The National Research Center on the Gifted and Talented

Resources Listed by Subject

Resources Listed by Author

Resources for Parents

Resources for Educators

Resources on Identification & Characteristics of Gifted Students

Resources on Underachievement, Special Education, & Cultural Issues

Resource Type:
	Monographs
	Brochures
	CD-ROM
	Presentation Modules
	Transparencies
	CD
	On-line Publications

Readership
AD = Administrators
CO = Counselors
CU = College or University Teachers/Students
ED = Educators
PA = Parents
RE = Researchers
SE = Special Education Staff

Type	Description	Order No.	Year	Price	Code
	Some Children Under Some Conditions: TV and the High Potential Kid by Abelman, R. Are you concerned about children's TV watching habits? Does television have a place in gifted education? The answers are not simple. Read a summary of Project KIDVID at Cleveland State University, related scientific literature, research-based facts, and other associated issues. Read Abstract and Guidelines Read Report	RBDM9206	1992	On-line	CO, CU, ED, RE, SE
	Considerations and Strategies for Parenting the Gifted Child by Alvino, J. Parental influence is critical to successful realization of potential throughout a gifted person's life. Is this a daunting thought? Positive support and productive interaction at home are key. Practical suggestions are offered for consideration. Read Abstract and Recommendations Read Report	RM95218	1995	On-line	CO, CU, ED, RE, SE
	1. Helping Your Child Find Success at School: A Guide for Hispanic Parents Read Abstract and Recommendations Read Report 2. Cómo Ayudar a su Hijo a Tener Exito en la Escuela: Guía para Padres Hispanos Favor de Leer el Sintesis y las Recomendaciones Lea el Informe by Hine, C. Y. Specific strategies are offered as a guide to parents as they help their children find success in school.	1. RM94202 Spanish Version 2. RM95402	1994 1995	On-line On-line	CO, CU, ED, RE, SE
	Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and Programming by Hunsaker, S. L., Frasier, M. M., King, L. L., & others Do status, family processes, or family structure influence achievement levels of economically disadvantaged young people? What impact is there on gifted students? Though further research is recommended, advances have been made in understanding these extremely complex issues. Read Abstract and Conclusions Read Report	RM95206	1995	On-line	CO, CU, ED, RE, SE
	Reading With Young Children by Jackson, N. E., & Roller, C. M. Reading precocity in very young children raises important questions. To find answers, parents, teachers, and administrators are invited to consider recommended strategies for literacy development during infancy through age 6. Read Abstract and Conclusions Read Report	RBDM9302	1993	On-line	CO, CU, ED, RE, SE
	Parenting the Very Young, Gifted Child by Robinson, N. M. Responsible parents may provide the best answers when preschool teachers, physicians, psychologists, and other professionals seek an optimal match between readiness, pace of development, and environment. Read Abstract and Guidelines Read Report	RBDM9308	1993	On-line	CO, CU, ED, RE, SE
	Parents Nurturing Math-Talented Young Children by Waxman, B., Robinson, N. M., & Mukhopadhyay, S. When does math talent make itself known and how can it be maintained? Do parents play a part? Are boys any different from girls in their math ability? This paper provides practical advice for parents and others interested in early math ability. Read Abstract and Guidelines Read Report	RM96230	1996	On-line	CO, CU, ED, RE, SE
	Helping Gifted Children and Their Families Prepare for College: A Handbook Designed to Assist Economically Disadvantaged and First Generation College Attendees by Wright, A. L., & Olszewski-Kubilius, P. Information is provided as a guide to communication, requests for college and financial aid, timelines, resources, technical and moral support, and other activities associated with college admission. Read Abstract and Recommendations Read Report	RM93201	1993	On-line	CO, CU, ED, RE, SE
The following resources are brochures designed primarily for parents and educators. Some brochures are available in Spanish.
	1. What Parents and Communities Need to Know About Bilingual Children: Interpreting and Translating 2. Lo que Deben Saber los Padres y la Comunidad Acerca de los Niños y Jóvenes Bilingües Que Interpretan y Traducen Brookes, H., & Angelleli, C.	1. A9817 Spanish Version 2. B9911	1998 1999	$0.50	CO, CU, ED, RE, SE
	1. What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Gifted Adolescents 2. Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Adolescentes Delcourt, M. A. B.	1. A9820 Spanish Version 2. B0214	1998 2002	$0.50	CO, CU, ED, RE, SE
	1. What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Gifted Elementary School Children 2. Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Niños Dotados de la Escuela Primaria Delcourt, M. A. B.	1. A9819 Spanish Version 2. B0213	1998 2002	$0.50	CO, CU, ED, RE, SE
	1. What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Young Gifted Children 2. Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Niños Dotados Jóvenes Delcourt, M. A. B.	1. A9818 Spanish Version 2. B0212	1998 2002	$0.50	CO, CU, ED, RE, SE
	What Parents Need to Know About Encouraging Talented Girls in Mathematics Gavin, M. K.	A0021	2000	$0.50	CO, CU, ED, RE, SE
	1. What Parents and Teachers Should Know About Academic Acceleration 2. Lo que los Padres y los Maestros Deberían Saber sobre la Aceleración Académica Guenther, A.	1. A9815 Spanish Version 2. B9907	1998 1999	$0.50	CO, CU, ED, RE, SE
	1. What Parents of Gifted Students Need to Know About Television Viewing 2. Lo que los Padres de Alumnos Dotados Necesitan Saber sobre ver Televisión Siegle, D.	1. A9405 Spanish Version 2. B9405	1994 1994	$0.50	CO, CU, ED, RE, SE
	1. What Parents Need to Know About Early Readers 2. Lo que los Padres Necesitan Saber sobre los Lectores Precoces Siegle, D.	1. A9403 Spanish Version 2. B9403	1994 1994	$0.50	CO, CU, ED, RE, SE
Please check the bottom of this page for pricing of multiple brochures. Please see Educators' section for additional brochures of interest to educators and parents.

Type	Description	Order No.	Year	Price	Code
	Developing the Talents and Abilities of Linguistically Gifted Bilingual Students: Guidelines for Developing Curriculum at the High School Level Angelelli, C., Enright, K., & Valdés, G. This monograph contains general suggestions for implementing a curriculum in interpretation and translation, as well as basic lesson suggestions that can be followed in teaching beginning courses in interpretation and translation at the high school level for bilingual youngsters who are experienced interpreters for their families. Read Abstract and Recommendations Read Report	RM02156	2002	On-line	AD, CU, ED, RE
	Regular Classroom Practices With Gifted Students: Results of a National Survey of Classroom Teachers Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., & others Classroom Practices Questionnaire data reveal the extent to which differentiated education is delivered to average and gifted and talented students in third and fourth grade classrooms. Results are relevant to private and public schools. Read Abstract and Recommendations Read Report	93102	1993	On-line	AD, CU, ED, PA, RE
	Science Talent in the Young Expressed Within Ecologies of Achievement Brandwein, P. F. Can science talent be defined? What curriculum and instructional strategies reflect inspired teaching and recognition of young people's bent toward science? What conditions inspire and enable realization of optimal achievement in science? Read Abstract and Recommendations Read Report	RBDM9510	1995	On-line	AD, CU, RE
	Nurturing Talent in Underrepresented Students: A Study of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County Bridglall B. L. & Gordon, E. W. This monograph examines the structure and principles of the Meyerhoff Scholars Program (MSP) at the University of Maryland, Baltimore County (UMBC); it studies the relationship between specific program components and high academic achievement in talented minority college students. The MSP, which recruits, supports, and provides scholarships for minority college students who excel in mathematics, engineering, and the sciences, is designed to increase the number of underrepresented minorities who pursue research and careers in these fields. This monograph analyzes achievement trends for minority students and the programs that specifically target improving the intellective competencies and persistence motivation of talented minority students. The monograph examines (a) key program components; (b) characteristics of students and staff; and (c) institutional policies and resources. Read Abstract and Conclusions	05212	2005	$5.00	CU, ED
	The Feasibility of High-end Learning in a Diverse Middle School Brighton, C. M., Hertberg, H. L., Moon, T. R., & others This study was an investigation of staff development programs designed to provide teachers with strategies through which all learners, including gifted, minority, and limited-English proficient students, can be appropriately served in a middle school environment sensitive to diverse learner academic needs. Results suggest that differentiation of instruction and assessment are complex endeavors and should include school realities such as large class sizes, limited resource materials, lack of planning time, and ever-increasing numbers of teacher responsibilities. Read Abstract and Conclusions	05210	2005	$30.00	AD, ED
	Applying Gifted Education Pedagogy in the General Education Classroom: Professional Development Module Burns, D. E., Gubbins, E. J., Reis, S. M., & others This training module for educators is ready to use for workshops, conferences, and college courses. Major topics include key points and issues associated with understanding various conceptions of giftedness, modifying the general education curriculum, differentiating the curriculum in response to student learning needs, and developing challenging enrichment opportunities. This complete professional development module known as "Big Red Notebook" consists of 89 transparencies and related scripts. Read Abstract	PDM0209 (Non CD) PDMCD04 (CD Only)	2002 2004	$85.00 $85.00	CU, ED CU, ED
	Teachers' Guide for the Explicit Teaching of Thinking Skills Burns, D. E., Leppien, J., Omdal, S., & others The Teachers' Guide for the Explicit Teaching of Thinking Skills provides a detailed approach to teaching and learning 7 discrete skills that can be applied to any content area. The skills are: (a) cause and effect, (b) decision making, (c) comparing and contrasting, (d) classifying, (e) making observations, (f) planning, and (g) predicting. Read Overview and Conclusions	06218	2006	$20.00	CU, ED
	Advanced Placement and International Baccalaureate Programs for Talented Students in American High Schools: A Focus on Science and Mathematics Callahan, C. M. This review of Advanced Placement (AP) and International Baccalaureate (IB) Programs presents the general historical background, overriding philosophies, procedures, perceived advantages and disadvantages, and a discussion of the growth of the programs, as well as the research on the AP and IB Programs. There is an emphasis on the fit of AP and IB Programs for gifted students seeking advanced study in science and math. Read Abstract and Conclusions	RM03176	2003	$6.00	AD, CO, CU, ED, RE
	The Social and Emotional Development of Gifted Students Callahan, C. M., Sowa, C. J., May, K. M., & others This research monograph describes seven studies that examine the social and emotional development of gifted students. Using an interactive model that included child, family, and school in the conception of development, these studies investigated the factors within gifted individuals, in families, and in schools that contribute to or detract from maximum development. Read Abstract and Conclusions	RM04188	2004	$20.00	AD, CO, CU, ED, PA, RE, SE
	Programming Opportunities for Students Gifted and Talented in the Visual Arts Clark, G. A., & Zimmerman, E. A review of art education and gifted and talented literature reveals opportunities for mixed ability grouping, ability grouping, and acceleration in the arts. Examples of programming are offered along with recommendations for further research topics. Read Abstract and Recommendations Read Report	RBDM9402	1994	On-line	AD, CU, ED, PA, RE
	Teaching Thinking to Culturally Diverse, High Ability, High School Students: A Triarchic Approach Coates, D. L., Perkins, T., Vietze, P., & others This research monograph describes intervention research to improve thinking skills in high ability, high school students attending an urban magnet school. The intervention approach used is based on Sternberg's theory of intelligence with an added focus on language background, language use and writing abilities; and the thinking styles of college and high school students. Read Abstract and Conclusions Read Report	RM03174	2003	On-line	AD, CO, CU, ED, RE
	The Case for Weighting Grades and Waiving Classes for Gifted and Talented High School Students Cognard, A. M. Research identifies weighted grades and waived classes as being among many issues affecting gifted students in high schools today. Information gathered from teachers, counselors, administrators, and college admission directors provides an overview of current conditions. Read Abstract and Conclusions Read Report	RM96226	1996	On-line	AD, CO, CU, ED, PA, RE
	Counseling Gifted and Talented Students Colangelo, N. This monograph provides research-based information on the counseling needs of gifted and talented students who have complex social-emotional needs similar to other youth, as well as effective counseling approaches to meeting those needs. Read Abstract and Conclusions	RM02150	2002	$4.00	AD, CO, CU, ED, PA, RE, SE
	Qualitative Extension of the Learning Outcomes Study Delcourt, M. A. B., & Evans, K. More than 1,000 elementary school students took part in a study designed to gain a more thorough understanding of prevailing conditions with respect to gifted education. Exemplary special schools, separate classes, pull-out, and within-class programs were of particular interest. Read Abstract and Recommendations Read Report	94110	1994	On-line	AD, CO, CU, ED, PA, RE, SE
	Evaluation of the Effects of Programming Arrangements on Student Learning Outcomes Delcourt, M. A. B., Loyd, B. H., Cornell, D. G., & Goldberg, M. D. The Learning Outcomes Study involved over 1,000 second and third grade students at 14 Collaborative School Districts in 10 states. Researchers sought a deeper understanding of prevailing conditions with respect to gifted education. Read Abstract and Conclusions Read Report	94108	1994	On-line	AD, CO, CU, ED, PA, RE, SE
	NRC/GT Instrument Bank de Wet, C. F., Gubbins, E. J., & Vahidi, S. (Eds.) The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 70 instruments in PDF format.	IBCD05	2005	$25.00	AD, CO, CU, ED, RE
	Evaluate Yourself Fetterman, D. M. Evaluation of gifted and talented programs is essential to the development and maintenance of quality services. This paper provides practical guidelines for both internal and external evaluations of programs and also emphasizes self-evaluation. Read Abstract and Recommendations Read Report	RBDM9304	1993	On-line	AD, CU, ED, RE
	Factors Affecting the Career Decision Making of Minority Teachers in Gifted Education Ford, D. Y. What factors affect the decision of minority groups to become teachers in gifted education? Survey results included the following factors: colleague encouragement and support, administrative support, negative experiences in special education, and exposure to and experience in working with gifted students with special needs. Read Abstract and Conclusions Read Report	CRS99212	1999	On-line	AD, CU, ED
	Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations Ford, D. Y. At all levels of education, there is great concern about the low performance of racially and linguistically diverse students on standardized tests, as well as their under-representation in gifted education. This monograph examines test bias by reviewing seminal publications and research, discusses intelligence tests with specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students, explores definitions of and strategies for determining the nature and extent of test bias, and draws implications for the field of gifted education. Read Abstract and Recommendations Read Report	RM04204	2004	On-line	AD, ED, RE
	Society's Role in Educating Gifted Students: The Role of Public Policy Gallagher, J. J. What role does public policy play in the education of gifted students? Find out how special rule making in identification, placement, program, and accountability have emerged from legislation, court decisions, administrative rule making, and professional standards. Special problems involving racial discrimination, acceleration, teacher supports, and parental options are discussed. Read Abstract and Recommendations Read Report	RM02162	2002	On-line	AD, CU, ED, RE
	Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms Gentry, M. L. Qualitative and quantitative research data indicate a relationship between professional development in gifted education, cluster grouping, and increased achievement scores. Teachers using cluster grouping held high, yet realistic, expectations of students. Read Abstract and Conclusions Read Report	RM99138	1999	On-line	AD, CU, ED, PA, RE
	The Effects of Dynamic Pedagogy on the Mathematics Achievement of Ethnic Minority Students Gordon, E. W. & Armour-Thomas, E. This research monograph describes the implementation of an intervention called Dynamic Pedagogy and its effects on the academic achievement of ethnic minority students over 2 years. The pilot year data showed significant school effects of Dynamic Pedagogy on a third grade mathematics achievement test and district assessments in target mathematics units. The second year data showed significant effects of Dynamic Pedagogy on a fourth grade mathematics achievement test but the results on the district assessments were not significant. Read Abstract	RM06224	2006	$15.00	ED
	Research Related to the Enrichment Triad Model Gubbins, E. J. (Ed.) Important aspects associated with Renzulli's model are examined and researched. The influence of learning through strengths and interests on underachieving students, creative productivity, curriculum compacting, product development, and teacher training are considered. Read Abstract and Conclusions Read Report	RM95212	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Developing the Gifts and Talents of All America's Students: NRC/GT—1990-1995 Gubbins, E. J., St. Jean, D., Berube, B. N., & Renzulli, J. S. Background history and description of the NRC/GT are presented. Qualitative and quantitative research results provide several practical recommendations to improve education generally and for gifted and talented children in particular. Read Abstract Read Report	RM95220	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Implementing a Professional Development Model Using Gifted Education Strategies With All Students Gubbins, E. J., Westberg, K. L., Reis, S. M., & others All phases of a multi-year quantitative and qualitative study of professional development practices are described in detail. You will learn about the extent to which specific topics in gifted and talented education are part of a comprehensive professional development program for all students. You will also learn how we designed and implemented a scripted professional development module to enhance the expertise of teachers within districts to use the pedagogy of gifted education with all students. Read Abstract and Conclusions	RM02172	2002	$30.00	AD, ED, RE
	E. Paul Torrance: His Life, Accomplishments, and Legacy Hébert, T. P., Cramond, B. L., Speirs Neumeister, K. L., & others Life, accomplishments, and legacy of E. Paul Torrance, the renowned creativity researcher, university teacher, and mentor to numerous individuals throughout the world is presented. Read Abstract and Conclusions Read Report	RM02152	2002	On-line	CU, ED, RE
	Advanced Placement and International Baccalaureate Programs: A "Fit" for Gifted Learners? Hertberg-Davis, H., Callahan, C. M., & Kyburg, R. M. Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) Programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study employed a grounded theory approach to investigate how teachers conceptualize and implement curriculum and instruction in AP and IB courses and how students enrolled in AP and IB classes perceive and evaluate their learning experiences in these environments. Read Abstract and Conclusions	RM06222	2006	$15.00	AD, ED
	Residential Schools of Mathematics and Science for Academically Talented Youth: An Analysis of Admission Programs Jarwan, F. A., & Feldhusen, J. F. How are young people selected for state supported schools of mathematics and science? Is representation equitable with respect to male and female African Americans, Hispanics, and Asians? Selection procedures are analyzed and evaluated. Read Abstract and Recommendations Read Report	CRS93304	1993	On-line	AD, CO, CU, PA, RE
	The Development of Gifted and Talented Mathematics Students and the National Council of Teachers of Mathematics Standards Jensen Sheffield, L. Mathematics standards are influencing all phases of teaching, learning, and assessment. A range of alternative identification measures, curricular options, and programming opportunities are described for gifted and talented students based upon these standards. Read Abstract and Recommendations Read Report	RBDM9404	1994	On-line	AD, CO, CU, ED, RE, SE
	The Effects of Group Composition on Gifted and Non-Gifted Elementary Students in Cooperative Learning Groups Kenny, D. A., Archambault, F. X., Jr., & Hallmark, B. W. How effective is cooperative learning with respect to the performance and outlook of gifted students? Achievement, self-concept, attitudes toward school, and feelings toward other students were among the important issues examined. Read Abstract and Conclusions Read Report	95116	1995	On-line	AD, CU, ED, PA, RE
	An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives Kulik, J. A. What grouping practices best serve affective and cognitive needs of gifted students? It is an important question as this study reveals. Major curricular adjustments are the critical feature of any grouping practice. Read Abstract and Guidelines Read Report	RBDM9204	1992	On-line	AD, CO, CU, ED, PA, RE, SE
	An Agenda for the Future: Closing the Achievement Gap for Underrepresented Groups in Gifted and Talented Education Anne Turnbaugh Lockwood The National Research Center on the Gifted and Talented (NRC/GT) convened a Needs Assessment Conference in January 2005 to identify a research agenda for the future. The research agenda should focus on studies that would narrow the achievement gap between underrepresented groups and their peers in gifted and talented education. This monograph summaries the key points of the 4 commissioned monographs by leading scholars from different disciplines, identifying research needs for the future. Following this summary, are the monographs by Drs. Samuel R. Lucas, Patricia Gándara, L. Scott Miller, and James H. Borland. Read Report	N/A	2007	On-line	ED, RE
	A Compendium of Research-Based Information on the Education of Gifted and Talented Students Logan, K. S., Rizza, M. G., Gubbins, E. J., & others This document provides abstracts of all publications produced by the NRC/GT researchers from 1990 to 1995. Expanded descriptions of research projects and other resources are in the compendium. Read Report	RM97232	1997	On-line	AD, CO, CU, PA, RE, SE
	Evaluation, Placement, and Progression: Three Sites of Concern for Student Achievement Lucas, S. L. Schools are complex organizations that serve as the primary official location for the socialization of children in the United States, and three focal features of schools stand out—evaluation, placement, and progression. Each one of these features is a site of potential concern to researchers and policy-makers, for the nurturance of every student's capacities, and more specifically for nurturing the capacities of minority students. Read Abstract and Conclusions Read Report	RM04192	2004	On-line	AD, CO, ED, RE
	State Standardized Testing Programs: Their Effects on Teachers and Students Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J. This study investigated the impact of state testing programs on schools, teachers, and students. Results indicated that teachers and students feel a tremendous amount of pressure associated with high-stakes testing; the pressure felt by teachers results in drill and practice type of curriculum and instruction; the pressure felt by high-stakes testing is greater in disadvantaged schools and results in more drill and practice instruction; and gifted and talented students feel pressure to perform well to bring up all scores oftentimes resulting in disengagement from the learning process. Read Abstract and Conclusions	RM07228	2007	$20.00	CU, ED, SE
	Development of Differentiated Performance Assessment Tasks for Middle School Classrooms Moon, T. R., Callahan, C. M., Brighton, C. M., & Tomlinson, C. A. In the past two decades, educational reform efforts have all emphasized accountability in terms of student achievement and learning outcomes rather than process. As a result, high-stakes testing has become the focal point for evaluating student learning. New differentiated authentic assessments for classroom use that embody key concepts, principles, generalizations, and processes are presented in response to these concerns. Read Abstract and Conclusions Read Report	RM02160	2002	On-line	AD, CU, ED, SE
	Middle School Classrooms: Teachers' Reported Practices and Student Perceptions Moon, T. R., Callahan, C. M., Tomlinson, C. A., & Miller, E. M. This study focuses on middle school teachers' reported classroom practices, middle school students' perceptions of classroom practice, and the alignment of reported practices and perceptions with the middle school movement's orientation towards student achievement. Findings unique to the study indicate the majority of teachers report using example activities and observations to modify the content of activities, types of products required of students, and student grouping arrangements. Read Abstract and Conclusions and Recommendations Read Report	RM02164	2002	On-line	AD, CU, ED, PA, RE
	Academic Diversity in the Middle School: Results of a National Survey of Middle School Administrators and Teachers Moon, T., Tomlinson, C. A., & Callahan, C. M. What is happening with respect to the diverse needs of middle school students? How do practices described in the literature actually measure up to policies, beliefs, and instructional practices? Research-based evidence is provided. Read Abstract and Conclusions Read Report	95124	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	The Status of Programs for High Ability Students Purcell, J. H. Are there places where programs for high ability students remain intact or expanded? Are programs threatened in particular areas? This study of program status in 19 states reveals reasons why programs are maintained or eliminated. Read Abstract and Recommendations Read Report	CRS94306	1994	On-line	AD, CO, CU, ED, PA, RE, SE
	The Schoolwide Enrichment Model Reading Study Reis, S. M, Eckert, R. D., Schreiber, F. J., & others This monograph presents the results of an investigation on the effects of an enriched reading program on elementary students' reading fluency, comprehension, and attitude toward reading. The Schoolwide Enrichment Reading Model (SEM-R) provides enriched reading experiences by exposing students to exciting, high interest books, encouraging them to increase daily independent reading of appropriately challenging, self-selected books through individualized reading instruction, and providing interest-based choice opportunities in reading. This research was conducted in urban and suburban schools with a diverse student population of children from low socioeconomic income families and students with special needs. Results indicate that students in the SEM-R treatment group scored significantly higher than those in the control group in reading comprehension, reading fluency, and attitude toward reading. Read Abstract and Conclusions	05214	2005	$25.00	AD, ED
	Extending the Pedagogy of Gifted Education to All Students Reis, S. M., Gentry, M., & Park, S. Qualitative research in school communities explores the impact of enrichment clusters on children's learning. Two economically disadvantaged schools with high numbers of minority students were the focus of this study. Read Abstract and Recommendations Read Report	95118	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Reading Instruction for Talented Readers: Few Opportunities for Continuous Progress Reis, S. M., Gubbins, E. J., Briggs, C., & others We investigated the type and nature of reading instruction provided for talented readers through in-depth qualitative comparative case studies in 12 different 3rd and 7th grade reading classrooms in both urban and suburban school districts over a 9-month period. Observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers. Read Abstract and Conclusions	RM03184	2003	$20.00	AD, ED, RE
	Why Not Let High Ability Students Start School in January? The Curriculum Compacting Study Reis, S. M., Westberg, K. L., Kulikowich, J., & others How effective and efficient is curriculum compacting with respect to teaching gifted students? Teachers received varying levels of training to implement compacting. Student achievement, attitude towards learning, and content preferences were assessed. Read Abstract and Conclusions Read Report	93106	1993	On-line	AD, CO, CU, ED, PA, RE, SE
	1. Building a Bridge Between Gifted Education and Total School Improvement 2. Construyendo un Puente entre la Educación del Dotado y el Mejoramiento Escolar Integral (Resumen) Renzulli, J. S. The Schoolwide Enrichment Model provides an adaptable framework for lasting improvements in education. Practical organizational and delivery components designed to improve creative productivity and academic achievement of all students are described. Read Abstract and Conclusions Read Report Read Report (Spanish)	RBDM9502 CRS00214	1995 2000	On-line On-line	AD, ED, PA, RE
	Equity, Excellence, and Economy in a System for Identifying Students in Gifted Education Programs: A Guidebook Renzulli, J. S. This identification system, grounded in the Three-Ring Conception of Giftedness and the Enrichment Triad Model, attempts to address the excellence, equity, and economic issues. It is designed to be economical in terms of the time and paperwork required for identification, to provide access to special services for both traditionally high scoring students and those students whose potential may only be recognized through the use of a more flexible range of identification criteria. Read Abstract and Conclusions	RM05208	2005	$15.00	AD, CO, CU, ED, RE
	Giftedness and High School Dropouts: Personal, Family, and School Related Factors Renzulli, J. S., & Park, S. Two studies were conducted using the National Education Longitudinal Study of 1988 (NELS:88) data base. Study 1 obtained specific information about gifted dropouts regarding their reasons for leaving school, parents' reactions, use of time, future career plans, relationships with parents and peers, and self-concept. Study 2 examined personal/educational factors related to the gifted students' dropout behavior. Results of the studies are discussed in detail. Read Abstract and Conclusions Read Report	RM02168	2002	On-line	AD, CO, CU, ED, RE
	Setting an Agenda: Research Priorities for the Gifted and Talented Through the Year 2000 Renzulli, J. S., Reid, B. D., & Gubbins, J. E. Description of the development and implementation of The National Research Center on the Gifted and Talented is provided for the first federally funded g/t center. Summaries of proposed studies from the early 1990s are highlighted. Read Recommendations Read Report		Not Dated	On-line	CU, RE
	Cooperative Learning and the Academically Talented Student Robinson, A. How applicable is cooperative learning to academically talented students? Practical insights into various strategies associated with cooperative learning are offered for consideration. Descriptions of useful models are also provided. Read Abstract and Recommendations Read Report	RBDM9106	1991	On-line	AD, CO, CU, ED, PA, RE, SE
	The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner Rogers, K. B. Can academic, social, and psychological impact from particular grouping practices on gifted and talented learners be determined? Thirteen research syntheses are analyzed with this question in mind. Interesting conclusions and guidelines for practices are reported. Read Abstract and Guidelines Read Report	RBDM9102	1991	On-line	AD, CO, CU, ED, PA, RE, SE
	Creativity as an Educational Objective for Disadvantaged Students Runco M. A. There are reasons for optimism and concern with respect to the creative potential of at-risk and disadvantaged children. Recommendations regarding behaviors best avoided and encouraged are presented with particular reference to the needs of economically disadvantaged students. Read Abstract and Recommendations Read Report	RBDM9306	1993	On-line	AD, CO, CU, ED, PA, RE, SE
	Voices of Perfectionism: Perfectionistic Gifted Adolescents in a Rural Middle School Schuler, P. A. What is the perception of adolescents in a rural middle school regarding perfectionism? What are the characteristics of perfectionists? What influences perfectionism in males and females and what are the consequences of perfectionism? Answers and practical advice are provided. Read Abstract and Conclusions Read Report	RM99140	1999	On-line	AD, CO, CU, ED, PA, RE, SE
	A Triarchic Approach to Giftedness Sternberg, R. J. School performance, mental self-government, and creativity are among the aspects of giftedness examined. Each study focused on the Triarchic Theory of human intelligence and its application to various aspects of giftedness and gifted performance. Read Abstract Read Report	95126	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Dynamic Instruction for and Assessment of Developing Expertise in Four Ethnic Groups Sternberg, R. J., Grigorenko, E. L., Birney, D. P., & others The goal of this study was to investigate the use of dynamic assessment to increase equity, fairness, and accuracy in the testing of abilities and achievement. Dynamic tests have been found to reveal developing expertise in underrepresented minorities that is not revealed by conventional static tests. The data collected show that it is possible to develop dynamic assessments that can be used to asses students in a regular classroom setting, such dynamic assessments tends to lead to higher student achievement, and dynamic instruction tends to reduce the achievement gap between minority and non-minority students. Read Abstract and Conclusions	07226	2007	$8.00	CU, ED, RE
	Giftedness and Expertise Sternberg, R. J., Grigorenko, E. L., & Ferrari, M. The traditional view of what intelligence is and what intelligence tests measure may be incorrect. An alternative view is that of intelligence as developing expertise and intelligence tests as measuring an aspect of developing expertise. Read Abstract and Conclusions	04198	2004	$8.00	AD, CU, ED, RE
	Transitions in the Development of Giftedness Sternberg, R. J., Grigorenko, E. L., Hart, L., & others The purpose of this study was to assess factors that lead to success in transitions of giftedness. The study tested the hypotheses that creative and practical abilities will become increasingly important with age and that underrepresented minority groups will score relatively higher on measures of creative and practical abilities than on measures of analytical abilities. The data analyses concluded that preschool children who are identified as gifted do perform better on a number of cognitive and achievement tasks. The difference is clearer during middle and high school, when creative and practical abilities become more important relative to analytical skills, especially for underrepresented minority students. Read Abstract and Conclusions	07230	2007	$8.00	CU, ED, RE
	Academic and Practical Intelligence Sternberg, R. J., Grigorenko, E. L., Lipka, J., & others Academic and practical intelligence may be, from an individual-differences standpoint, largely distinct constructs. This hypothesis was tested in a Native Alaska setting, and the efficacy of culturally-based triarchic teaching was also studied. Read Abstract and Conclusions	04200	2004	$8.00	AD, CU, ED, RE
	Modern Theories of Intelligence Applied to Assessment of Abilities, Instructional Design, and Knowledge-based Assessment Sternberg, R. J., Grigorenko, E. L., Torff, B., & Jarvin, L. According to the triarchic theory, human intelligence comprises three main aspects: analytical (analyzing, judging, evaluating, and comparing skills), creative (creating, inventing, discovering, imagining, and supposing skills), and practical (implementing, using, applying, and seeking relevance). Findings on infusing the triarchic theory into various curricula are presented. Read Abstract and Conclusions	04196	2004	$10.00	AD, CU, ED, RE
	Undiscovered Edisons: Fostering the Talents of Vocational-Technical Students Taylor, L. A. Needs of students journeying through stages of career development are serviced via the Focus On Model in which modified enrichment experiences are provided for students. Creative productivity seemed to significantly heighten students' sense of self and career aspirations. Read Abstract and Recommendations Read Report	RM95214	1995	On-line	AD, CO, CU, PA, RE, SE
	The Effects of Grouping and Curricular Practices on Intermediate Students' Math Achievement Tieso, C. T. The combined effects of grouping with appropriate curricular practices on intermediate students' mathematics achievement are investigated. Findings indicated that teachers and their students preferred the between and within-class grouping arrangements to their typical whole class grouping plan. Read Abstract and Conclusions Read Report	RM02154	2002	On-line	AD, CU, ED, PA, RE
	Preservice Teacher Preparation in Meeting the Needs of Gifted and Other Academically Diverse Students Tomlinson, C. A., Callahan, C. M., Moon, T. R., & others Preservice teachers in 7 universities participated in this study designed to establish how awareness of needs pertaining to academically diverse learners develops. Surveys, interviews, and observations revealed how attitudes, beliefs, and practices impact instruction. Read Abstract and Recommendations Read Report	95134	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Multiple Case Studies of Teachers and Classrooms Successful in Supporting Academic Success of High Potential Low Economic Students of Color Tomlinson, C. A., Gould, H., Schroth, S. & Jarvis, J. This research report is a result of a 4-year qualitative case study in three very different school sites to explore how teachers contribute to the academic success of high potential, low economic students of color. Among factors influencing student success in the three schools were: the nature of the school setting and its vision for low economic students of color, the degree to which educators understood the academic and affective needs of low economic students of color, the nature of curriculum, instruction, and assessment in the classrooms, and attitudes about the role of the teacher in supporting the success of low economic students of color. Read Abstract and Conclusions Read Report	RM06220	2006	On-line	AD, ED
	Assessing Creativity: A Guide for Educators Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C. This monograph deals specifically with the challenge of recognizing or assessing creativity. The primary goals of the monograph are to: provide information about the nature of creativity; identify many key characteristics and indicators of creativity; examine ways to locate, evaluate, select, and use instruments that are helpful in assessing those characteristics; identify and review many existing creativity assessment resources; and suggest some important considerations in linking assessment with instructional programming. Read Abstract and Conclusions Read Report	RM02170	2002	On-line	CO, ED
	Understanding the Special Giftedness of Young Interpreters Valdés, G. The purpose of this research was to extend current definitions of gifted and talented by examining the abilities of bilingual youngsters who are selected from among their siblings to serve as interpreters for their families. Young interpreters exhibit at least some of the characteristics generally measured in prospective interpreters such as memory, analytical ability, speed of comprehension and production, and stress tolerance. The skilled performance of the young interpreters can also be analyzed from the perspective of various conceptions of giftedness. Read Abstract and Findings Read Report	RM02158	2002	On-line	CO, CU, ED, RE
	Content-based Curriculum for Low Income and Minority Gifted Learners VanTassel-Baska, J. Planning and developing curricula for low income and minority gifted learners must include discussions about collaboration among professionals, choices of school program delivery models, development of parent and community support systems in nurturing potential, and opportunities for curriculum interventions. Read Abstract and Conclusions	RM03180	2003	$10.00	AD, ED, RE
	Teachers Nurturing Math-Talented Young Children Waxman, B., Robinson, N. M., & Mukhopadhyay, S. Mathematical reasoning is highly valued in this society, yet when does math talent make itself known? How can it be identified and advanced? What are the gender differences with respect to math ability? Answers and practical advice are offered. Read Abstract and Guidelines Read Report	RM96228	1996	On-line	AD, CO, CU, ED, PA, RE, SE
	Profiles of Successful Practices for High Ability Students in Elementary Classrooms Westberg, K. L., & Archambault, F. X., Jr. (Eds.) An investigation of schools and classrooms revealed most successful practices used to meet individual needs of high ability students. Profiles and themes are presented with research in 10 sites known for effective implementation of curriculum differentiation. Read Abstract and Conclusions Read Report	95122	1995	On-line	AD, CO, CU, ED, RE, SE
	An Observational Study of Instructional and Curricular Practices Used With Gifted and Talented Students in Regular Classrooms Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. Gifted and talented students in regular third and fourth grade classrooms are featured in this study of classroom instructional and curricular practices. Systematic observations of teacher-student interactions, differentiated instruction, and grouping arrangements are described. Read Abstract and Recommendations Read Report	93104	1993	On-line	AD, CO, CU, ED, RE, SE
	The Law on Gifted Education (Revised) Zirkel, P. A. This monograph provides a comprehensive, concise, and current overview of the law—specifically, legislation, regulations, and published court/administrative decisions—relating to gifted education for K-12 students. The narrative portion of the monograph provides an impartial and a systematic summary of the law for the lay reader, whereas the appendices and endnotes provide rather thorough and cited support for legal specialists. Read Abstract and Conclusions	03178R	2005	$15.00	AD, ED, RE, SE
The following resources are brochures designed primarily for educators and parents. Some brochures are available in Spanish.
	1. What Educators Need to Know About Bilingual Children: Interpreting and Translating 2. Lo que Deben Saber los Educadores Acerca de los Niños y Jóvenes Bilingües: Interpretan y Traducen Brookes, H., & Angelleli, C.	1. A9816 Spanish Version 2. B9910	1998 1999	$0.50	AD, CO, CU, ED, PA, RE, SE
	What Educators Need to Know About Student Motivation Clinkenbeard, P. R., & Delcourt, M. A. B. (Eds.)	A9509	1995	$0.50	AD, CO, CU, ED, PA, RE, SE
	What Educators and Parents Need to Know About Elementary School Programs in Gifted Education Delcourt, M. A. B. (Ed.)	A9508	1995	$0.50	AD, CO, CU, ED, PA, RE, SE
	What Educators Need to Know About Encouraging Talented Girls in Mathematics Gavin, M. K.	A0022	2000	$0.50	CO, CU, ED, RE, SE
	What Educators and Parents Need to Know About ADHD, Creativity, and Gifted Students Guenther, A.	A9814	1998	$0.50	CO, CU, ED, RE, SE
	What Educators and Parents Need to Know About Student Portfolios Kettle, K. (Ed.)	A9510	1995	$0.50	AD, CO, CU, ED, PA, RE, SE
	1. What Educators Need to Know About Bilingual Students and Talent Development 2. Lo que los Educadores Necesitan Saber sobre los Alumnos Bilingües y el Desarrollo del Talento Kloosterman, V. I., & Díaz, E. I. (Eds.)	1. A9713 Spanish Version 2. B9908	1997 1999	$0.50	AD, CO, CU, ED, PA, RE, SE
	What Educators and Parents Need to Know About Fostering Creativity Plucker, J. A. (Ed.)	A9507	1995	$0.50	ED, RE
	Addressing the Needs of Gifted Middle School Students Renzulli, J. S., & Richards, S.	A0023	2000	$0.50	CO, CU, ED, RE, SE
	1. What Educators Need to Know About Ability Grouping 2. Lo que los Educadores Necesitan Saber sobre el Agrupamiento por Habilidad Siegle, D. (Ed.)	1. A9201 Spanish Version 2. B9201	1992 1992	$0.50	AD, CO, CU, ED, PA, RE, SE
	1. What Educators Need to Know About Curriculum Compacting 2. Lo que los Educadores Necesitan Saber sobre la Compactación del Curriculum Siegle, D. (Ed.)	1. A9302 Spanish Version 2. B9302	1993 1993	$0.50	AD, CO, CU, ED, PA, RE, SE
	1. What Educators Need to Know About Gifted Students and Cooperative Learning 2. Lo que los Educadores Necesitan Saber sobre los Alumnos Dotados y el Aprendizaje Cooperativo Siegle, D. (Ed.)	1. A9404 Spanish Version 2. B9404	1994 1994	$0.50	AD, CO, CU, ED, PA, RE, SE
	1. What Educators Need to Know About Mentoring 2. Lo que los Educadores Necesitan Saber sobre la Actividad Tutoral Whitton, D., & Siegle, D. (Eds.)	1. A9406 Spanish Version 2. B9406	1994 1994	$0.50	AD, CO, CU, ED, PA, RE, SE
Please check the bottom of this page for pricing of multiple brochures. Please see Parents' section for additional brochures of interest to educators and parents.

Type	Description	Order No.	Year	Price	Code
	Gifted African American Male College Students: A Phenomenological Study Bonner, F. A., II Two academically gifted African American male undergraduates, one in an Historically Black College or University and one in a Traditionally White Institution were studied to learn more about their perceptions of how the relationships with their respective institutions led to the cultivation of their academic giftedness. Read Abstract and Conclusions Read Report	RM01148	2001	On-line	AD, CO, CU, ED, PA, RE, SE
	Issues and Practices in the Identification and Education of Gifted Students From Under-represented Groups James H. Borland Under-representation of minority students, students with limited English proficiency, and economically disadvantaged students has been a long-standing problem in gifted education. This monograph discusses the possible causes of the problem, both within and outside the field of gifted education. It also offers possible solutions, including revising the identification process, extending gifted education to all students, and/or completely reworking the current system to eliminate gifted programs that are separate from the general education classroom. Read Abstract and Conclusions Read Report	RM04186	2004	On-line	AD, CO, CU, ED, PA, RE, SE
	Instruments and Evaluation Designs Used in Gifted Programs Callahan, C. M., Tomlinson, C. A., Hunsaker, S. L., & others This resource provides detailed information on instruments and evaluation designs. The focus is on current practices of gifted programs and the usefulness of evaluation for decision-making. Read Abstract and Guidelines Read Report	95132	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Instruments Used in the Identification of Gifted and Talented Students Callahan, C. M., Hunsaker, S. L., Adams, C. M., & others This multifaceted study examined literature, locally developed and standardized identification instruments, procedures, and different identification strategies. Reviews of exemplary practice led to the development of standards for identification, assessment, and screening. Read Abstract and Guidelines Read Report	95130	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Project START: Using a Multiple Intelligences Model in Identifying and Promoting Talent in High-Risk Students Callahan, C. M., Tomlinson, C. A., Moon, T. R., & others This three-year research project focusing on low income, minority students found that broader conceptions of giftedness, new identification processes, increased teacher awareness of talent, and family outreach positively affect success in school. Read Abstract and Conclusions Read Report	95136	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Issues and Practices Related to Identification of Gifted and Talented Students in the Visual Arts Clark, G. A., & Zimmerman, E. What is talent in the visual arts? This and many other current issues and practices relative to identifying gifted and talented young people in the visual arts are examined. Practical suggestions are provided in a step-by-step identification procedure. Read Abstract and Recommendations Read Report	RBDM9202	1992	On-line	AD, CO, CU, ED, PA, RE, SE
	A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students Frasier, M. M., García, J. H., & Passow, A. H. Research and literature review centers on the assessment and identification of potentially gifted students. Major reasons for the underrepresentation of special populations in gifted programs are analyzed. Read Abstract and Conclusions Read Report	RM95204	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	An Exploratory Study of the Effectiveness of the Staff Development Model and the Research-Based Assessment Plan in Improving the Identification of Gifted Economically Disadvantaged Students Frasier, M. M., Hunsaker, S. L., Lee, J., & others Observation of traits, attributes, and behaviors serve well in the process of identifying potentially gifted and talented students from economically disadvantaged families or students with limited English proficiency. Read Abstract and Guidelines Read Report	RM95224	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	A New Window for Looking at Gifted Children Frasier, M. M., Martin, D., García, J., & others If a potentially gifted child comes from an economically disadvantaged family and has limited proficiency in English, how will he or she be identified? This document addresses issues relating to possible underrepresentation in gifted programs and provides practical suggestions. Read Abstract and Recommendations Read Report	RM95222	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Toward a New Paradigm for Identifying Talent Potential Frasier, M. M., & Passow, A. H. Five elements featuring a new paradigm of giftedness are presented and discussed. The monograph sections provide practitioners with insight as to how giftedness may be identified among all groups of young people. Read Abstract and Conclusions Read Report	94112	1994	On-line	AD, CO, CU, ED, PA, RE, SE
	Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate Hennessey, B. A. This monograph presents the argument that particular attention must be paid to the impact of extrinsic constraints on the motivation and performance of gifted children coming from linguistically and culturally diverse backgrounds. Concrete suggestions are made as to how policy makers, administrators, and teachers can work together to create an inclusive school and classroom atmosphere that will promote the development of creativity and excitement about learning for all gifted students. Read Abstract and Conclusions	04202	2004	$8.00	ED, RE
	Attention Deficit Disorders and Gifted Students: What Do We Really Know? Kaufmann, F., Kalbfleisch, M. L., & Castellanos, F. X. This monograph summarizes current scientific knowledge about Attention Deficit/Hyperactivity Disorder (ADHD) in children and parents issues related to ADHD in gifted students. Causes, assessment, diagnosis, educational strategies, and medical interventions are discussed. Read Abstract and Recommendations Read Report	RM00146	2000	On-line	CO, CU, ED, PA, RE, SE
	Socio-Cultural Contexts for Talent Development: A Qualitative Study on High Ability, Hispanic, Bilingual Students Kloosterman, V. I. Home and school environments of high ability, Hispanic, bilingual students played essential roles in socio-emotional and cognitive development. Case studies of 12 elementary students revealed the importance of emotional support, family values, Hispanic legacy, safe school environment, flexible grouping, and English support as needed. Read Abstract and Conclusions Read Report	RM99142	1999	On-line	CO, CU, ED, PA, RE, SE
	Identifying Academically Talented Minority Students Lohman, D. F. The cultural and socioeconomic diversity of the U.S. school population is now and long has been underrepresented in programs for academically advanced students. Although educators have offered several proposals for increasing the diversity of programs for the gifted and talented, none directly addresses the central problem in identifying academic talent. The problem is to find a way to identify and assist these children without compromising the ability of programs to serve children who already display high levels of academic and cognitive development. The goals of this monograph are (a) to explain why an aptitude approach to talent identification accomplishes these goals and (b) to illustrate how schools can implement this approach. Read Abstract	RM05216	2005	$10.00	AD, ED, RE
	The DISCOVER Project: Improving Assessment and Curriculum for Diverse Gifted Learners Maker, C. J. The author has developed a unique performance-based assessment in which children are observed by teams of teachers, counselors, paraprofessionals, administrators, specialists in education of the gifted and bilingual education, and local community members. This assessment is a culmination of many years of research and development through the Discovering Intellectual Strengths and Capabilities (DISCOVER) Projects. In this study, the author describes her own thinking and research process as the framework evolved and was tested. Then, a descriptive account of the assessment, along with many ways the curriculum principles of DISCOVER can be implemented in general classrooms or classrooms for gifted students are presented. Practical applications of the assessment are presented with real examples of six case studies of schools, school districts, a state, and two other countries using the models. Read Abstract and Conclusions	RM05206	2005	$30.00	AD, ED, RE
	School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations Moon, T. R., Brighton, C. M., Hertberg, H. L., & others The purpose of this research was to conduct a reliability and validity study on Sternberg's School Characteristics Inventory—a 116-item Likert scale questionnaire—using data from a larger study on the effectiveness of innovations addressing academic diversity. Results showed credence to the reliability and validity of the questionnaire and tentatively support the organizational modifiability construct theorized by Sternberg. Read Abstract and Conclusions	03182	2003	$6.00	AD, RE
	Artistic Talent Development for Urban Youth: The Promise and the Challenge Oreck, B., Baum, S., & McCartney, H. Little information exists about identification and nurturance of artistic talent from diverse populations, especially those from economically disadvantaged circumstances. This study followed 23 children and young adults aged 10-26 as they progressed through three different stages of learning in music and dance. Read Abstract and Recommendations Read Report	RM00144	1999	On-line	CU, ED, PA, RE, SE
	State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation Passow, A. H., & Rudnitski, R. A. After analyses of elements found in 49 of 50 state policies regarding identification and nurturance of potential talent, suggestions are made for comprehensive programs and services for gifted and talented students. Read Abstract and Conclusions Read Report	CRS93302	1993	On-line	AD, CO, CU, ED, PA, RE, SE
	Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists Robinson, N. M. The components of a comprehensive assessment are described in this monograph. The psychologist needs to consider group versus individual testing, the recency of the standardization, and the possibility of out-of-level testing. Testing highly gifted, testing the very young, and encountering the rare coached student are discussed, as well as issues concerning assessment of children from underserved minorities and/or ethnically isolated families. Read Abstract and Conclusions Read Report	RM02166	2002	On-line	AD, CO, CU, ED, RE
The following resource is a brochure designed primarily for policy makers.
	What Policy Makers Need to Know About Gifted Education Purcell, J. H., & Siegle, D. (Eds.)	A9511	1995	$0.50	AD, CO, CU, ED, PA, RE, SE
Please check the bottom of this page for pricing of multiple brochures.

Type	Description	Order No.	Year	Price	Code
	The Prism Metaphor: A New Paradigm for Reversing Underachievement Baum, S. M., Renzulli, J. S., & Hébert, T. P. The impact of creative productivity via Renzulli's Type III enrichment on underachieving students is encouraging. Researchers and teachers trained in the Enrichment Triad Model implemented interventions that, for most students, led to positive gains in achievement levels. Read Abstract and Conclusions Read Report	CRS95310	1995	On-line	AD, CO, ED, PA, RE, SE
	Underachieving Gifted Students: A Social Cognitive Model Clemons, T. L. This study examined the relationships among students' self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students' academic performance or achievement. Using previous research in motivation and gifted achievement a model was developed to represent the relationships among the student and parent variables and achievement.Students' socioeconomic status was found to have the strongest relationship with academic achievement followed by achievement motivation, study and organizational skills, and parental involvement and responsiveness. Results suggest that achievement motivation does not serve as a mediator between parental involvement and style and achievement, or between socioeconomic status and achievement. Read Abstract Read Report	RM08234	2008	On-line	RE
	The Coincidence of Attention Deficit Hyperactivity Disorder and Creativity Cramond, B. L. Behavioral manifestations are strikingly similar between ADHD and creativity. Is any overlap significant? Parents and educators are invited to weigh the consequences of misdiagnosis in bright and creative children and their possible referral for psychological screening. Read Abstract and Recommendations Read Report	RBDM9508	1995	On-line	AD, CO, ED, PA, RE, SE
	Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being Ford, D. Y. What can be done with a population of students who constitute a major concern for educators, counselors, and educational reformers? Academic, social and emotional, psychological, and other issues are discussed to bridge education and counseling. Read Abstract and Guidelines Read Report	RBDM9506	1995	On-line	AD, CO, ED, PA, RE, SE
	The Recruitment and Retention of African American Students in Gifted Education Programs: Implications and Recommendations Ford, D. Y. Recent collective efforts of leaders in the field of gifted education have focused attention on gifted African American students, their identification, and their placement in gifted programs. Critical issues related to continued program involvement are addressed. Read Abstract and Guidelines Read Report	RBDM9406	1994	On-line	AD, CO, CU, ED, PA, RE, SE
	A Study of Achievement and Underachievement Among Gifted, Potentially Gifted, and Average African American Students Ford, D. Y. Are African Americans underrepresented in programs for gifted and talented students? This study researched this question, while examining student identification procedures, attitudes, and perceptions associated with discrimination and underachievement. Read Abstract and Conclusions Read Report	95128	1995	On-line	AD, CO, CU, ED, RE, SE
	Core Attributes of Giftedness: A Foundation for Recognizing the Gifted Potential of Minority and Economically Disadvantaged Students Frasier, M. M., Hunsaker, S. L., Lee, J., & others What recognizable attributes characterize giftedness in children from minority or socially disadvantaged backgrounds? Literature reviews and qualitative content analysis provided the basis of viable procedures that facilitate teachers' recognition of target populations. Read Abstract and Guidelines Read Report	RM95210	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Educators' Perceptions of Barriers to the Identification of Gifted Children From Economically Disadvantaged and Limited English Proficient Backgrounds Frasier, M. M., Hunsaker, S. L., Lee, J., & others Survey results provide insights into perceptions held by educators with respect to identification of gifted minority and economically disadvantaged students. Implications of the study are discussed with an emphasis on appropriate staff development. Read Abstract and Conclusions Read Report	RM95216	1995	On-line	AD, CO, CU, ED, RE, SE
	Latino Achievement: Identifying Models That Foster Success Gándara, P. This study describes the current educational status of Latino students in the United States and attempts to explain their relatively low educational performance. Some of the structural and socio-cultural barriers to academic achievement for Latino students include poverty, poor schooling, language differences, low educational levels of parents, and lack of social capital. Several theoretical models are presented to explain why some Latino students, in spite of all of these barriers, manage to defy the odds and succeed academically. Read Abstract and Conclusions Read Report	RM04194	2004	On-line	AD, CU, ED, RE
	Constructing a Secure Mathematics Pipeline for Minority Students Hawkins, W. A. Gender and racial stereotyping interfere with student achievement, as does the misconception that all mathematical and scientific geniuses were recognized as such from birth! Helpful suggestions are offered to pre-college and collegiate level mathematics teachers. Read Abstract and Guidelines Read Report	RBDM9504	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Self-Concept and the Gifted Child Hoge, R. D., & Renzulli, J. S. Conclusions are drawn from a review of research relating to the constructs of self-concept and giftedness. Implications for further research and the counseling of gifted students are discussed and recommendations are offered. Read Abstract and Guidelines Read Report	RBDM9104	1991	On-line	AD, CO, CU, ED, PA, RE, SE
	Performance of Economically Disadvantaged Students Placed in Gifted Programs Through the Research-Based Assessment Plan Hunsaker, S. L., Frasier, M. M., Frank, E., & others Students identified via the Researched-Based Assessment Plan were placed in gifted programs. First-year performance and attitudes of students and parents towards gifted programs were also studied. Read Abstract and Conclusions Read Report	RM95208	1995	On-line	AD, CO, CU, ED, RE, SE
	Promoting Sustained Growth in the Representation of African Americans, Latinos, and Native Americans Among Top Students in the United States at All Levels of the Education System Miller, L. S. Compared to White and Asian Americans; African Americans, Latinos, and Native Americans are severely underrepresented among top students in the U.S. at all levels of the educational system. If there is to be substantial progress in this area, it will be necessary to give considerable priority to the design, testing, and rigorous evaluation of strategies that are explicitly concerned with increasing the number of top students from these groups. Read Abstract and Conclusions Read Report	RM04190	2004	On-line	AD, CO, RE
	Square Pegs in Round Holes—These Kids Don't Fit: High Ability Students With Behavioral Problems Reid, B. D. & McGuire, M. D. Is an IQ of 140 the only criterion for giftedness? Are all gifted students superior in almost every way to other students? Students with disabilities or behavioral problems, though often overlooked, may be gifted. Read Abstract and Recommendations Read Report	RBDM9512	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School Reis, S. M., Hébert, T. P., Díaz, E. I., & others Why do some academically talented students fail in school when others succeed? Using qualitative research methods achieving and underachieving students with similar high abilities were compared. Perceptions about the learning community provide guidance. Read Abstract and Conclusions Read Report	95120	1995	On-line	AD, CO, CU, ED, PA, RE, SE
	Talents in Two Places: Case Studies of High Ability Students With Learning Disabilities Who Have Achieved Reis, S. M., Neu, T. W., & McGuire, J. M. High ability students with learning disabilities present perplexing problems that need to be