of student gre,Ath in line withprogram objectives, rating sheets on thefeelings and attitude of all those in-volved, de aided case studies, and stu-dent self - evaluation forms acre used.

IS

The program was presented as an exam-pie of a means of interrelating counsel-ing and classroom act. ,ities which couldserve for students other than the gifted.(NS)

ABSTRACT 23263EC 02 3263 ED N.A.Publ. Date 60 499p.Sumption, Merle R.; I.ueck ing. EvelynM.Education of the Gifted.EDRS not availableRonald Press Company, 79 MadisonAvenue, New York, New York 10016(6.50).Descriptors: exceptional child educa-tion; gifted; edocational methods; identi-fication; educational counseling; educa-tional administration; research reviews;program descriptions; teacher qualifica-tions

The text presents information presentlyavailable on the advantages and disad-vantages of the various kinds of educa-tional organization and practices in edu-cation of the gifted. it aims at teachersin the field and students preparing toteach. There is a discussion of the natureof giftedness and an overview of admin-istrative problems as well as chapterspresenting organizational patterns andexperiences helpful to the gifted at alleducational levels (preschool throughcollege). Included is a brief history ofthe altitudes toward, and theories of.education for the gifted with a review ofcurrent practices. Methodology is consi-dered with documented information forresearch. Discussed are methods of iden-ti6zatiom guidance of gifted students,teachers of the gifted. the role of thecommunity, and types of programs (in-cluding forms of acceleration, enrich-meet, and instructional grouping). (KW)

ABSTRACT 23434EC 02 3434 ED 041104035p.Publ. Date Mar 68Suchman, J. Richard; Carlson, Sybil B.Demonstration Center: Part IIEfementary School Programs in Scientile Inquiry for Gifted Students.Illinois University, Urbana, ResearchBoardOffice Of Education (DIIEW), Washing-ton, D.C.EDRS mf,hc

OEC-3-10-101

Descriptors: exceptional child research;gifted; teaching methods; inquiry train-ing; program evaluation, demonstrationcenters, audiovisual aids; instructionalfilms; inservice teacher education; sum-mer institutes; program descrigttions.questioning techniques; teacher charac-teristics

To disseminate inquiry training methodsand materials, the project produced in-structional films on the methods, pre-pared a teacher's manual, and conductedan institute to train teachers and admin-istrate -s in the procedures. Twenty ed.:-cators from 11 school districts wereenrolled in the summer institute as teammembers and were trained for 4 weeks

16

through seminars, class demonstrations,group discussions, and individual con-ferences. Teams then returned to theirdistricts where they conducted inquirytraining classes with at least one groupof gifted elementary or junior high stu-dents. Provisions were made for visitors .

to attend classes, for special demonstra-tions, and for additional dissemination.Conclusions were that the teams stimu-lated interest within various school dis-tricts and gained experience in conduct-ing inquiry sessions, they also arousedpus lie approval as parents and othersrequested the continuation of the pro-grams. Most of the districts have contin-ued the training and many have re-shaped their programs. Teacher charac-teristics which were found to he influen-tial were flexibility, objectivity, willing-ness to turn over the process to thechildren, sympathy for the process,awareness of children's cognitive needs,and competence in the subject. (RJ)

ABSTRACT 23453EC' 02 3453 ED 041 41 tlPubl. Date Mar 69 67p.Dallenbach, Jan DeYoung. KennethN.Special Education for the Giftedthrough Television.Educational Research And Develop-ment Council Of Northeast 'Ainnesota,DuluthOffice Of Education WHEW), Washing-ton, D. C., Bureau Of Eiententary AndSecondary EducationEDRS mf,hcOEG -3 -7 -703- 260 -495 5BR67.3260Descriptors: exceptional child research:gifted; televised instruction; teachingmethods; educational television; audiov-isual instruction; achievement; elemen-tary school students; ability identifica-tion: rural educationA project was undertaken to study theeffects of in-school television programson gifted 5th and 6th grade students inrural northeastern Minnesota. Ten irrer-vice training workshops or the educa-tion of the gifted were held. and T.V.programs were developed tone series forthe students on content, another stimu-lating thought processes). A battery ofpre and posttests were administered to1556 gifted students, and statistical ana-lyses of comparisons between the preand posttest results and between thecontrol and experimental groups areincluded. Numerous descriptive, infer-ential, and cluster analyses were made.On four posttests, certain subgroups ofstudents exposed to the T.V. programsshowed greater average gains than thecontrol students, while in five instances,certain categories of the experimentalstudents made smaller average gains.Schools' reactions were also surveyed byquestionnaire, and the resulting conclu-sions and extrapolated recommendstions are presented. (KWI

ABSTRACT 23454EC 02 3454 FD 441 418l'uhl. Date 70 339p.Rice. Joseph P.

The Gifted: Developing Total Talent.EDRS not availableCharles C Thomas, Publisher, 301.327East Lawrence Avenue, Springfield: Illi-nois 62703 1517.50).

Descriptors: exceptional child educa-tion; gifted; program development: tal-ent development; intelligence: educa-tional objectives; educational needs: taleented students; teaching methods; identification; teacher education: curriculumBasic ingredients of educational pro-gram development for the gifted aredeveloped. Consideration of programgoals. a composite classification of taleents, and identification of the giftedprecedes a discussion on rearing andeducating gifted children including dk-peclations, parents' obligations, and edu-cational planning. Studies of interestsand opinions of the gifted are related tocurriculum planning. Methods andobjectives are also considered in thebuilding of model curriculums. Atten-tion is given to appropriate placement inart education program. the integration ofa guidance and instructional program,staffing needs and teacher qualifications,and strategies for program developmentand administration. Statistical tables areincluded. (KW)

ABSTRACT 23478EC 02 3478 ED 041 439Publ. Date Apr 69 36p.CEC Selected Convention Papers1969: The Gifted, Selected PapersPresented at the Annual InternationalConvention of the Council for Lxclp.tional Children (47th, Denver, Colo-rado, April 6-12, 1969).Council For Exceptional Children. Ar-lington, VirginiaI:DRS mf.hc

Descriptors: exceptional child educa-tion; gifted; creativity: research; confer-ence reports; measurement techniques:disadvantaged youth; educational meth-ods, program development; talent devel-opment; abstracts

Articles included in the collection ofconvention papers discuss a creativityscore from the Stanford Bind and itsapplications, performance based instruc-tion, methods for maximizing the devel-opment of talent among the urban disad-vantaged, and talent potential amongthe disadvantaged. Abstracts of papersare provided en the following topics:effects of anxiety on creativity. a folio s-up of sixth grade regular and specialclass gifted, a holistic conception ofcreativity and intelligence. measuringperceptual motor ability, and curricuturn in differential . education for thegifted. 11101

ABSTRACT 23486EC 02 3486 El.) N.A.Publ. Date 67 57p.Title ESE4 Project 370: School Com-munity Action Research in Communication Skills. End of Grant 141,011.District Of Colombia Public Schools,Washington, D. C.TORS not available

FLcrito^.11 I F 11.1 -,14,r,art7)

District Of Columbia Board Of Educa-tion, 13th And K Streets, N. W.. Wash-ington, O. C. 20005.

Descriptors: communication sk ilk; edu-cational programs: school communityctxmeration; creativity; language arts;parent participation; research projects;program descriptions; District of Col-Li rnbia

Described is the direction taken and theresults obtained during the first year ofthe Communication Skills Programknown as PACE Project 370: School-Community Action Research in Corn-munication Skills. Both facts and figuresconcerning the programs and activitiesand comments of persons involved areincluded. The program was designed tofoster creativity in the able child in 23schools in Washington. D.C., and in-volved school personnel, communitypersons, and parents who felt a need fora continuum in the language arts in allgrades which would sLress interrela-tionships of all the communicative arts

( l'rIy.i.irtr.

and nurture creativity. Objectives areoutlined, and progress toward eachobjective is detailed. Also discussed areplanning results; project endeavors; offeels on teachers, schools, and cooperat-ing agencies; dissemination of projectinformation; methods being developedto continue the project without federalsupport; and costs. (KW)

ABSTRACT 23536EC 02 3536 ED 042 271Publ. Date 68 116p.Rafferty, Max

Class Programs for Intellec-tually Gifted Pupils.California Stale Department Of Educa-tion, Sacramento. Project TalentOffice Of Education IDHEW), Washing-ton. D, C., Cooperative Research Pro-gramEDRS mf,hc

Descriptors: exceptional child educa-tion; gifted; program evaluallon; group-ing tins:Om:Ilona purposes); administra.

19

lion; ability grouping; program adminis-tration; screening tests; evaluation meth-ods; program guides; inserviec teachereducation; admission criteria; specialclasses; curriculum development; stu-dent attitudes; student evaluation

A project to develop instructional andevaluative procedures for special classesof intellectually gifted students in gradesfour, five, and six was developed as partof California Project Talent. Two dem-onstration programs were observed overa 3year period; the two classes wereall-day, full-week programs for childrenwith an IQ of 130 or over. The followingaspects of the classes are described:administrative procedures and organiza-tion, selection of students, curriculumdevelopment oriented to the learners,provisions for professional education ofteaching personnel, and evaluation byinformal and formal measures. Recom-mendations are made for each of theareas discussed. A reference list cites126 items (SP)

17

Ackerman, Paul R 21277.Albright, A D And Others 20024.Aschner, Mary Jane, Ed 10694.Bachtold, Louise M 23249.Barbe, Walter B 10919.Beck, Joan 11592.Bish, Charles E 23238.Biiirer, Harold H, Ed 21429.Cooley, William W 11226.Crow, Lester D, Ed 11261.Dailenbach, Jan F 23453.Davis, Gary A And Others 22006.DeHaan, Robert F 10891.Dewey, Lucy Campbell 20124.brews, Elizabeth M, Fd 23182.Durr, William K 20750.Edgerton, Harold A 20021.Elliott, Virginia A, Ed 22102.Endicott, Frank S 10714.Fenton, Edwin And Others 21509.

Ability Grouping 11880, 11954, 20614,20750, 20800, 21276, 21775, 23086,23536.

Ability Identification 10340, 20614,20750. 21475.21645. 23182, 23453.

Abstract Reasoning 10677. 21429.Abstracts 23478.Academic Ability 1194.Academic Achievement 11954. 20021.

20035. 20758. 20826, 21108, 21275.23227.

Academic Standards 21110.Accelerated Courses 10341, 10893,

11261, 11317. 20024, 20406, 20758,2E175, 21645.

Acceleration 10335, 10893, 10919,11261, 11317. 11879.11880. 11954.20024, 20614, 20750, 20800, 21746,23086. 23238.

Achievement 109,9. 20042, 21275.22114,23453.

Achievement Need 10694.Achievement Tests 20042.:Adjustment (To Environment) 11261.

11954. 20035, 20042, 21275.Administraliow 10340. 10665. 10893,

10919. 11261, 11317. 11879. 20023-20024. 20030. 20032, 20367, 20717,20750. 20758. 21277, 21475, 21775,

18

AUTHOR INDEX

Fine, Benjamin 21645.Fink, Lawrence A 20826.Fliegler, Louis A, Ed 10665.French, Joseph L 11954.Gallagher, James J 11367.Gallagher, James.), Ed 10677.Gloss, Garvin G And Others 21935.Gold, Milton J 20514.Gowan, John Curtis 23227.Gowan, John Curtis, Comp 10851.Hampton, Nellie D 20035, 20042,

21275.Heist, Paul, Ed 21110.Hildreth, Gertrude H 23086.Holt, E E 20758.House, Ernest R And Others 22537.Jackson, David M 20030.Jewell, 12 E And Others 21276.Keaster, Charles W 11877.Lodato, Francis And Others 21108.McBride, Edd, Ed 21775.

SUBJECT INDEX

23227. 23236, 21238, 23263, 23516.Administrative Change 11367.Administrative Organization 20750.Administrative Policy 10340, 21935.

23238.Administrative Problems 20800.Ad min ktrator Role 20117, 20030.

20032.21746.Ad mission Criteria 11317. 11877.

20032. 21966. 23536.Admission (School} 10677. 10919.

11317, 11878. 11954.Adolescents I t..39.Adults 10694.Advanced Placement 1^15, 10339.

10919, 11261. 11878, h954, 20024.20406, 21645, 21935, 22552.

Age Groups 11954.Agricultural Education 22713.American History 20826.American Indians 21957.Aptitude Tests 20367.Architecture 22713.Art 10507, 11048. 20124, 21429. 21775,

22711,23184.Attitudes 10919.Audiovisual Aids 11237. 11879, 21509.

23434.Audiovisual instruction 10335, 11048.

20

Pilch, Mary M 11048.Plowman, Paul D 10335. 20717:Plowman, Paul D, Comp 11879.Porter, Robert 51 21194.Rafferty, Max 23536.Renzulli, Joseph S 20027.Reynolds. Maynard C, Ed 11317.Rice, Joseph P 23454.Robeck, Mildred C 21475.Rothney, John W 5S 11878.Saslaw, Milton S 22114.Steigman, Benjamin M 10507.Suchman, J Richard 23434.Sumo ion, Merle R 23263.Tongue. Cornelia, Ed 22552.Torrance, E Paul 11237, 20824, 22491.Vassar. William G, Ed 21746.Villars, Gerald, Ed 11880.Weitman, Morris 22746.Ziegfeld, Edwin, Ed 21184.

11217,23453.Authors 11927.Bibliographies 20826.Biological Sciences Curriculum Study

22114.Biology 11226.Budgets 11877.20717, 21277.21935.Business Education 22713.California 10335, 11877, 11879. 20717.

21475. 23249.California Project Talent 10335, 20717.Career Choice 11226, 22114.Career Opportunities 22114.Case Studies (Education) 11317. 20717,

21475.Check lists 23086.Chemical Education Materials Study

22114.Chemistry 11226.Child Development 21275.Child Rearing 11592.Childhood 11592. 20824.(Thibirens Books 11927.Class Sipe 21775.Classroom Arrangement 21475.Cognitive Processes 10694. 20614.College Students 22746, 23086.Colleges 20406. 21110.Communication Skills 21486.

I N,ertion.11 5 1.111,1 RIbliograph, 'scr Its

Communications 11048, 22713.Community Resources 11879.Community Role 20750.Comparative Analysis 11927, 22006.Conference Reports 23182. 23478.Connecticut 20027, 21746.Consultants 10335, 21277.Content Analysis 11927.Correspondence C3urses 11878, 20717.Counseling 10244, 10335, 10714, 10851,

11261, 11877-11878, 11954, 20032,20367, 20614, 20750, 21475, 22552,23086. 23182, 23218, 23249, 23263.

Counseling Instructional Programs11879, 23249.

Counselor Role 10851. 21475.Counselor; 15714.Course Organization 20826, 22114.Creative Ability 20367, 20824. 21110,

22006.('realise Art 10665, 10851.Creative Development 10851, 11217,

21110, 21957, 22006, 22491, 22552.Creative Expression 11217, 21110,

22491.Creatise Reading 20824.Creative Teaching 10851, 11237, 11261,

22491,Creative Thinking 10851, 11048, 11237,

11367, 22006, 22102.Creative Writing 10665, 10851 21429.Creativity 10507, 10677, 10694, 10851,

10893, 10919. 11237, 11261, 11367,11592. 11954, 20032, 20614, 20750,20824, 21110, 21645. 21746, 21957,22006, 22491, 22552, 23086, 23227,23478, 23486.

Creativity Research 10851.Critical Thinking 10694, 11048.Cultural Differences 21957.Cultural Disadvantagement 21957.Curriculum 10244, 10335, 10339,

10507, 10665. 10677, 10851, 11261.11367, 20024, 20032, 20800, 20826,21194, 21276, 21429. 21966, 23227,23244. 23454.

Curriculum Design 21275, 21475.21509,

Curriculum Development 10335, 10665,10677, 10893, 20717, 20824. 21275,21277, 21509, 22114, 23536,

Curriculum Evaluation 20717, 21276,21509. 22114.

Curriculum Guiries 10339. 10341,21429.

Demonstration Cenlera 20030. 22537.23434.

Demonstration Projects 10335. 11878.20030. 21935, 22537,

Directories 20405.Disadvantaged Youth 21957. 21966,

22102, 23478,Discovery Teaming 10677, 11367.District Of Columbia 23486.Divergent Thinking 10677,Dramatics 10665.Economics 21509.Educational Equipment 11877.Educational Facilities 10507.Educational Methods 10919. 22491.

22713. 23263, 23478.Educational Needs 10694. 10851.

11048, 11879, 20124, 21957, 22552,23182. 23454.

Educational Objectives 11877. 11879.20824, 21110. 21775. 23227, 23454.

Educational Opportunities 20035.Educational Philosophy 20824.

11/1", and l rt.170,y

Educational Practice 10244, 22537.Educalional Programs 10335, 10507,

11878, 11880, 11954, 20021, 21746,21935, 21957.22537, 22552, 23486.

Educational Television 11048, 22713,23453.

Educational Trends 22102.Elective Subjects 20406.Elementary Education 11261. 21645.Elementary School Students 23086,

23453.Elementary Schools 10335, 10665.Emotional Development 20042.English Instruction 20030, 21276,

21775, 22102, 23249.Enrichment 10337, 10893, 11237,

11880, 20024, 20124, 20367, 20750,20758, 21194, 21429, 22711. 23238.

Enrichment Programs 10335, 10919,11261, 11878, 11954, 21194.

Enrollment 21935.Environmental Influences 10694, 10919,

11592.European History 10339,Evaluation Methods 10893, 11880,

22537, 23536,Exceptional Child Education 10244.

10335, 10337. 10339. 10341, 10507,10665, 1007. 10694, 10714, 10851.10893, 10919, 11048, 11261, 11317,11367, 11877, 11879-11880. 11927,11954, 20027, 20032, 20124, 20367,20406, 20614, 20717, 20750, 20758,20800. 20824, 20826, 21194, 21429,21475, 21509, 21645, 21746, 21775,21935, 21957, 22491, 22552, 22713,22746, 23086. 23184, 23227, 23238,23249, 23263, 23454, 23478, 23536.

Exceptional Child Research 11226,11237, 11878, 20021. 20024, 20030,20035, 20042, 21108, 21275-21277,21935, 21966, 22006, 22114, 22537,23227, 23434, 23453.

Exceptional Child Services 23182.Experimental Groups 10919, 11261,

20035, 21275. 23249.Family (Sociological Unit) 10919.Films 11048, 23434.Fine Arts 20614.Geographic Distribution 20406.Gifted 10244. 10335, 10337. 10339-

10341, 10507. 10665, 10677, 10714,10851, 10893. 10919, 11048, 11226,11261, 11317, 11367, 11592, 11877-11880. 11927, 11954. 20021, 20024.20027. 20030, 20032. 20035, 20042.20124. 20367, 20406, 20614, 20717,20750, 20758, 20800, 20824, 20826.21108. 21194. 21276-21277, 21429.2' 5, 21509, 21645, 21746, 21775,21435, 21966, 22102, 22104, 22114,22537, 22552, 22713, 22746, 23086,23182, 23184, 23227, 23249, 23263,23434. 23453.23454. 23478. 23536.

Grade 1 10337.Grade 2 10337.Grade 3 10337.Grade 4 11237.Grade 6 21429.Grade 9 10341.Grading 20826.Group lherapy 10335, 23249.Grouping I Instructional Purposes}

10244. 10893, 10919, 20032, 20824.21108. 21746, 23238. 23536.

Guidelines 20117, 21775, 73238.Health 11048. 11592.High Achievers 21276. 22102. 23182

21

Higher Education 21110.History 10139, 21509, 22713,Honors Curriculum 20406, 20826.

21276, 22746.Humanities 21509.Identification 10244, 10335, 10677.

10694, 10714, 10851, 10893, 10919,11261, 11877. 11880, 11954. 20027,20717, 29750, 20758, 20800, 20824,21746, 21775, 21935. 21957. 22552,23086 23238, 23263, 23454.

Illinois 11317, 22537.Illinois Gifted Program 22537.Independent Study 11878, 20406,

20800,21108.Individual Characteristics 10677. 10893,

10919, 11880, 11954, 20614. 20900,21275.

Individualized Instruction 11878,21108.

Industry 22713.Infancy 11592.Infectious Diseases 11592.Information Dissemination 20030.Injuries 11592.Innovation 11879, 20826, 21110. 22537.Inquiry Training 11367, 23434.Inservice Education 11878.ln,ervice Teacher Education 10335,

11048, 11877, 20027, 20030, 23249,23434, 23536.

Institute Of Child Study Security Test20042.

Institutes (Training Programs) 20030.23434.

Instructional Materials 10339. 11048.11877, 20024, 20030, 20124, 20826.

Instructional Media 23434.Intellectual Development 10340, 10694,

11592,20042, 20824. 21144.Intelligence 10677, 10694, 10919,

11592. 20824, 21275, 23227, 23454.Intelligence Level 20406.Intelligence Tests 21957.Interest Tests 20042, 22114.Interests 20021, 20042, 20826, 22114.Interinstitutional Cooperation 10244.intermediate Grades 20124.lossa Test Of basic Skills 20042.Junior High Schools 10335, 23249.Kindergarten Children 20824.Laboratories 11226.Language Arts 10665, 20124, 20614.

21429, 21775. 23486,Language Instruction 10665, 21645.Leadership 20367.Leadership Training 20800.Learning 10677, 11592.Learning Characteristics 10919. 20124.

20750.Learning Processes 10694, 21775.Learning Theories 10694, 10893.Literary Analysis 11927.Literature Guides 22104.Longitudinal Studies 11954, 20367.Man Machine Systems 11879.Maryland 10340.Massachusetts 11317.Master Teachers 21966.Material Development 10335.Mathematics 10337, 10341. 10665,

11226, 11367, 20030. 20614. 21429,21645, 21775, 22713.

Measurement Techniques 10694, 22537,23478.

Medicine 22713.Minnesota 11317. 11880.Minority Groups 21957.

19

5loutessori Method 11542.klirral Values 22101.Motivation 10244. 10691. 10714, 20614.

20750.20824. 21110. 22102, 22114.Motivation leehniq.ars 23086,Music 10507, 10665. 20124. 21429.

21645.21775,22713.National Science Fouadation 2.002 I.Nebraska 11317.N grocs E 1954Nevsi York 20021.Noncredit Courses 21194.North Carolina 21775.Nutrition 2017.4.Observation 22537.Ohio 10317, 10339. 10341. 21935,Organization 20024.Parent Attitudes 20758. 21276-21277.Parent Counseling 21475, 21645.Parent Role 10851. 11592. 20750,

23486.Parent School Relationship 10244.Parents 10714.Performance Factors 10851.Personality 10694, 10893. 22557.Personnel 10340. 11367, 20030. 21277,Phonot ape Recordings 11237.Physical Science Study Committee

22114.Physics 11226.Plane Geometry 10341.Political Science 21509,Population Grov,th 11048.Portland State University 22746.Predictive Measurement 10851.Prenatal Influences 11592.Preschool Children 11592.Primary Grades 10137,Private Schools 20406.Problem Solving 10694.l'rofessional Education 10335. 20030.Professional Service-, 11877.Program Budgeting 11877.Program Descriptions 11317. 11879-

11E80. 21645, 23184. 23263. 23434.23486.

Program Development 10135, 20800.21746. 21775, 21935. 23249, 23454.23478,

F'rogram Evaluation 10244, 10341.11226. 11317. 11879. 20024 20030.20032. 20035. 20367. 20717. 21.800.20826, 21275, 21277. 21475. 21775.21966, 22114, 22537. 22746. 23249.23434. 23536.

Program Guides 10340. 20032. 20800.23536

Program Planning 10665. 11261. 11367.11880. 20032, 20367. 20614. 20717.20758, 21746. 71775. 23184, 23238.

Program Proposals 22746.Programmed Materials 11237,Project Talent 10335, 11879, 20717,

23249.Proiecl Training Methods 20800.Psycholinguistics 21957.Psychological tests 20042Public Education 10337, 20406. 21966.

20

Questioning Techniques 22491, 23434.Questionnaires 10244. 22006.Re nding 10665. 11592, 11927. 20824,

20826. 21108. 21276. 22104,Reading Comprehension 11927.Re cling Materials 22104,Re tiding Skills 11927. 22104.Records (Forms) 11878, 21475.Released T i me 21108.Re,earch Methodology 20824.Rei,carch Needs 20614.Reiearch Projects 10677, 11317. 23086.

23486.Rete-arch Reviews 06iblications) 10677,

11317. 11954. 21475. 23263.Research Utilization 10694.RC`OUNC Teachers 21277.Renal Areas 20035, 20042, 21194,

21275.Rural Education 20035. 21275, 21277.

21957. 23453.Rural Schools 21275. 21271.Rota] Youth 20035.Sards Point Country Day School 21645.Saturday Seminars For Able And Ambi-

tious Student. 21194.School Buildings 10507.School Community Relationship 10244.

10714. 21277. 23486,School Districts 11877.School Role 10340.School Surveys 20024.20027,School Visitation 20030.Science Careers 11226. 20021. 22114.Sciences 10665. 11226. 11367. 20021.

2)030. 20614, 21424, 21645, 21775.22114.

Screening 'Tests 23536.Secondary Education 10339, 11261.

21509.21645, 22102, 22114.Secandaty School Students 10244

10507, 10714. 11226. 20021, 20024.20826, 21108, 21194. 21276-21217.23096. 23184. 23238.

Secondary Schools 10665.Self Aclualizalion 20826.Self Expression 21110.Senior High Schools 21276.Sequential Approach 21509.Set vices 11877..17,-rall Schools 21194.Soirial Development 20042.Social Sciences 20124.Social Studies 10339. 19665, 11367.

20030 20614. 21429. 21509, 21645.21775.22713. 23249.

So id Geometry 10341.Special Classes 1033f, 11261. 11317,

11367. 11879-11880, 20024, 20027.10032. 20042, 20406, 20758, 20800.'13536,

Special Schools 10507. 21645.St; ff Role 11878.Standards 21110.State Aid 11877,State Federal Aid 20030.State egislation 21746.State. Programs 10340, 11877, 11879-

11880, 20027. 20030, 20717, 21775.

92

21935. 22537.State Surveys 20027, 21935.Student Adjustment 20035.

-dent Altitudes 10507, 11226, 20021,C0758. 21276, 22006. 23536.

Student Characteristics 10340. 10851,11367. 20042. 20750. 23227.

Student Developed Materials 20758.21108,

Student Evaluiltion 10244. 11818.11880, 20024, 20826, 21475. 23086.23536,

Student Placement 20024, 20800, 21475.Student Reaction 21276.Student Seminars 11878. 21194.Summer Programs 11226, 11878-11879,

20021. 20030. 20035, 20042. 21275.21966. 23434.

Surveys 10244, 20024. 20027.Talent Identification 20367, 22102.Talent Utilization 11879, 20367, 21110.

21957, 23454, 23478.Talented Students 10244. 10851, 20750.

21966.22102. 23066,23238. 23451.Taxonomy 10851.Teacher Attitudes 10677.21957.Teacher Certification 21277.Teacher Characteristics 23434.

Teacher Education 10244, 10851.20824. 21957. 22102. 22491. 23454.

Teacher Qualifications 20367, 21645.23263.

Teacher Role 10851, 10893. 11880.20024, 20032, 20614, 20750, 21746,21957.

Teacher Salaries 11877.Teacher Selection 10244, 20027. 20717,

21775.Teachers 10714. 1 1261. 21966. 23086.Teaching Guides 22104.Teachir g Methods 10244, 10335. 10665,

10677. 10694, 10851. 10893, 11048.11237. 11261. 11367. 11592. 11927.20024. 20030. 201:.4. 20824. 201426,21276-21277. 22957. 22102, 22491,23086. 23434, 23453-23454.

Technology 11879.Tele% lsed Instruction 11048. 23453.Testing 10244, 10694. 11877, 21645.

22006.Textbooks 11877.Theater Arts 21713.

bought Processes 10694. 11048.Training Techniques 20035. 21275.Transportation 11048. 11877.Tuition 11877. 20406,Underachievers 10677. 10893. 11261.

11367. 11954. 20614,22102.Ungraded Classes 21194.Units Of Study 1St ' -jest Fields) 10339.

10341 .0677.Urban Education 21957.Urban Environment 22713.

Intelligence Scale For Child-ren 22114.

Work Experience Programs 11878.Workshops 10335. 11878.World History 103:.4.

I ,tril 1,51 ti r