Reading and young gifted children

The authors analyze issues such as appropriate programming, identification, and instructional approaches for teaching reading to young gifted children.     

The enrichment triad model for the very young gifted

The article describes why the Enrichment Triad Model needs to be adapted for a preschool/primary setting and provides suggestions for educators on how to do this. A real‐life example of a five‐year‐old who successfully completed a Type III project is presented. The role of the teacher in understanding how a young child's differences in social, physical, academic, and emotional development can influence appropriate programming is emphasized.     

The gifted handicapped: A status report

Studies show that humor should be an integral part of creative thinking programs for the gifted     

Book selection for young gifted readers

Books can be a prime instrument of intellectual growth for young gifted children if titles are selected which demand levels of intellectual activity such as application, analysis, synthesis, and evaluation.     

Creativity,magic and morality: The dilemma of the young gifted child

Gaming is one method for teaching formal thinking processes that is particularly well suited to the gifted student.     

The development of responsibility in young children: A 25-year view

This study was designed to determine if parental perceptions of children's potential contribution to household work has changed over the past 25 years. Data for this study were collected in 1956 and in 1983. The 1956 sample consisted of 170 white mothers and 210 black mothers of elementary school-age children, and 19 child development specialists. The 1983 sample was made up of 126 mothers and 92 fathers of preschool and school-age children. The Children's Responsibility Scale was adapted from the early Walters, Stromberg, and Lonian (1957) instrument. Median ages were given for boys and girls on 62 household tasks. The results were consistent: parental perceptions have changed very little over time. The major differences were that parents in the 1983 sample estimated older ages for items relating to tasks involving safety. An instructional component was incorporated in the study to test whether preschool-age children (n = 23) were capable of accomplishing household tasks. The results of this component were positive.     

一个年轻新加坡人眼中的上海

50年前的上海已有“东方的巴黎”之称,和国际大都会伦敦、巴黎齐名;今天的上海被视为“全世界的商业城”,迟早会成为“东方的纽约”。上个月笔者首次到上海,在5天4夜的短暂逗留中感受到现代上海的大都会动力。上海人口近1700万。人口之众,决定了市场潜力。在上海,上中下各阶层各有消费天     

Program reevaluation: The gifted controversy

Gifted reevaluations consume an enormous amount of professional time and energy. The purpose of the present study was to survey gifted education teachers' and supervisors' perceptions of current gifted reevaluation practices. Results showed most gifted educators were not in agreement with the practice of using gifted reevaluations to reestablish program eligibility. Instead, they would prefer to get information relevant to program evaluation, program planning, and the need for additional services. Included among the alternatives suggested to replace the present gifted reevaluation practices were consideration of student work products, motivation, and interest; reports by parents and by regular and gifted education teachers; and monitoring the student progress made in achieving the goals of the individual educational program.     

Styles of parenting among parents of young gifted children

Elementary students in programs for gifted and highly gifted students were tested using the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5). Students’ scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children— Third Edition (WISC‐III). In addition, rank order was not well preserved between the SB5, WISC‐III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status.     

Early identification and interventions for dyslexia: a contemporary view

This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification of children at risk of dyslexia followed by the implementation of intervention is a realistic aim for practitioners and policy‐makers.     

The role of play in a differentiated curriculum for the young gifted child

Play should be an integral part of a curriculum designed for young gifted children.     

A legacy of promise: Reflections,suggestions, and directions from contemporary leaders in the field of gifted education

Abstract

Six contemporary leaders from the field of gifted education responded to questions concerning past, present, and future issues surrounding the education of gifted and talented youth. This report was designed to provide expert perspectives on (a) the accomplishments of gifted education, (b) core non‐negotiables about educating gifted children that all teachers should know, and (c) future challenges and directions for this field of study and practice. Qualitative analysis of the responses yielded core themes in each of the major areas, which are reported with summaries of responses and quotes from each respondent.     

浅谈当代大学生的诚信观

诚信,作为中华民族的传统美德之一,是我们立足于社会的基础,是当代大学生应有的道德品质之一。随着我国经济的不断发展,经济水平不断提高,生活水平随之有了显著提高。然而,人们的精神觉悟在不断下降,道德水准在不断下滑,诚信这个重要的品质在当代大学生群体中正不断地失去它应有的作用,大学生存在着严重的信用危机。