The National Research Center on the Gifted and Talented Newsletter, 2000.

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35

Office of Educational Research and Improvement (ED), Washington, DC.

Practitioners; Researchers

Ability Identification; Attention Deficit Disorders; Elementary Secondary Education; Enrichment Activities; Evaluation Methods; Gifted; Gifted Disabled; Minority Group Children; Predictor Variables; Problem Based Learning; Problem Solving; Professional Development; Program Evaluation; Sex Differences; Special Programs; Teacher Attitudes

These two newsletters from the National Research Center on the Gifted and Talented (NRC/GT) contain the following articles: (1) "NRC/GT: Professional Development--Not an Event" (E. Jean Gubbins), discusses NRC/GT research-based principles related to professional development and the importance of ongoing professional development; (2) "Williams Syndrome: A Study of Unique Musical Talents in Persons with Disabilities" (Sally M. Reis and others), describes the relative strengths that individuals with Williams Syndrome have in language and music and the successful use of the "Music & Minds" program; (3) "Gifted Program Evaluation in Progress" (Darla-Gail Bohn), discusses an ongoing gifted program evaluation process; (4) "Attention Deficit Disorders and Gifted Students: What Do We Really Know?" (Felice Kaufmann and others), examines the etiology of attention deficit hyperactivity disorder (ADHD), assessment and diagnosis of ADHD, and the coexistence of ADHD and giftedness; (5) "NRC/GT Researchers: Brandwein Always Looked Forward" (E. Jean Gubbins), discusses the contributions of Dr. Paul F. Brandwein to identifying and nurturing gifted children; (6) "The Effectiveness of Triarchic Teaching and Assessment" (Robert J. Sternberg and others), describes the successful use of the triarchic theory of problem solving to teach social studies, science, and reading; (7) "Thinking and Writing Skills in High Ability, Ethnic Minority, High School Students" (Deborah Coates and Mariolga Reyes), discusses the success of the Teaching Thinking Project in promoting academic skills in gifted, ethic minority, high school students; (8) "Gifted and Talented Programs in America's High Schools: A Preliminary Survey Report" (Rachel Sytsma), contains preliminary results that indicate most high school gifted programs lack coordinators and do not offer academic opportunities beyond some combination of mentorships/internships, early college programs, independent studies, and academic clubs/competitions; and (9) "Teacher Bias in Identifying Gifted and Talented Students" (Teri Powell and Del Siegle), discusses gender and performance factors influencing gifted identification. (Articles include references.) (CR)

2001

ED451674