ED 117 885 a Resource Anual of Information on Eduating The

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. \ -, DOCUMENT 'RESUME

ED 117 885 95 Ectollii 120 Alit: 1\ AUTAOR Boston, Brucs 0., Ed. . TITLE A ResOurce Anual of Information on EduAting the Gifted and Talented. ,. , INSTITUTION Council fot Exceptional Children, Reston, Va:. Information Services and Publications. SEDAS_IGEMCiliationa2.Taat..__ofEducation 3W Washin ton , D.C. r RUB DATE '75 NOTE 86p.; For related informati see EC 081 121

wgne 110r 6 3V 3 .,Z 6IA Ors Drive, Reston, Virginia 22091 3.95)

EDRS PRICE NF -$0.83 HC-$4.67 Plus Pottage (. DESCRIPTORS Directoriesv*Educitional Trends; Elementary Secondary Education; Exceptional Child Education; Ex'deptional Child Research; *Gifted; *Information Dissemination; Organizations (Groups) ;Prograi Planning; Publications; *Resource.Guides; Talent Identification

ABSTRACT . Provided are directories of federal, state and national resources, seven papers on the state of the art;, and -inforiation on such other resources as films and state level parent orsanizations. The state of the art is examined in the following papers: "The Federal Role in the Education of the Gifted and Talented" (staff of the Office of Gifted and Talented, U.S. Office of Education) ; mEducation of.the Gifted- and Talentedl A Brief Report on-- the State of the Artu (D. jackson); "A Backward and Forward Glan6e.at the Gifted" (A. Tannenbamml; "Program Planning for4 the Giftedu (J. Runyon); "Teachers for the'Gifted" (M. Freehill); "Analyses and Identification of Giftedness in Mexican American Children: A Pilot Study" (E. Bernal); and "The National/State Leadership Training- Institute on the Gifted and Talented: A Sketch of Future; Present, and Past"(I. Sato et al). Among other resources described are approximately 70 films oft such aspects as teacher awareness and creativity. (CL)

*************************************.********************************** * Documents acquired by ERIC include many infOrmal unpublished * materials-not available from other souraes. ERIC makes every effort * * to obtain the best'copy available. Nevertheless, items of marginal * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC 'Document Reproduction Service (EDRS). EbliSsis.not * * responsible for the quality of. the original document,. Reproduction * * supplied EDRS are the best that can be made from the original. * ***********************************************************************

-7: ' . t A Resource Manual, of

. Edited by Bruce 0. Boston

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A Product of ._ ICklearinghouseon Handicapped and Gifted Children The Council for Exceptional Childreji 1975

U S OEPARIMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EOUCATION THIS DOCUMENT HAS BEENREPRO- OUCE0 EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATE° DO NOT NECESSARILY Et EPRE- SENT OFFICIAL HATIONALINSTITUTEOF EDUCATION POSITION OR POLICY V , .

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Published in 975 by ( The Council 'tor Exceptional Children 1920 Association Drive, Reston, Virginia 22091

Library 'of Congress Catalog Card Number 75.37160 .

The material in this publication was preparedpursuant to a contract with the National institute of Education, US Department of Health, Education, .and Welfar4." Coitthac- tors undertaking such projects under government sponsorship are encouragsd tpexr press freely their judgment in professional and teanical matters. Prior to publicati?n the manuscript was submitted to The Council' for Exceptional ChildreraciNcritical view and determination of professional competence. This publication has met ch standards. Points of view, however, donot necessarily represent the ibfficial.yi w or opinions of either The Council for ExceptioniI Childrenor the National Inst. ti to of Education. -; I 9 %' ,

3 Contents

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Note on the Contributors VI / Directories 7 Federal Resources for the Gifted and Talented 3

State Education Agency Coordinators-for the Gifted and Talented 5 / National Organizations for the Gifted and Talented 11 The State of the Art 13 The Federal Role in the Education of the Gifted and Talented USOE/OGT Staff 15 , - Education of the Gifted and Talented: A Brief Report on the State of the Art David M. Jackson 21 A Backward and Forward Glance at the Gifted Abraham J. Tannenbaum 27 Program Planning for the Gifted Joyce M. Runyon 35 Teachers for the Gifted Maurice F. Freehill Analysis and Identification of Giftedness in Mexican American Children: A Pilot Study Ernest Bernal, Jr., and - Josephine Reyna 53 The National/State Leadership Training `Institute on the Gifted and Talented: A Sketch of Its Future, Present, and Past Irving S. Sato, Wayne F. Wilson, and Winifred Luche 61

Otiher Resources 69

Appendix. of/Film Sburces 71 Gifted and Talented Education: A Topical gibliography 82

State Level Parent Organizations for the Gifted and Talented 87

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4 0 3 Introduction

RE.SOL IMF. Manual of Information on Educat- guides. The entree_ot the_currenune ing the GOed and Talented is by its very is a series of brief articles by leaders in the move- nature a presumptuous_ document. To provide ment forpracie edunocattoionnlyotfbethnengitsttaendd. Here wkienhavoefwe , parits; ers of the gifted with a printed summary of "what's resources that practitioners have rightly come to going on" in the form of up to date resources and expect (Runyon), but also an historical overview commentary is somewhat analogous to offering a (Tannenbaum), as well as a fresh research perspec- cup of water drawn from theMississippias tive on giftedness among Mexican Americarri exemplary of what goes on in that great river from (Bernal & Reyn-a). Sato, Jackson, andtihe staff of Minneapolis to New Orleans. So, caveat lector, let the USOE Office of Gifted and Talented have of- the reader beware. There is much territory that is' fered current perspectives from their own particular neglected in this publication. crow's nests. What the reader will find are some directories of Thus we have sought to walk the tightrope federal, regional, and state education agenCies, strung between the Scylla of comprehensiveness parent and private sector resources to which they and the Charybdis of specificity. We hope that can turn as their own needs dictate. There are list- what has been presented will be useful. ingsoffilms,bibliographicalresources,and Bruce 0. Boston

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A Note on the Contributors

Ernest M. Bernal, Jr...t is Professor of Bicultural and and Talented and was formerly the editor of the ..4610 aeler.awl.II Il um&eitil a&I., .a.mnf/.wimerfr_..J.4.221. Antonio. His research erests center on identifi- Josephine Reyna is currently a Teacher Corps In- cation of and programing of the culturally dif- tern in Texas and, has previously worked is a bilin- ferent gifted and talented. The report presented i gual curriculum writer for the Southwest Educa- this volume under joint authorship with Reyna ion'al Development Laboratory at Austin. was prepared tinder the auspices of the'Sout est EducationalDevelopmentLaboratory, Austi JoyRunyon is state coordinator for :gifted and Texas. talenteprograms for the Department of u- ation e -State of. Florida, and also serves as Maurice F. Freehill, ProfeSsor of Educationa4 Psy- Pr ident of Council of State DirectOis of Pro- chology at the University of Washington, has long gram r the Gid. been a leader in the movement to educate-our na- to Director of the National/ tion's gifted and talented youth. His interests and Irving S. is th insight into teacher training are reflected in his State Leaders Train' Institute on the Gifted and Talented anhas beenleader in the move- many publications in this area. His current in- ed for many years, terests lie in the area of research into different as- ment for the educat n of the or, and coultant. pects of creativity. as a teacher, administr Abraham Tannenbaum is'rofessor 'Education David M. Jackson is Associate Director of the ERIC ateachers College, Columbia Universit.His re- Clearinghouse on Handicapped and Gifted Chil- search -and -- publications -in- the - field- -of -gift--and - ' dren a&I Executive Director of the National/State talented education have, spanned a generatioof Leadership Training Institute on the Gifted and educators to whom he continues to provide leade Talented. ship and insight. e Jcinifred Luchi,is a staff writer for the National/ Wayne P. Wilson is a graduate student in litera- State Leadership Training Institute on the Gifted ture at the University of California, Berkeley.

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Federal-Resources for the Gifted and Talented

Office of Gifted and Talented Region IV: Alabama, ,Florida,Georgia,Ken- -OffizEirf-Gifreftrd-rleia rfatt Carolina, Tennessee US Office of Education 7th and "W' Streets, S.W. / Ms. Ellen Lyles Washington, D.C. 20202 Program Officer . (202)245-2482 US Office off' Education, Region IV 50 Seventh Street,'N.E., Room 555 QThe Office of Gifted and Talented was estab- Atlanta, Georgia 30323 (404) 526'971 lishedrin response tc1,the findings of the 1971 Report to Congress, Education of the Gifted and Talented, RegionV: Illinois,Indiana,Michigan,.Min- by the then Commissioner of Education, Sidney P. nesota, Ohio, Wisconsin Marland, Jr. The office coordinatesgederal Mr. Richard H. Naber ship in the education of the gifted-and talented. US Office of Education, Regi6n V Each of the ten regional offices of the US Office HEW-0E132nd Floor of Education has personnel With assigned responsi- 300 South Wacker drive bilities in the area of the education of the gifted/ and Chicago, Illinois 60606 talented. .(312) 353-174$ Region VI: Arkansas, Louisiana,New ,Mexico, Regionh Connecticut, Maine, Massachusetts, New Oklahoina, Tekas Hampshire, Rhode Island', Vermont Dr. Harold Haswell Dr. Harvey LiebergOtt . US Office of Education, Region I IMiEW, US Office of Education,Region VI John F. Kennedy Federal building 1114 Commerce Street Government Center' Dallas, Texas 75202 Boston, Massachusetts 02203 (214) 749-1771 (61-7) 223-4557 Region VII: Iowa,,Kansas, Missouri,Nebraska

Region II: New Jersey, -New York, Puerto Rico, -) Dr. Harold'Blackburn Virgin Islands Director of SChool Systems Ms. Barbara B. Brandon c US Office of Educition, Region VII US Office of:EduCation, Region II Federal'Office Building 601 East 12tIfStreet aFederal Building , . 26 Federal Plaza Kansas City, Missouri 64106 New York, 'New York :1001)7 (816) 374-2276 (212) 2'64-4370 ; Region TM: Colorado, Montana,' North Dakota,, ionIII: Delaware,DistrictofColumbia, South Dakota, Utah, Wyoming gland, pennsylvknia, Virginia, West Dr. Edward B. Larsh / Virginia Senior Program Officer br. Albert Crambert US Office 6f Education, Region VIII S Office of Education, Region Hi Federal office Building, Room 11037 C,

3 5 Market Street- ( 1961 Stout Street. - elphia, Pennsylvania 1'9101 Denver, Colcirado 86202 (216);17-1035 (303) 837-3676 ', , . 0

M. Region I X :American Samoa,Arizona,Cali- This federally funded program aims to pro- fornia, Guam, Hawaii, Nevada, Trust Terri- vide leadership, training, and technical assistance tog of the Pacific Islands to the 'education of the gifted and talented, Ms. Mary Ann-Clatl(FaliS yfirroug te ,ucation agencies.

US.Officeof Education, Regioin IX 1. 'Federal Office Building, y06'11059 xittc-ClcaEiRelouse on Handicapped and 50 Fulton Street Gifted Children I 1415)55,6,..7.750 Gifted-Children 1-920-Asseeiation-Drive-, Region X: Alaska, 'Idaho, Oregon,Washin'ilon Reston, Virginia 22091 , , - --1-1111SYC,204W Director, Urban and Community Education The clearinghouse .acquires, synthesizes and Programs r\ abstracts, and disseminates infOrMation relevant to US Office of Education, Region X the education of the gifted and talented. Mail Stop 1505 4' N 1321 Second Avenue Alliance. for Arts Education Seattle, Washington 98101 AllianCe=for;ArtsEducatibii (206) 442-0460 . John F!Kennedy Center for the Performing Arts ' National/State Leadership Training Institute on Washitigtcin, D:C. 20566 the Gifted and Talented (202)254 -3250 National/State Leadership Training A project sponsored jointly by the Office of Institute on the Gifted and Talented Education and the John F. Kennedy Cehter for the 316 West Second Street,Suite PH-C PerformingArts'tocoOrdinate:. national, and Los Angeles, California 90012 regional efforts to develop programs for all chil- (213) 498-7470 dren in thefine arts.

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State Education Agency Coordinators f oar the ,Gifted and Talenthd

Alabama California (Northern) Sue--A-kgrs P-crul--Plowlywn 416 State' Office Building Consultant Alabama State Department of Education Gifted and Talented Management Team Program for Exceptional Children and California State Department of Education . Youth 721 Capitol Mall Montgomery, Alabama 36104 Sacramento, California 95814 (205)- 832 -3230 (916) 322-3776, and Sieg Efken, Manager . Alaska Gifted and Talented Management Team Ed Obie California State Department of-Education Education Specialist 721 Capitol Mall Office for Exceptional Children Sacramento, California 95814 State Departi-nent of Education (916) 322-3776 Pouch F Juneau, Alaska 99811 (907) 465281.7 rol California (Southern) American' Samoa- Jack-Mosier,-Consultant 'iDennis McCrea Gifted and Talented Management Team :Gifted and Talented State Department ot Education .'Department of Special Education 6Q1 West 5th Street :Department.of Education Los Angeles, California.90017 Pago Paga, American Samoa 96799 (213) 620-2679 Dial 9,-0 633-4789

Arizona Colorado 11, Donald Johnson . Roger Duncan, Director ProgramSpecialist, Gifted Development and Demonstratio Unit Arizona Department of Education Colorado State Department of a t ucation 1535 West Jefferson Denver, Coldrado 80203 Phoenix, Arizona 85007 (303) 892-2486 .(602) 271-3183

Arkansas Cculnecticut Roy 'Wood William G. Vassar Coordinator of Special Education Gifted aridifalerited = Divisioilof Instructional Services State Department of Education Arch Ford Educkion Building P.O. Box 2219 Little Rock, Arkarisas 722Q1 -;--Flartford-,Conneeticut 0611'5 (501) 371-2161 566-3444 5' Delaware Idaho\ Jimmy Wiggins Geneke Christensen -Department-of Public-InstruCtion Gifted394.TitifiAted-_ . , JOhn G. Townsend Building State Department. 6f Education Dover, Delaware 19901 Len B. Jordan Building J31;12), 678-4885 Boise, Idaho 83720 ; and -7(208) 384:2186 f . "ngd- , Wachter - I-Ilinois Department-of-Public-Instruction - .Gary-Hoirman v Jobnt Townsend Building Gifted Children Section, __,___._v_-,___-_rLoerDolaware 10001 ' -' Illinois=-Office-of-Edtication-- (302) 678-4647 .1020 South Spring Springfield, Illinois 62706 Distri.ci of Columbia (217) 782-7830 Mary Harbeck. .and, OfficWaPublice of Skate Administration Sidney Slyman. )iington D.C. Public Schools .Gifted Children Section^ . 415 12th Street N.W. Officr of Education Room 1207 1020 South Spring 9 Washington, D.C. 20004 Springfield, Illinois 62706 (202) 737-0980 (217) 782-7830 Indiana . Florida James F. White Joyce Runyon .Division of Curriculum Gifted and Talented -1k- Department of Public Instruction State Department of Education. 120 West Market, 10th Floor 319 Knott Building IndianapOlis; Indiana 48204 ,/' Tallahassee, Florida 52304 (317) 635-4507 (904) 488-5103 4.) ,Iowa ' Georgia . EdithcMunro Department of Public Instriiction- Margaret Bynunto, Gifted and Talented , Grimes State Office Building State Department of Education Des Moines: Iowa 50319 State Office Building (515) 281-3264

Atlanta, Georgia 30334 ' Kansas . .. (404) 656-2578 Clifford,Curl, Direct or ..- Progriinsidt:GittediTOrrtedcreaive

Guam Depaitinenr of ,Edgcaitob 'Stale ,a 12Q East.Tent§treit `14, Julis T. Certeza. - 1 , -Associate Supetintendent of Special "'Topeka, Karis i 66612 f Education',- (913) 296-8.6'6. ... /, ., z-. - Department of Edution i, Xentiicky P.O.. Box DE. _\ s- ik- ...Frank Howard , Aganay6uam'96910 i, . : , . toia19-0 772-830Q Or 7 2,841.8 .: CapitO*Plaza TO1,:ier,..9 Frankforl,'Keniucky 40601 -7, - . \ (502) 564-5587 Hawaii -..' . ; l'...' e , Margaret 'Oda ,',-- 't Louisiana / 4t1 /,

Director of itegar Education */-. Lillie Gallagher ;'4 )4_ i . State Department.of*duCatiOn,' 0 t. , /' k.,Gifted ankTalenCe-cl 41. . _1270 Queen Emiita Street, R6Oin-1206 State e-Department of Educa t t.on- To Honolulu, Hawaii 96813-\ P.O: BoX44004,'.'cipii61,StatioW:;' (808) 548.2474;° '13aton gouge, Louisiana 10804j-;;..i'" i'.,FTS (410'566:0226 (504) 589-6427 Maine Missouri Betty McLaughlin - John Patterson Gifted and Talented Gifted and Talented ----'00artnie-ni-Of Elia:don-and-Cultural Sped-al:Education Services pepartment ^of Elementary and Augusta, Maine'04330 . Secondary Education (207) 289.2181 P.O. Box 480 Jefferson...City, Missnitri 65101 ...faardli1731i112 James L. Fisher Montana Director of Gifted/Talented Programs William S Elliott Supervisor of Drug Education and, COP .Baltimore Washington International Airport Capitol Building Baltimore, Maryland 21240 Helena, Montana 59601 (301)796-8300 (406) 449 -3651. Nebraska Massachusetts Diane Dudley Susan Nebergall Gifted and Talente Division of Curriculum and Instruction State Departmentf Education 182 Tremont Street 233 South Tenthreet Boston, Massachusetts 02111 Lincoln, Nebrask 68508 (617)727-5750 (402) 471-2476

Michigan Nevada Robt'rt Trezise Jane Early LoCicero Gifted and Talented Gifted and Talented MiChigan Department of Education Nevada Department of Education P.O. Box 420 400 West King Street Lansing, Michigan 48902 Carson-City; -Nevada -89701 (517) 373.1484 (702) 885-5700 New Hampshire Minnesota James Carr Lorraine Hertz Consultant for-Guidance Services Gifted Education Coordinator Division of Instruction State Department of Education 64 N.Thdain Street. . 641 Capitol Square Concord-, New Hampshire 03301 St. Paul Minnesota 55101 (603) 271 -3740 (612) 296-4072 New Jersey /it Daniel Ringelheim Mississippi Deputy Associate Commissioner Herman K. White Gifted and-Talented- Special EduCation Office State Department of Education State Department of Education 225.W. State Street P.O. Box 771 ,-frentiih, New Jersey 08625 Jackson, Mississippi 39205 /1(609) 292-7602 (601) 354-6950 and New Mexicer17-:, Carolyn R. McGuire Paige Galvin Special Education Office gducation Seisvices Specialist State Departinent of EduCation ,300 DeVargas P:O. BOii 771 --IF:Division-of SpeciahEducation7... Jackson, Mississippi 39205 1. SaptaPe, New'MeXico 87t03 . (601)354-6950 (505) 827.2793 ?Fork Rhode Island Roger W/. Ming Carolyn Hazard EducatiOn for the Gifted Consultant, Pro Development

%). State Education Department State Departme f Education Room 314A Main Building Hayes Street , Albany, New York 12234 Providence, Rhode Island 02908 (518)474.4973 (401) 277-2821 South Cornelia-Tongue 0 Division for Exceptional-Childre-n- James-Turner-- Gifted and Talented Coordinator for Programs of the 111,11.1111% 1111.111111.4111 1.46 Cu Raleigh, North Carolina 27602 ' Room I 31,'Rutledge Building (919) 829.1931 Stake Departm5nt of Education Columbia, South Carolina 29201 North Dakota (803) 758-3394 Janet M. Smaltz, Director Special Education South Dakota State Department of Public Instruction Robert Huckins Bismarck, North Dakota 58501 Gifted and Talented (701)224.2277 - Division of Elementary anc Secondary Ohio Education George R. Fichter , 804 North Euclid Division of Special Education Pierre, South Dakota 57501 Department of Education (605) 224.3678 933 High Street

Worthington, Ohio 43085 . Tennessee . (614)466.8854 r Vernon Johnson: Director Oklahoma - Special Education Larry H tiff State Department of Education Gifted-and Talented 111 Cordell Hull Building' State Department of Education Nashville, Tennessee 31219 ( 4545 North Lincoln, Suite 2ip (615) 741-3665 ; Oklahoma City, Oklahoma n105 (405) 521-3353 Texas Oregon Irene St. Clair Mason McQuiston, iftcd and Talented Special Educatidn exas Education'Ageney 'State Department of Education- 61 East 11th Street ---,--- 942 Lancaster-Drive7NTE., 4,;1AiAtin, Texas 78701 Salem, Oregon 97310 :'`;(51) 475-3654 (503) 378-3598 S Pennsylvania Trust T,er4ries Noretta Bingaman David R.T:Piercy

Gifted and Talented Cstrdinator, Special Education , Department of EdutatiOn Department of Education, Headquarters 123'Forster Street Trust Territory of Pacific Islands Harrisburg, Pennsylvania 17126 Saipan, Mariana Islands 96950 (717)787.9886 Puerto Rico Utah 'Carmen Romero General Supervisor of Special Education 4. Csultant for Gifted and Talented Special Educationgragram 10 University Club Building Department of Education r,136 East Smith Temple Hato Ref, Puerto Rico- 00919 --- Salt Lake City, _Utah 84114 (809) 764-1255 ,,(801),328-5965 1 2, Vermont'. West Virginia Jean Garvin , Roger Elser Gifted and Talented Division of Special Education Special Education -Department-of-Education Stateepartment of Education State Capitol Complex MontpeTir, Vermont 056,02 Charleston; West Virginia 253 5 . .(802):828-31,41 (304)348 -8830 Virginia . IsabOle P. Rucker_ Gifted and Talented . Director

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9 .National Organizations for the Gifted and Talented

\ TlielAss'ocihtign.for the Gifted (TAG) The American Association fort4e Gifted The AssOcriationifor the Gifted The American Association. for the Gifted The Council for Exceptional Children 15 Gramercy Park 1920 AAociation Drive New York, New York 10003 Reston, Virginia 22091 -*T= 1n2) 4734266 , .003) 620 -3660 This organization consislmf a small group of -w7t division of the Council for Exceptional professional personnel who meet annually to dis Children since 1958, TAG plays a major part in cuss the various problems facing the education of helping_both professionals and pirents deal more the gifted. They have assisted in the publication of i- effhtively withithegifi8d and tale.snard...... P G con- various texts and articles in the field. , satat amnia% nationala;:tcl ttitxaconferences and provides current irormatia to members and National Association for Creative Children and arliy,te organizations. ,Adults . - , National Association for Creative Children ('i'lational Association for Gifted Children and Adults National Association for GiEteci Children 8080 Spring )(alley Drive -R. R. 5 Cincinnati, Ohio 45236 _Box_630,A_ (513)6314777 ------Hot Springs, Arkansas 71901 . The NACCA seeks to aid in the development A professional organization with membership of the creative potential of gifted and talented open to parents, the NAGC conducts training and children and to foster closer relationships between consultationinserviceeventsforschools. The the creative young and creative adults. organization also .holds an annual conference and publishes Tiy gifted Child Quarterly. The Council of State Directors of Programs for the Gifted _ The Council of State Directors of Programs Al Gifted Children Research Institute for the Gifted Gifted Children Research Institute Ms. Joyce Runyon, President Suite 4-W Florida State Department of Education 300 West.55th Stkeet 319 Knott Building New York, New York 10019 Tallahasseg, Florida 32304 (212) 511-7059 and 957-5145 (sal) 599-5807 The institute conducts conferences, publishes The council is a.professional organization of newsletters, and disseminates papers related to the educators and administrators of programs for the education-of-the-gifted dnd talented: gifted and talented.

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C .r

_ The:Federal Role in the Education of the Gifted and Talented

a 4 USOE /OGT Staff \ r

ITHE. more than 100 years of its existence, the tion legislation, notably Titles III and V °Elbe $e. _ role 'played by ,the US Office of Education mentary and Secondary Education Act of 19 6 (USOE) in serving the gifted and talented has Section 806 directed the Commissioner or,EckuLa , ranged from nonexistent br periphera) to that of tion to conduct a study to: strong advocate and administrator of legislation 1. Determine the extent to which special,e4ca- specific to gifted and talented education. Prior to tion assistance prograrns'are necessary:oikse-.> 1961 there were sporadic publications from USOE ful to meet the needs of gifted and talented: (e.g., Reading for the Gifted) and some/research children. and surveys of program offerings for the gifted in 2. Show hOw federalweducation assistance Pp; high schools. Between 1961 and 1964 a specialist in grams are being used to meethe needs'-of the area of gifted was employed to develop training gifted and talented children. materials and programs for the Division of Ele- 3. Evaluate how existingfederal edueatiOnal , mentary SecondaryEducation.In 1964,how: assistance programs can be more effectively ever,the USOE wasreorganized . away from used to meet these needs. emphasis on specialized areas. 4. Recommend new programs, if any,4." to`trueete But the relatively brief federal attention given these needs. iii gifted "and ralefired -education- has-been notable- -This study rePresented' an area,41. opcera fop in that it provided the impetus for expanding the boththefederal and norifederal,'. sectorsand, definition of giftedness from a narrow concern offered the US Office of Education:tile opportunity , . with IQ and acanics toward a broader defini- to study an educational problem,yvith nationally tion which includes: significant, long term implicationg''for society., 1. General intellectual ability. The study itself consisted of five major activities: 2. Specific academic aptitude. 1. Review of research, otber available literature, 3. Creative or productive thinking. and expert knowledge'. 4. Leadership ability. 2.' Analysis of the edtecational data bases avail- 5. Visual and performing arts. able to USOE and the development of 6. Psychomotor ability (Marland, 1971). major database throughthe Survey of The Congress of the United States has expressed LeadershipinEducationof Gifted and its concern and interest by passing a landmark TalentedChildrtenandYouth(Advocate addition to-the Elementary and Secondary Educa- Survey). tion Amendments of 1969 (Public Law 91 230, 3. Public hearings by the regional assistant com- Set. 806),"ProvisionsRelatedtoGifted and missioners of education in each of the 10 HEW Talented 'Children:" This amendment,unani- regions'to interpret regional needs. mous!) pared by the House and Senate, Kovided 4. Studies or programs in representative states fur two specific changes in the existing legislation. --with long standing stAtewide support for edu It set forth Congressional intent that the gifted...aaid cation of gifted and talented children.. tan nted student should benefit from fe-deral educa .5. Review and analysis of,the system for delivery of Office of Education, programs to benefit . flits article was preparid cooperatively by the staff of gifted and talented children. thr Offift.-of Gifted and Talented, US Office of Educa This stg ty began in ,August,1970, vitly the ----holt, At their request. individual atinbutton is not made development and acceptance Af the plan, and, forairt horship :)- concluded in June, 1911,-Avith, the preparation of

'15 16 the finat report," based on ,the Se edtogiftedand' talented rnentation from the five major acti itieslisted childr n do produce significant and aboVe. Recommendations on special programs and m_e fable es. uggested_priorities_in _elanning_special_programs tateLindlocaLcomnitmities_loolLitp_ihe were produced estimates were made of the pro- Federal goyenunent for_leaderilnp in this area of fessional support and the teacher training re- education with or without massive-funding%. quired, and adjustments were made in legal defi- The federal role in delivery-of services to the nitions that, would enhance the possibility of state ifted antalented 1.5 presently all but nonexistent. and local fiscal support. The major findings of Th findings provide ample evidence of the the study which had particular relevance to the , need/ for action by the US Office of Education future planning Of a federal role in the education to eliMinate the widespread neglect of gifted and of the gifted and talented included: taleltedchildren.Federalleadership inthis A conservative estimate of the gifted and effort to confirm and maintain provisions for the 'gifted and talented as a national priority, and to .talented /population ranges between 1.5 and 2.5 million, children put of a total elementary and encourage the states to include this priority in their secondary school population (1970 'estimate) of/ own planning, was immediately assumed by the US 51.6 million Office of Edu,cation. I ting services to the gifted and talented do Establishment of the Office noreach large and significant subpopulatio of Gifted and Talented e.g.,minorities and disadvantaged) and sery only a very small percentage of the gifted a At tit,' directiOn of US Commissioner ofducation talented population generally. Sidney P. Marland,, Jr., the Office ofifted and Talented (OGT) was established as parof the US. `i Differentiated education for the giftednd Office of Education, under the directio Dr. talented'is presently perceived as a very low pri rity Harold Lyon.- The OGT was to be an advocate at federal, state, alid most local levels of goVern- office within the USOE for purposes of coordinat- ment and educational administration. ing activities which. could be supported with USOE I Although 21 states have legislation to provide resources, and for encouraging investment by the resources to school districts for services to the gifted private sector and other public, state, and local and talented, such legislation in many cases merely resources. Commissioner Marland stated. "During represents intent. 1971-72 the federal government, through the -US Even where there is a legal or admiiiistgative Office of Education, committed itself to a new and basis for provision of services, _funding priorities, extremely important area a concern the educa- crisis concerns, and lack of personnel ca pro- tion of the gifted child.. It is asignificant grams for the gifted to be miniscule, or theoretical. -commitment. There is an enormous, individual ant social- To sippott this commitment a small staff was cost when talent among the natio,n'i chit n and assembled andliZaied within the Bureau of Educa- yotith goes \undisco vered andundeveloped..These tion for the Handicappathe part of the US students cannot ordinarily excel without istance. Office of Education administrativelrmost_parallel to accepted patterns Tor provision of servicW-to_z__ Identification of the gifted,' s hamred not gifted children, and one highly experienced and 4+1 en these only by costs of appropriate testing successful in the delivery of specialiied.services to methods are known and adopted)-- b, t also by specific target populations. Some USOE program apathy and-even-hostility amon teachers, adminis- funds were made available for national projects trators, -guidance cowl etas, a d pfrchologists. benefiting the gifted, and talented: for. example, Gifted and tale ted cht d+ are: in fact, the Education Professions Development Act' sup- deprived and cel sur psychological damage and ported the National/State Leadership Training* permanent impairment oftheir' abilities. to .func- Institute on the Gifted and Talented; Title V, titip well which is equal to .orlgreater than'the simi- ESEA, supported several regional interstate' pro- lar deprivation suff 'red by 'any/ other population jects; career education for gifted and talented wat with specialspecial needs, erved thOffice of Educa- ;initiated with an:iisitute supported by BOAE. All don.,; *, ). Of these ,commitments were enhanced by the 'Special services for the gifted (such as the dis cooperation of the regional commissioners of edu-

__advantaged), and talented twilli_also serve other_ tar: _ cationin_assigning,_in each of the .10? DHEW re- get populations singled out, for attention and gions, a part time gifted grid talented, prqgram 4. 1 officer.

16.,

.17 - . r' In 1974 full recognition of the federal role, in is. the re isfro fOrmuladistribution of funds. Appli- the education of the gifted and talentedwas cations are reviewed on a fully competitive basis realized with the passage of`the Education Amend by qualified readers from the field and the US nients of that year. 'Section 404.Public law. O!lic e of-Edlpeation. Awards are made on the basis 93-380, a part .of the Special Projei is Act. gives of review criteria which emphasize: statutory authority to administer 'the projec ts and 1. Planned coordination with already existing programs authorized bythelegislation and to resources within a given state or locality. coordinate all programs for the gifted and talent 2. -Multi-institutional cooperation. ed which are administered by the Office of Educa- 3. High quality. tion. This is the initial legislatiye authority for a 4. Activities which achieve a multiplier or spin- program of categorical federal support for this off effect. population. (The complete text of Section 404 is 5. Disseminationandreplicationofproject reproduced on p. 23). outcomes. A program of research is also authorized. This, 6. General effectiveness.. however, is to be conducted by the National Insti- 7. Cost efficiency. tutes of Education-( NIE). The legislation autho- rizes an annual appropriation for the purposes Major Areas of Concern outlined in Section 404 of S2.56 million for each Itis anticipated that programs which are sup- year of the 3 year life span of the Special Projects ported under this authority, as well as from other Act.Regulations and program announce ment federal and nonfederalresources,willaddress dates as published in the Federal Register may be Hntinuing needs in the major areas of national obtained on request by potential applicants for oncern to which the Office of Gifted and Talented these funds. has detected resources to date. -These include the In implementing programs, under this authority, lollowing areas. the USOE is drawing von the experience and suc- 1- cessful approaches used in meeting the special State Leadership educational needs of other special target popula- The pcimary target group is educational -leader- tions.for example,- handicapped -children and ship, esPecially within the state education agencies youth, who have received enormously increased where the focus has been on the deVelopment of and improved services through- -the implementa- trained teams from each state with the capability tion of the Education of the Handicapped Act. to direct a variety of public resources towardim- ,The program of .edticational -assistance for the proving educational opportunities for gifted and gifted and talented 'will employ a catalytic strategy talented youth. The underlying assumptions are for stimulation end support. primarily of state supported by the face that even the earliest data leadership, and excellente of programing at point; available to the Office of Education show a high of impact that are critical in the developtnentof correlation between state agency efforts and set-- ac.:-Iiverysystem for education of giftd and c ices provided to the gifted andtalented popula- talented children and youth. Thissperspectice is a tioits of those states. Funds available under the logical extension of the initiatives begun in 1971 Education Professions 6:evelopment Act in 1972, and 1972 with the Commissioner's Report to Con 1973, and 1974 have enabled the training of diverse Kress and the designation of the Office of Gifted trams and the development of state plansin 48 of and Talented as an unfunded advocate office the states and territories as well, as some regional within the agency. In the intervening 2 years this and large city teams, and will have reached all 57 -office, working with cooperatively secured publics, by the end of FY 1975. The program of state and and private sector resources, has initiated-hpro local education agentY grants authorizedunder gram of national awareness, leadership training Section 404 will Provide for enactnient of these and development, state planning, research into plans and the'"unlocking" of state and community special problems in identifying and serving gifted resources. (For a comprehensive reviewof those ef disadvantaged, career education, and development forts, see the article by Sato et 61.) and '-dissemiriation of information to a national Mdnpower and Training- Needs user network. -t With du enormous interest in this -program and The absence of progranis for the gifted-and talent- the seringene les imposed bi limited resources, strat edisaccompaniek.hy shortages, of :personnel egies for01)1.61;n-44 maximum benefit from ap experienced or tr4tied in the field. Manpower proved projects become mj.sch more important. All training studies in education have shown the value projects are funded on a competitive- basis. that..of short term institutes for inservice teacher pre-

12 is pat ation and of technical assistance centers which ,these gifted and talented youngsters, the provision

contract with colleg8 and universities to encourage of services to such special target populationi, and _, and/or supplement course offerings. Cooperative the dissemination-Of documentation of particularly training efforts will serve to coordinate state plan- _prom n or successful,, practices, Plans for the NIE ning with other resources available at institutions suprted research program, as mandated in this of higher education: -law, /are expected to bs prepared in cooperation A critical need also exists for a nationally dis- with the Office of Gifted.and.Talented., tributed cadre. of leaders: people who, can assume- the role ,of training other leadert influence school Career Education and.nd state education agencies,-and develop. high quality curricula for the gifted and talented. Career education is the total effort of public educi:' There is also a need for leadership development, tion and the commodity to help all individuals through "internship" experiences and-opportunities become familiar with the values of a work oriented at the state and national administrative levels, society, to 'integrate those 'values into their own both in governmental and nongoverninental organ- value ,systems, and to implement those values in izations concerned with education. ownwn lives in such a way :that work becomes possible, meaningful and satisfying to each person. It is particularly significant' in' consideration of the Infoimation Development and Dissemination. gifted and talented. Because of their gifts and All Program efforts coordinated by the Office of diversity of interests, these young people are often Gifted and Talented have pointed up the necessity faced with a sometimes bewildering multiplicity of

_ for raising the level of public consciousness, alert- possible directions for development of life purpose, ing kel publics, and providing adequate respoenses Vocational preparation, and self expression. They to the heavy flow of information requests related to require guidance, understanding, encouragement, gifted and talented education. Every project sup- and development far beyond that of their peers if ported through the OGT has been oriented to the ,- they are to .realize their full contributions to self need for informational products as well as lo pro- and society.Projects from local .school districts gram needs. Wide distribution has been achieved (with state review), as well as projects under the for resultant publications, an effort which has 15%, provisions set aside for., special target pro- been facilitated by the ERIC Clearinghouse on grams, will be funded with career education as one Handicapped and Gifted Children. Through the priority area. network of states, regional offices of education, add the services provided,by the Leadership Train- ing Institutes as well as through contact with Private Sector Cooperation numerous private Jector associations and organiza- The OffiCe of Gifted and Talented has been tions, itis possibl to develop an efficient mech:, successful in working cooperatively with nonpublic .0anism for assessing user needs and providing a resources to support projects initiated jointly by delivery system fOr products generated at all levels. the Office of Education and certain private agencies.. This is an area in which the Office of Gifted and Tlented-Was givety-broad--authority to enter 'TiesearCh and Exemplary Projects into cooperative relationships.-5pme examples of, The literature on 'gifted'gifted and talented education is - products and activities include:* replete with examplet of research on- the measure- The Exploration Scholarahips program,a ment and development oft high potential indivi- national competition, to identify and place duals through education. In recent years research outstanding _young people in career explora- in education has tende fta emphasize the special tion opportunities with some of the world'i n4ds Of disadvantage handicapped, culturally leading scientists. different,and- .Other , targetpopulations, with-, A conference on the educational needs of the out recognizing the vespecial needs of the gifted .. disadvantaged gifted. aid-. talented- Who 41 appeit within these sub- Support by a fOundation directly to the tech, groups. These are eh Idren who,''for a variety of nicaLasiistance-program of ,a state education _seasons such as sexki e, racer economic -and social, agency. - faittirs language; or cultural baCkground, do not ' Developinentof a national gifted student con, receive special recog 'don of their potential and ference4nd resource-directory: .'Consequently fail to develop their abilities- to the Mentorships in the -arts. ftilleitexTent posii le. Section -,404 permits the Production: of4- book on the arts and the application:,... of resC, sChf,,tci, the ;Identification of

Y. . Partialsupporttoconferences and other encouraged in conjunction with the implementa- activities in which there has been coope'rative tion of programs now legislated and funded. -public/-private-investment. These, activitiesrepresent an important aid Reference complementarycontribptiontothenational Marland, S. P., Jr. Education of the gifted and talent- federal education program for the gifted and ed. Report to the Congress of the United States by the tal8fed. Further cooperative ventures involving (.SCommissioner of Education.Washington `bC. both the pdblic and the private sectors will be US Office of Education, 1971. fi

Education of the ted. and Talented: A Brief Report on th*le of the Art David-Itil. Jacks .

. CONVEN.AENTand logical point to begin a re- been accomplied since October, 1971, when the view of the ttirrent effort to expand special report was sob ted: \ education for the gifted and talented is the point at' 6 'which Education of,ibe Lifted and Talented: Re- Action St Gutcome portlo the COneess'of the,United States by the US Commissioner of Education was submitted on 1. Planning report,t Accomplished Oaber 6, 1971. The i'eport contained the. results enter the 5 year= of .'an ?Office of Education study planned and planning cycle: directed by Jane Case Williams. The study docu- 2. Program responsibility, Accomplished mented the special needs or the gifted and talented assigned; gifted aril population, reviewed, the'..research related to the talented program Sti.aff education of tligifted,%` and summarized case appointed. studies.of four staiesAiith *grams for the gifted 3. Nationwide iriventoi$,: Partially population., In the report, Dr:,Sidney P. Mar/land,' and assessment of accomplished who wat. US Commissioner ,,hen the repo t was current programs; submitted, said: establish an informa------R-ather--Than_p_ropOsingextensive ob'ectives tion clearinghouse.

now, either in te\-ms of rfkoriey-Cit'legislition, I-- ' '- _Strengthen state Accomplished believe Wt ought, to initiate those things we education agencies, canrealisticallyaccon4sh ,imMediately using ESEATitle V within the 'Office of Education In Order tb and other Means. meet the Ptoblems,Auggestef in %this' StudY:.. 5. Leadership develop- Accomplished The end product ()Mit study will never be :. ment and training reached whollyfIt will continue to grout,:. we institutes fof.state hope, and rentriin infinite in ifr.powbilitigs.::.:. level Planning.'. But first it mist begin and trio believe -,the 6. Research and develop- Partially most appropriate, way is by injectig the prin- .... . ciple of action on behalf of the gifted into our: . ment for minority.. accomplished ongoing program groups; impioved. , . identification tech- NI, niques; two retearch . Box Score: Eleyen ActioSteps in the, contracts. Commissioner's Report, Career'education Not accomplished . Like many government ore orts, Education of the models, Nationale -en -., Gifted and Talented; Re??0, t to thrtCongressoft#P ..:te for Edticationah, United States by, the US::Commigioner EdU= : :'Research 'and Develtip- cation made 'broad policy't ecorrniiVndationkUn-.%.'-, ' :nient . like many others, the Commissioners Report;;also, 7. contained some specific stepsifor immediate actOn 8.\41terimentalschools., Not accomplished _ to_move_toward the major g outlined in the 9. Supplementary plans Accomplished. port, Here is an estimate o "the extent to whir anck,centers, A these ,action steps (pp. 6b-:of the report) hav'e\. 6'Title .. " "''N

\. Action Step Outcome standing tal in the' creative artsthat talent top 5% 7ff the students in adschool .10. Regional offices; ° Accomplished possessed by district who ve beeiV chosen by the special edu-_ -program-officer in-each and placement team on the basis .of the ten offices. cation planni of demonstrd orpOtentialachievements -in 11. Higher Education Not accomplished_ music, the alarts or the performing arts. Totals (1973) 4 Accomplished 6 Delaware Partially accomplished 2 "Gifted child means children between the Not accomplished 3 chronological s of 4 and 21 who are endowed by nature with h intellectualcapacity.Gifted By any standards, this is an unusually fine record children are the children who have native capa- for the Office of Education. In view of'some of the city for high po tial intellectual achievement and conditions of person\lel.turndver and large scale re- scholastic achie ent. brganization, including transfer of major functions "Talented chren" means children between the to other agencies, this record of accomplishment is chronological a of 4 and 21 who have demon- outstanding. strated superiotalents,aptitudes,orabilities. Talented childr are 'those children who have Public Policy Decisions by State Governments` demonstrated o anding leadership qualities and Since the United States Constitution makes public abilities or whoperformance is consistently re- education a state responsibility,itisuseful to markable in th echknics, manipulative skills, examine the policy decisions made by the states the art of expreion of ideas, orally or written, through legislative action and through adminis- music, art, human relations or any other worth- trative regulatioris. Such an analysis-was completed while line of humari achievement. (1958) June 1,1973, by the State-Federal Information -Clearinghouse for Exceptional Children of the Illinois1-. - Council for Exceptional Children. The staff of the Gifted childrenchildren -whose mental develop- clearinghouse has provided additional information ment is accelerated beyond the average to the ex- on laws and regulations reported toit through tent-that- they need and can-profit from-specially April, -1974. planned educational services. (1965) A total of 32 states have now "expressed public There is some evidence that the frequency with policy decisions through laws or regulations, or which states are changing their policies through both, which recognize gifted children or gifted and changes in statutes and regulations is increasing. talented children. A total of 14 states define the Information, contained in `the- app4ations of stake term gifted of a similar term intheirlaws. teams to the summer institutes of the National/ Examples of these definitions follow. State Leadership Training Institute on the Gifted California and Talented indicates that there were two state ,policy changes in 1972, four in 1973, and nine in Mentally gifted minor a minor enrolled in a pub- 1974. lic primary or secondary school of this statevho, Each of these changes, whether statutory or demonstrates such general intellectual capacity as regulatory,represents again for- giftedand to place him within the top 2 percent of all 'stu- talented students, not necessarily in the sense that dents having achieved.his school grade throughout more prbgrams or a higher level of funding might the State or who is otherwise identified as having be forthcoming (that may or may not happen), but such general intellectual capacity but for reasons in the sense of a measurable increase in legislative associated with cultural disadvantages has under-, and state education agency visibility of the gifted achieved scholastically. (1968) and talented. More and more states are coming to Connecticut (R e gula tions) terms with gifted and talented as an identifiable population of students with identifiable needs that Ektraordinary learning ability the power to leaAi require special provisions. possessed by the top'5% of the studentsi'n a scliool district as chosen by the special educaqtPlanning Federal Policy and Federal Legislation andplactmentteamonthe 11'41i of (11) performances on relevant standardized measuring Interest in intellectually gifted, children and youth instruments or (2) demonstrated or potential aca- _was in evidence during the Congressional debates demic achievement or intellectual creativity. Oul as early as the post-Sputnik era, when national

22x 9

coneer t td redress 'the' imbalance created the to the Commissioner at. such time, in such man- ,Soviet leap into space led to the passage of the Na- ner, and containing such information as the tional Defense Education Act of 1958. During the Commissioner determines to be necessaryto 1960'S federal legislation such as the EleMentary carry out his functions under this section. Such and Secondary Education Act of 1965, the Higher application shall Education Act of 1967, and the Educational (i) provide satisfactory assurance that funds Professions Development Act of 1967 singled out paid to the applicant will be expended solely to gifted and talented children as eligible recipients of plan, establish, and operate programs and pro- special services. s- s jects which But thefirstinstancein which gifted and (I) are designed to identify and to meet the talented children are made a primary focus of the special educational and related needs of gifted legislation,rather than remaining simply one .and talented children, and among several categories of eligible recipients, is (II) are of sufficient size, scope, and quality as the section of the Education Amendments of 1974 to hold reasonable promise of making substantial entitled "Gifted and Talehted Children." This sec- progress toward meeting-those needs; tion (Public Law 93-380, Sec. 404, Title IV) pro- (ii) set forth such policies and procedures as vides a statutory base for the following:- are necessary for acquiring and disseminating 1. An administrativeunit within the United information derived from educational research, States Office of Education. demonstration and pilot projects, new educa- 2. The establishment of a national information tional practices and techniques, and tiv eval- clearinghouse. uation of the effectiveness of the progkam or 3. Grants to state and local education agencies.' project in achieving its purpose; and 4. Training grants, research, and model proj- (iii) provide satisfactory assurance that, to the ects. extent consistent with the number of gifted and An appropriation of 52.56 million for Fiscal Year talented children in the area to be served by the 1976 is authorized by the legislation itself. The text applicant who are enrolled in nonpublic ele- of Sr( tion 104 Tide IV, of the ESEA Amendments mentary and secondary schools, provision will be (1974)-follows. made for the participation of such Children. (B) The Commissioner shall not approve-an Section-404: Gifted and Talented-Children application under this 'subsection from a local Sec, 404 (a) The Commissioner shall designLe educational agency unless such application has an administrative unit within the Office of Edu-, been submitted to the State educational agency cation to administer the programs and projects of the State in which the applicant is located authorized by this section and to coordinate all and such State agency has had an opportunity to programs for gifted and talented childrenNand make recommendations with respect to- approval youth administered by the Office. thereof. (b) The Commissioner shall establish or desig- (3) Fhnds available under an application nate a clearinghouse to obtain and disseminate under this subsection may be used for the to the public information pertaining to the edu- acquisition of instructional equipment to the ex,- cationof gifted and talented children and tent such equipment is necessary to enhance the youth. The Commissioner is.authorized to con- quality or the effectiveness of the program or tract with public or priva-te agencies or organi- project for whichlapplication is made. zations to establish and operate the clearing- -(4) A Stateeducationalagencyreceiving house. assistance may-carry out its functions under an (c)(1) The Commissioner shall make grants to approvedapplicationunderthissubsection State educational agencies and local educational directly or thro,ugh local educational agencies. agencies. in accordance with the provisions of (d) The Commissioner is authorized to make this subiWtia, in ,order to assist them in the grants to State educational agencies toassist planning, de%lopment, operation, and improve- them in establishing and' maintaining, directly ment of prul;tamsand projects designed to meet or through grants to institutions of higher edu- the spec ial educationa,l needs of gifted and tal- cation,aprogramfor,trainingpeisonnel ented' hildien at the preschool and elementary engaged or preparing to engage in educating and src onclary school levels. gifted and talented Children or as supervisors of ,(2)(A) Any State educational agency or local such personnel. educational agency desiring to receive a grant (e) The commissioner. is authorized to make under this Athsection shall submit an application grants to institutions 'of higher education and

23 23 . . other, appropriate, Nonprofit institutions nor agen- lion. If an average excess costf, special programs cies to provide training to leadership :personnel beyond the regular school proanis is assumed to for the education of gifted and talented chil'd'ren be $150 per year .per pupil, the total minimum re- and youth. Such leadership personnel slay in- quirement wouldhe $150, million to serve the total clude, but are not limited tor; teachtrainers, population. school administrators, supervisors?,researchers, If the standards currently being recommended and State consultants. prants.under this sub- forhandicappedandretardedchildrenare section may b used -for internships, with local, employed, in which the Federal Government bears State, or Federa 'agencie4n- other,public orpri- three-fourths of the excess costs and state govern- yate agencies,* nStitutiOns. 4., ments bear One-to e'r cost" to the Federal (f) 1JotiVithstanding the ,second sentence of Government .wou be $112.5 million with the section 405(b)(1) of theGeneral.Education Pro- states picking, upe remaining- $37.5 million. This visions Act, the NatiOnal Instittite of Education is the level of fun ing thit gifted, and talented /du- shall, in accordance with the terms and condi- cation would receive-if we could all have our_Jkgis- tions of section 405 of such Act, carry out a pro- lative '-druthers." It will not happen spn. 'But it is gram of research and related activities relating important to keep our eyes firmly fihd, on what to the education of gifted and talented children. has, in fact, happened. For the first time since The Commissioner is authorized to transfer to 1958 the, gifted and talented have emerged as a the National Institute of Education-such sums as visible group of school children commanding the may be necessary for the program required by attention of both the legislative and executiv this subsection. As used in the preceding sen- bl'anches. That is a development to be applauded tence the term "research and related 'activities" and encouraged. While we shall not soon see a means research, research training, surveys, or time when every gifted and talented child in the demonstrations in the field of education of United States has the opportunity to be educaten gifted and talented children and youth,.or the accordance with his/her ability to benefit, it is now dissemination of infOrmation derived therefrom, becdming mo je and more clear tliat, the.educa- or all of such activities, including (but without tional neeoheseof childrn are b4 inning to be, limitation) experimental and rriodel schools. met. (g) In addition to the, other authority of the Commissioner under this section, the Commis- sioner,is authorized to make contracts with Pa- -' Involvement of the- Private SectorEam pies lk and private,,agencies, and organizations for 1. In 1971 the Spencer Foundationf Chicago the establishment and operation of model pro- made a grant to johns Hopkins Univerity for the jects for the identification and education of't study of mathematically and scientifically preco- gifted and talented children, including such cious youth, under the direction of Professor Julian activities as. career education, bilingual educa- C. Stanley of the Department of Psycholgy. Plans tion, and programs of education for handi- are currently underway to apply findinof this capped children and for educationally disad- study in the public schools of MontgomeCounty, vantaged children. The total of the amounts Maryland, in 1974-19.75. expended for projects authorized under this sub- 2. The Robert Sterling Clark Foundation of New section shall not exceed15 per centum of York made a grant to the Foundation fir Excep, the total of the amounts expended under this sec- tional Children for a work conference on the dis- tion for any fiscal year. advantaged gifted,chaired by Professor Jame( (h) For the purpose of carrying ,out the pro-, Gallagher of the Frank Portet Graham Child De- visions of this section the Commissioner is autho- velopment Center of the University of 114rth rized to expend not to exceed $2,560,000 for Carolina. k report of this cOnferelice, Talet?rbe- lard /Talent Denied, is now .available from, the each fiscal year ending prior to July 1, 1978. .. Foundation for Exceptional Children, 1920 Aiso- . ,, ciation Drive, Reston, Virginia 22091. / Funding Requirement. 3.Early.in 1974 a group of New,e4ark founda- To gain some perspective on the amounts of money tion executives participated in threelseminars -de- required to support programs for the gifted voted to the current state of the art in educating talented in the United States, we can begin by con-'con the gifted and talented. lie organizer of the semi- sidering a total population to be served of about nar pri)grams was Scott McVay, Executive Director one million (arid this is a conservative estimate). of the Robert Sterling Clark Foundation./ At the This represents approximately 2% of a total school third s /minar, Jane Case Williams, Deputy Direc- population in the:.United States of about 50 mil- tor of te Office of Gifted and Talented, US Office

o -24- ,24 of EdUcation, presented the results of inquiries Association for the Gifted, the National Associa- made 't\41,1,t1Pe variety of theoreticians, research- tionfor Gifted Children, the Education Coin- ers,university professors,administrators, Bevel- mission of the States, the US Office of Education, . opers of community programs, consultants in state and the sponsoring LTI, gathered to 'discuss organ- departments of education, executive's of national izational cooperation toward conimon goals. A organizations, federal officials, and educators. of report of this conference has been prepared by the gifted and talented. As viewed by the 78 Thomas Olson of the Northwest Regional Edo:, respondents in this study, the areas of greatest need cational laboratory. in edUCation of the gifted,disadvantaged are: .Coordination of resources ort a national scale: A Missing-Element: Higher Education An information base,better communication, While individual faculty members from a few insti- and cooperative attitudes are .among necessary tutions are playing leading roles in some of the preconditions. work' mentioned above, for the Most part, insti- 4, Development of lea dership by individuals and tutions of higher education are not active in the institutions,: Finding and helping more individ- training of teachers for the gifted and talented, nor uals with leadership potential; finding ways to are they producing time graduate level specialists I,. enhance the leadership of institutions. who calk) take leadership positions. At present Services, especially community related services fewer than 12 institutions of higher learning in the for the gifted:- Needs of children and youth in United States offer graduate degree specializations less affluent communities; special needs of mi- in the education of gifted and talented children. nority youtW The contributions of higher'eaucation which have proven so significant in the imzovement of the lot Tlaining of personnel, including parents,to of the handicapped and tRe retWed indicate a po- ark with the gifted Attitude change as a train- tential for similar improvement orservices and pro- ing outcome;training for parents of young grams for the gifted. As is the case with many exist- children;inserviceworkforteachersand ing university programs devoted to' special edu-' administrators. cation,it may well be that federal support for Research,especially on other than academic gifted and talented will be required to prime the identification techniques: Development of mul- pump. tiple criteria for talent; development of success- In,the meantime, more effort can and needs to -111-atid etifitioniieI piligraingTOrdiffeTetir he the loimof college and-university spon- of giftedness. sorship of institutes, demonstration workshops, and Arts and humanitiesasbothprocess and inservice training programs. University libraries, product for the gifted. Critical gaps are noted in university affiliated teacher training resource cen- federal programs and in schools serving minority , ters, and media centers can be augmented to in- youth. clude more program and curricular resource§ for Interest in these findings and in sainple projects local distribution and use, in lieu of full-fledged which Mrs. Williams described was shown by a degree programs which are costly to establish and number of the foundation executives.' Conversa- sustain. / tions are- continuing about specific efforts which Other Federal Initiatives could be initiated with support from the private sector. A copy,of her report, Gifted and Talented: ERIC Clearinghouse on Handicapped The Dole of the Private Sector, is -available from and Gifted Children the Office of Gifted and Talented, US Office of The ERIC Clearinghouse on,. Handicapped and Education, 7th and "D "Streets, Washington, D.C. Gifted Children is operated by The Council for. 20202. Exceptional Children (CEC), Reston, Virginia, on a 4. In an effort of the National/State Leadership contract from the National Institute of Education. Training Institute on the Gifted and Talented to CECAas.fulfilled this function since 1973, and,the gather fresh 'data or possible directions for future Clearinghouse itself functiO,ns as an integral part, of development of the effort to educate the gifted and the national network of sixteen ERIC (Educational- talented, a national planning conference, Raising ResourcesInformationCenter)Clearinghouses, Consciousness of Key Publics About the Needs of addressing the informational needs of the educa- Gifted and Talented, was held in early December, tion community. As part of its mandate, the clear- 1974, New York City.' Representatives' fro inghouse prepares and disseminates bibliographies severalnationally basedasSociations, on all- areas of gifted education, short papers on ThAinefiCan ,ASSoCiatiOn for the Gifted, Th timely topics in the field of.gifted education,. and .4111

f I

extensive papers dealing with substantive,.infor- terstate Projects . mitional needs ,(such as the one you are now read- As noted in action step 4 iii the Commissioner's Report Title -V-of-the -ElementairandSedondary _ The aims of the _clearinghouse have been broadly Education Act .has provided funds for strengthen- defined as: ing- state agencieg. A portion of the funds is re- 1. To institute and maintain a broad, generalizid'served for cooperative projects involving several process for. identifying and documenting i'e7 states. During May, 1974, the Divion of State sources in gifted and talented child educatipn Agency Assistance, Office, of Educaton, notified which will include, but will not be likted to, the states of three projects with total funding of the following types of information. more than $200,000 to in:iprove state agencies' a. Literature. services to the gifted and talented through. activities b. Curricular material. involvinginterstatecooperation.By ,pr-Oviding c. Exemplary programs and practices. technical assistance to these projects, 'the Leader- d. Human resources. ship Training Institute will have opportunitiet to 2. To respond to inquiries for information on the workwith12stateswhichhave t been gifted and talented from agencies and indi- represented at their national summer ins tutes at Squaw Valley or Wilmington.,, viduals, , 3. To 'identify, develop, and deliver information materials in print format which are related to Conclusion anticipated system needs, e.g., general informa- Thesethen are some of the current efforts to ex- tion brochures; systematic information update pand special education- of the gifted and talented for Oftice of Education regional offices, stete, in this country. It is hoped that they are just a. education agencies, local education agencies and start, the first of many encouraging signs appear- other prbgram managers; materials for working.= the gifted and talented horizon. shops anj1 seminars conducted by the National/ As a final, example of these exciting develop- State,,Le dent-rip Training Institute on the Gifted ments, let me clpse with a. quotation from a recent and Taleinted. ?eport (Report on Education Amendments of 1974 An analysis of 7,536 inquiries processed.by the of the United Statei Senate 'Committee on Labor c einghouse in 1974 revealed that 15.4% related andfPublic Welar-; March 29, 1974)-to' illustrate to t education of the gifted and talented, the re-re- the current thiing of Congress on -this subject. ma' der being distributed amongother categories The paragraphs in the report from which these ex- of handicapping_ such as visually,aurally, and tracts are taken were used to introduce a summary speeCh handicapped, learning disabled, and so of the provision of Section 405 of the Senate ver- forth. The overwhelming cry- from* the field has sionof, the extension of the Elementary and been for information.in-general ("Please send me Secpndary Education Act,- which provides statutory all, more, anything about thee education of the a e Office of Gifted and Talented in gifted and, talented..."). The next highest cate- the 0 ice of Education and fOr a National Clear- gories of information sought have been related to inghofuse on' Gifted and Talated Children, as well bibliographies of ERIC abstracts 'and information as making .provision for program and training on teacher training and programing. Creativity is grants. also beginning to receive more attention. Section 405 was part of the education legislation Telephone interviews used as part of an analysis, 'passed by the US Senate on May 21, 1974, by an -82 of clearinghouse services conducted in. January of to '5'vote. The report stated: 4, 1974 revealedtat-pver-50%-Of those contacted fthas beenobservedthatgifted .and were satisfied- with the .services they received. talented children are the most neglected gestions for improvement included: (a more pro- minority in American education today.... Sys-, graminformation,withsamplesofactual tematic efforts must be made to identify, materials, and (b) expansion to include informa- nurture, and cultivate the demonstrated and tion, on parent groups, scholarship and financial potential talentexisting in every walk of and information on films for classroom 9e. American life.

,, .7%1? 26 '' .o., .. , . - ` - , . . . h. A: Backward and Forward-- Gianc`e at the Gifted

Abraham ,J. Tannenbaum..

SQ-CIAcritic once compared America to a This modest but abortive investigation taught us ri rocluyitalairi -always in motion. but _going a lesson that hasbeen reinforced -over and over nowhere. As cYuel and fanciful, as this charac again ever since. namely, that special p.rovisions for the gifted are primarily luxu.Qes rather than, 1 terization:-may,,be. it suggests something of thcon slant to ,ancl fp.; movement with which we approach necessities in the educational enterprise. Whenever --and_rtyeat from our deepest concerns. We thrust . schools can afford to introduce some kind; of -forward and -confront a national problem; stay enrichment, it becom,es icing on the curriculum with It for a .while, and then move backwards as cake, not",a part of the cake itself. As a .result, though we've lost interest before we've even found despiterepeateddistinctions----c torsmake

a solution, only to return once again another day. between eciNality and samenessI of educational Such has been the case in our dealings with the oprtunity,the -gifted get their flK.share of education of the gifted. After nearly a decade of stulation at school only when there,f6nougli waning attention to the needs of able children and oney to pay the bill and their cause is sOp-ortect youth, today's educators seem prepared to revive y public figures whose opinions c_ommand'atten the old enthusiasm, for excellence that flashed for ',tion. In fact, a school'S' failure to challengeable four or.five years after Sputnik. pupils td the limit. if abilities could hardly About three years before 5putrtk_ I joined thc- sar up the general n-Tdigfiatitih or legal action that newb formed Talented Youth P-roject at Teachers would result if the viCtimized.Children had some CrillegA, Columbia Univers" ity, and collaborated kinds of learning handicaps':. with irdirector. A. Harry Passow, in a Search, for With the launching of Sputnik into orbit in durable programs for the - gifted._ We wrote JO L957, there was. a sudden outpouring of `wide- about '100 schools that had bear- singled, out,' spread interest in the gifted. The Russian gambit because of their special enrichment ractices, in damaged America's self image as a world leader in a national survey publishecrin I941. Our intention teaino7gy, and the rration became cobscience was to learn aSout developments _in: these pro stricken ovei its failure ."produce'sufficient high,' grams, particularly the mistakes and refinenierits level manpower to meet tfiet t of its ideological that had been made over the intervening thirteen_ and cold war adversary. .ti4i C education was years. and w pass on the benefitsoesuch informa- singled out as the scapego4414 as.the\Pearl,.. tion_ to schools interested in initiating their own Harbor military had been ,Oen.' ,&erica, ,was programs. Unfortunately, none or;the respondents caught napping at the time of airatitesicind ofjur ..,S -, .,.,,,...,. had anything to report. Every schabl had long prise enemy attack. Educators t {feet -iheir atm.,_. since dropped its programs, usually because the tion to earlier warnings by acaderrti iarilv:who Wae key people responsible foi inspiring and direCting appalled at-the-plethora of so- called..1.04;,/:141,911 them had long since departed from the scene, as courses in -the public schools, whicl',.,'rha4eAs: *e had the fund:, needed for the extra support.* demands on pupil intellect, and allowed the gifted,, i 0 to cpasi through their studies unclerstirritilatedalitt *N, . , trios article originally appeared in the February 1972' poorly equipped leadership 10, modern irv414"-"': ,rN.,.._ -,-,-, . ..-.. :1-7. tr.ial society (Bestor, 1953). - \ issu of The National Elementary Piincipal,g publi- Is '..;:: ,t:.::,i cation of the National Association- Elementary Similar sentiments were, expreby Admiral '--, School :Principals, National Education ess,ogatioli of-the Hyman G. Rickover, a special k-i of mrinary _Pined States. ft is reprinted- here with permission hero who achieved fame for fathe tfg thetirst- , _with' -pnlyminor editorial.changes. atomic submarine rather than-for br '-in cot 0 2.7 - bat(Rickover, 1959). As a symbol of the link vigor to the search for promising athletes. Once between national security and science and tech- identified, the gifted student would undergo spe nology, Rickover added a strong note- of alarm vial counseling and exposure, to an enriched cur when 14.,- warned that the nation =s pUsitiun in the riculum -in, preparation, for _recruitment into fa world would be endangered unless it raised edu- -major college where he could continue on to ad cational standards.particularlyforthe gifted. vanced studies. Few efforts, were spared learning There was hardly room for counterargument.." how to bring his talenis t'ofruition. Universities Manpower. surveyshowed,shat only half of the top and school systems researched the relative efficacy 25% of high sehool graduates went on to earn col- of special curricular and administrative Croce lege diplomat and. that only 3% of those capable dunes, the possible causes and cures of academic of earning fh.D.'s actually did so (Wolfle, 1954). underachievement, the problems of fneasurement The perceived threat of Russian'superiority in and prediction., and the effects of various social __stockpiling sophisticated, humanresources,to- climates on school achievement. So rapid was the buildup of professional literature in the field that gether with exposes of how America's gifted chil- N dren were being all but neglected at school, pro- one writer claimed there were more articles pub- duced a massive response to correct the inequity. ,lished in the three year period from 1956 to 1959 ' Enormouspublicandprivatefunds__ be.c.arre than in the previous 30 years -(French, 1959). available for crash programs in pursuit of excel Despite the post- Sputnik flurry oactivity, hind- lence. primarily in the fields of science and techt,...-sight suggests that some unfinished business has nology. Academic course work was telescoped ancr remained to haunt us ever since. For bne thing, stiffenedtptestthe brainpowy of the gifted., the idea of special provisions for the gifted never Courses that had been offered only at the colltge., really entefed the bloodstream of American educa level began to find their way into special enrich h on.Instead,giftedchildren were considered' ornaments to be detached and discarded Ivhen the ment programs in high schools and even_ ele. mentAry schools. '(Tannenbaum. 1962). cost of upkeep becalrle prohibitive. ThentooAhe There also appeared arich outcroNirig of fervor with. which guidance 'counselors ushered honors curricula. radically different from previous gifted youth into science progrars backfired to offerings and eventually affecting the educational some degree as large numbers of thesettudebts diets of the non-gifted as well. Most important, switched their academic majors by the time they itb_ ecame virtually unthinkable for a g4ted child reached the sophomore year in college, and many to bypass the tougher courses in favor of the less who did stay oil to pursue die careers mappinut \ challengingones that easily .yielded high grades but for them became victims of the shaky fortunes of little of substance. It-r.certainly was no time for. the .aerospace industry. On_ the other, hand, little ,,youth to do their own thins or to enjoy the pri- Mor than lip service ,was paid to the needs of v 'lege of doing nothing. Insiead,ther,.ere brought' the special treed of students not gifted academi up in a period of total talentmobilizatItrn, ricquii cally but possessing exceptional talent in the arts, ing the most able minded to fulfill their potedfials mechanics, and social leadership. Whatever work and submit their developed abilities for .sergice,to ,was,done in defining and measuring creative pro society. ductVity remained in -.theresearch laboratory. Althou the growing efforts on behalf of -4 Few People attempted to develop ways of culti- if were generally scattered and uncoord.hiated, i. v..ting this kind of mental activity and translating , the new need foi school programs Cortprilisive into curriculum sequences. enough to accommodate human diversityiKith Finally, the national talent hunt failed to pene- 45,,,_',4,utshurtch ing the gifted was codified in. a trate the sociallydisadvantaged minorities whose repivrt . by a t. owned public servant, James, 'B. school achievement feco'rds were well below the 'currant. a furrerrtpresident of Harvard Uhiversity national corm and whoe chi1d'en with high who bad gone tiri't-o. become US High Commis potentialwe,r-g much, harder td. locate because sioncr of Germany, and then ambassador to that theirenvironments. providedtoolittleof the country. The report, entitled The AmericanHigh requjte encouragement and opportunity to fulfill , School Today (1959), recommended arigorous whatesfec promise they might have shown under program that was compatible with the popular other circumstances. A notable c5cception to this . .,sentiment of that era, and the author's personal, getceral neglect Hof talent among the underprivi reputation kelped him gain a wide audience of _ --,. leged was the, much celebrated P. S. 13 project opinion lerdgis,in education. in New York City, which was later expanded into Ir.vr-.. ' . - I he higli;Oopl was --booming the scene of a the even more widely, heralded. Higher Horizons national..,ta;hunt comparable in 'scope and Program (Landers, -r963). But these efforts were tgi- 0 28 28 shortlivecl, coming to an end when a subsequent privilegesforitscultivation. At thispointin evaluation revealed no special accomplishments in history, any neglect of the principle-of 'equality can the program, perhaps due to in underestimate of tear the nation apart from within, neglect of our costs, personnel, curriculum planning, and just need to-build the largest possible-reservoir of-excel plain hardwork}needed to duplicate on a much lent human resources can make us vulnerable to larger Scale the earlier ,.successes of PIS. 43 attack from without. There is always the danger (Wrightstone et. al., 1964). that the pursuit of excellence can only be accom- By the early1960's,national attention was plished by a retreat from equality, and vice versa. beginning to turn to the civil rights movement. Thus, we rock.back and forth between the twoin Alleviating the plight of the inner city ghettos order to show how reluctant we are to neglect became a -cause ci'll!bre soon to be near the top of either for too long. The, most serious task faring'us the list of America's priorities. Grave social injus- today is to place both goals in the same direction tice was'seen in the way ghettoized masses suffered so that they can be pursued with equal vigor at the from racial inequality, and the only hope for recti- same time. fying the situation was an enormous public invest There are now unmistakable signs of a revival ment in upgrading their education, housing, and ofinterest in the gifted, but it remains to be seen employmentopportunities.Schoolscouldno whether it will be at the expense of commitments ,longer afford the luxury of investing extra furids'in to the socially &sadvantaged. Probably the biggest provisions for the gifted. Moreover, the socially boost came from a 1970 Congressional mandate " disadvantaged were poorly represented in special that added Section 806, "ProvisiOns Related to programs for the gifted, so conventional means of Gifted and Talented Children," to the Elementary -identifying highly able children were condemned and Secondary Educational Amendments of 1969 as discriminatory. The.IQ test, a major instrument (Public Law 91-230). This document expressed a for assessing academic potential ever since Terman legislativedecisiontoincludethegiftedand, initiated his monumental studies of genius in the talented students among those benefiting from early part of the century, came under heavy attack Titles III and Vsof the Elementary and Secondary (or being biased against some racial minorities and Education Act and the Teacher Fellowship Provi- the socioeconomically depressed. Many schools dis- sions of the Higher Education Act of 1956. continued the use of thest tests, ignoring the argu- ments of some educators (_Lorge, 19531,_Tannen- Th''''etarget population was defined as the upper, bauin, 1965). ,that the instruments per se are not 3% to 5%as-eli-ool age children whiilow out- prejudiced but merely reflect the biases of the standing promise in general intellettualability, society-by:assessing potentials of children growing specific academic ,aptitude, creative or productive up in a system that _fosters 'human inequality; thinking, leadership, ability, visual and performing arts, and psychomotor ability. _ therefore, eliminatingqhe testswill accomplish nothing if the system is not, corrected. In response to the mandate, Commissioner Mar- The decline of attention to the gifted in lite land issued a report .of his findings and recom- 1.980's is evident in the contrasting number of pro : mendations that set the stage for doing something resgio.nal publications on that subject at the begm significant about the deteriorated condition of pro ning and end of the decade. The number of entries gran>s for the gifted (Marland, 1971).He estimated _under,:"Gifted Children" in the 1970 volume of that snaly a small percentage of the 1.5 to 2.5 TheEducngon Indexwas less than half the num million gifted and talented school children are ber iiLthe 1960 volume..lt would Seem, therefore, benefiting from existing school services and that that. the Country was exchanging one fad r such services hay" low priority at virtually all levels another much as changes its clothing styles an of government and school administration. Further- otlier habits.- more: even in those localities wheresthere are legal But ,thc situation. kvas not nearly so simple. . oradministrativedirectives for providing special1 may have been operating instead is demo services, tittle is accomplished due to other funding t racy sperennialdilemmaover. championing priorities more threatening crises, and the absence, extellerice and equality .simulta,neously (Gardner, of adequately. trained personnel. Clearly, Marland_ 1961). ,By leaning too far in the direction of ex saw, the gifted as a deprived group whose talents cellente, the country, is in danger of creating a are in danger of serious-Impairment unless appro , special kind of elitisrnout of meritocracy, by priate 'interventionstrategies are planned. He Icaning.hcavily in the direction of equality, it,easily therefore declared his intention to initiate a series° loses sight of real human differences and igno' res of majoractivitiesat the federal level with the outstanding potential ratfic.r than offering special hope of inspiring and pressing for more commit-

- - 2 , - -

ent on behalf .of the gifted throughout the manizing about_ the way ,we treated talent in the nation's schools. _ not so distant- past. 00. approaCh to thetlevelop- The revival of interest- -in the gifted ishoUld not ment of precious human resources was itiot much ___be__interpretethsimPly_as_the__restoration,of post-. different -from our handling of naturaIleSpurces. Sputnik sentiments and, programs for promoting Just as we mine and drill .for vital raw znaterjals excellence. Aside -froth the fact that it would be. below, the'earth's surface; we developed elaborate impossible for us to recapture_the past,even if we testing programs co loc ate proraising young brains. wanted to, the charicese that such an attempt___,_We then proceeded to educate; counsel.; and type- would- be foolish -and_ wasteful. A great in-any L'cheRur-able delis to fill tiOded,roles in the changes have taken place in our social_cjimate over -brain. poorin much the salve way that we refine, the `past fifteen years, and the kinds of_excellence package, sell our res otirces 'td the _-that we think are _needed today 'appear 9-uite - highest bidder. One process as impersonal as --.different from. those thought nicess_at a time the other to students who'resent being exploited when our 'major fear was that the_Aussians Would by a society thaC takes 4 utilitarian view 6f-indivi- surpass us-in -aerospace exploits and- modern mill- dual skill's'. tary- hardware. The situation is aggravated by the growing strain Judging from thelittle that we know about betweenthe social system and many of its youth. gifted high school graduates in the late 1950's, Large numbers of gifted students resent, being they were probably unlike their earlier counter- groomed to service the critical requirements of a parts in Terman's group, who werefollowed since state they consider guilty of aggression abroad and then- childhood in the early 1920's into middle oppression at home, There is no doubt .that the age. Whereas the Terman adolescents were more Vietnam war and racial strife have darripened alle- often attracted to academic majors and careers in giance' totheflagatschools and campuses the social sciences than to any other studies (Ter- throughout the country. It has reached the point man et al., 1947), the Sputnik'generationof able where students (and some faculty) are willing to teenagersgravitated ,primarilytothenatural retard certain kinds of scientific progress if they sciences and engineering (Nichols & Astin, 1965). serve the interests of national defense. Witness the It isn't easy to fathom what the present-day educa- po,werful protests against university based research tional diet ought to- be for gifted youth, bin any sponsored by the military. assessment or our youth culture and the world in To a great extent, the school world has mirrored which itlives- would indicatethatthe major the strife-of-the larger society. In both school and emphasis of school enrichment cannot be simple society, young. people are being led by some , of carbon copies of those in the past. their most gifted peers against entrenched estab- -It would be naive to force our so-called Now lishments. There are the nonviolent malcontents Generation into a characteristic mold as if it were groping for new meaning in their lives, and: there ho ogeneous in any way. Young people are as are-the militants who want.a piece of the old action di erse todain their values; habits, and aspira- with themselves in the seats of power. The latter tic ns as they have ever been in the past. Yet, trey .---Froup can't wait to taste the privilege and inde- s m to be -expressing certain distinctive moods pendence usually reseryed for adulthood and are willing to fight the older incumbents to make their . at make it not only difficult but near presump- or. uous to define talent along traditional lines. For presence felt. They are the ones who storm the any years, consuming or producing knowledge offices of college deans and school principals ck was regarded as a human virtue, particularlyoif insist on a greater voice in' the governance of their \ helped conquer nature in order to make man's educational experience. Their struggle, in short, is\ life more comfortable. There was hardly much to get in, The malcontend, on the other hand,\k doubt that gifted children would derive great per- want Out. They, too, see themselves as victims of a sonal- satisfaction and a- certain measure of -power world that threatens to suffocate rather than our- and .freedom if they became highly 'knowledgeable.\slime the individual, but their *response is a refusal, IvIn..re recently, however,. some of the glamour has to play the game by iraditionatrules, awillirign45, becvme tarnished-., Stgnificant segments of campus to withdraw from the tat race, sometimes -with the -youth, began' to sour on -knowledge factories, and help of drugs or some brand Of bohemianistn. -Marcuse, one of their most influential, though not so The gifted Among them are either school,dropouts or charter members of free universities engaging in young, spokesmen, warned about_ themechanizing, denaturalizing, and subjugating impact of knOwl- their °WO Version of releVant EdUCation. edge-(Marcuse, 196211:. . If there is a difference between disaffected youth .There_rnay indeed have been -something dehu- today and their ,counterparts in the past, it is pro-

30 bably the extent to which they have carried,,their giantism as nucleartestingand industrial waste. message. As one -observer .remarked, "The key- He acknowledges the brainpower needed to,- enrich difference. between the Berkeley riots of 1964 and scientific thinking, but he warns that "no scientific the Columbja crisis of May 1969 is that in the pre. 'principle can tell us how to make.the choice, which 'Columbian case die major-impetus for unrest may sometiVes-bejEffeed-upon us by the insecticide-- ---, stemmed from the perceived abuie or misuse of problem, between the shade of the elm tree and. authority_ ('Donot bend,fold,or mutilate'), the song of the robin (p. 104). With such caveats,, whereas the protest denied the -legitimacy of it may be difficult to convince gifted children

authority" ,(Bennis, 1970). One might add that thai a life dedicated to science is the kind of high when attention is called to the nzisuse of power, calling it once was unless ..closer links are ynk_de:... it. is an expression of protest, but when there are beiween the intellect and the conscience. doubts about the legitimacy of power, it is a sign The recent upheavals in- the academic corn: of revolution.. munity and the exposure of 'sacred cows the -- The revolt is not only against institutions (educa- scientific world raise -seriousquestioni among. tional or otherwise)_ and their leaders, itis also young people as to whether they ought to funnel against a tradition of rationalism that has sancti their psychic energies into a lift of the mind'. Many. fledivory tower scholarship. When Columbia are attracted to the sensitivity training movements, rioters willfully destroyed a professor's research which tell them that "talking, is usually good for.

files, the act may have carried a message that goes intellectual understanding of personal experience, . beyond ordinary vandalism. It seemed to imply butoften is'not as effective for helping a'pers9n that all the work invested in accumulating those to experience-6) keel", (Schutz, 1967,p. files was a waste of the professor's talent, which Accordingly, man should not be seen simply as a ought to have .been dedicated to building a better thought machine but rather as a complex biologi- society rather than 'dabbling in esoterica. And to cal, psychological, and social anirnal.who.can make matters worse, the educational establishment fill himself throtigh all of these dimensions of his, expects its brighter students to follow in the foot- being. Eyery part of the body has to be exercised to; steps of professors like him. its fullest. potential, which means huildineilp thee Even the sciences have come° under closer scru- strengtand stamina of its muscles, sensory tiny than ever fo,r.their influence on the human awareness and aesthetic appreciation,its motor condition. Sputnikage gifted were bombarded cofitTOT: and the gamut-of its emotional and social: withthe_mqsage. that alifetime_devotion_to_feelings_Inhibiting_other a spects.ofselffor_the_sake achievement in science was not only in the interests of the intellect amounts -to robbing life of its of the state but of mankind-in general. Such pur- dimensionality, so the, task of the individual is 'to suits had their own built in. ethic, that any efforts make something of all his capacities, even if in at solving the mysteries of the universe deserve the so doing he cannot make the most of any of- thein..i highest commendation because they attest to man's What emerges is a hrand of anti-intellectualism divinelike power of mastering his environment that places the mind in some kind of human and creating his own brand of miracles in it. Now perspective rather than discrediting it entirely. It we, are told that man's science is as fallible-as he is may also signal "a:_partial decline of the familiar himself. Among the most vocal critics the Controlled; achie4Went oriented. youth culture . environment- minded, scientists whO warn that, and- the ascendance of emancipated,awareness in our enthusiasm :for conquering nature, we may oriented youth faction that'has won the allegiance be ,destrOying ourselves in the. process unless r\we of many gifted individuals. To depict the char* impose' restraintson such activity,(13erann,.1969). more clearly, itis usefia to adapt ttennis;s paradigm, Perhaps the best -known to-forecast claim for trends in ,AmeriCas.culttirat values: if science-continues oh iik_iirt*ein course is the Achievement Oriented: 'Awareness Oriented' biologist Barry- Corninoner-111966) whose Silence and Survival lirt!.-1.4. Circulation and' -once.CoMmoner takes the.ecological point of view Selfadvancement'`y,-Self actualizatiOn" that-the,-elements of;natiireare integrated but. our_ Self control -_.Self expression knowledge :ok these -element.s so liinitect.that- We . :See- their -c-Ofinectedliess. indepeBdence _ ;Interdependence-. Concern,about- stience's'preOcCtipition.with'ihe ele-* ganceof:fts-tnethOds ratherlthan-,the.danger.of,rts Entturance(),f stressy.4.4pacity.for.joy

effects: of teChnologiCat Of course,, the foregoing notes on changes in the dimensions of their Studiei than they are able to youth culture are only speculations, but to the solve problems in non-Euclidean geometry wit extent that they make sense,thereis need to out. prior training. And it is unrealistic to thi k reassess the kinds of educational issues and research that the home, church, or cornmunity can provi usually associated with the gifted. Questions about sufficient training for 'one subject of study an whether to accelerate, enrich, or group by ability, more than it can for the other. Social concer which aroused' so much interest not so long ago, to become the context in which all studies are ,seem archaic and trivial in the 1970's. The same is cou heor else gifted youth will be saddledwith true for,theproblems of underachievement, despite the questio,"Knowledge for what?" -the enormous amount-oLscholarly time devoted to The rece t push by young people -to become a it over the yeas*". greater .part of the nation's conscience suggests More important, these concerns make sense only that they are indeed ready to explore the huniane for a school world powerful- enough to manipulate consequences ofall 'aspects. of their schooling. the young lives- of its gifted in the interest of a This readiness has to be fulfilled through, careful national, talent- hunt. But you can't hunt by the old planning and programing in a more serious way ethods if the target is sensitive -to being dismem- than ever before. Otherwise. we wilt Succeed at red diagnostically and his parts coded in a best e in producing a breed of technocrats whO pos- la age that data banks can understand. Itis sess only a pragmatic view of how their talents ba enough to be reduced to a code number that should be used. Any enrichmeht program that deno -s the characteristics of a live commodity reflects such a short sighted view of the nation's, rather han qualities in a human being, it is even talent needs will probably never amount to more worse tmake such a self sacrifice at the behest of than another curriculum appendage ,to be dis- a social stern that has lost most of its credibility carded when our newly aroused, interest in the among yon th. Besides, the gifted young person., gifted tapers off. who feels t at the explosion of knowledge over the p4t .9par ex.' century has not brought us closer . to-Utopia may esist the idea of devoting his life to References . learning oh thground that itisn't worth the Bennis,T. G. A funny thing happened on the way to sacrifice. . the future. American ,Psychologisit, 1970, 25, 595-608. If faith in the vancement of knowledge is to Bereano, P. L. The scientific community and the crisis beres-fored-ritwilt,ye to be done with an Arida-- of belief. Antiriean Scieniii1, 1'969, 57 484-501.- standing of What Ca moner calls the "humane Bestor, A. E. Educational wastelands. Urbana. Univer- consequences'of kno sledge.. Therein lies the key sity ofillinois Press, 1953. to a now perspective on the educational ,needs of Commoner, 1;14, Science and survival. New York. The the gifted. It is no secret that superior young minds Viking Press, 1966. conk to school uniquely sensitized to the.problerns Conant, J. B. The American High School Today. New of right and 'Wrong; In her ilalirc--Sitidits-4-thil-- York: McGrawHill 'Book Co., 1959. dren with IQ's above 180, Leta Hollingworth (1942) French, J. L. (Ed.). Educating the gifted. New York: _PPtect.-,t hat..4he _ very gifted child often, wondets:` _ _ _ about human, destiny and_problem; of evil but feels Gardner, J. W. Excellence. can we _be equal and excel-. powerless to resolve these problems. lent tool,'New York: .Harper & Row, Publishers, 1961. in a similar vein, research on more moderately Hollingworth, Leta S. Children above 180 1. Q 'Yonkers- ' gifted children has-shown that they possess an ex- on- Hudson, N.Y.: *rid Book Co., 1942. ceptional measure of socialicOncern as. evidenced Landers, J. Higher horizons progress report. New York. by their idealization of humanitarian contributions Board of tducatioh of the City of New York, 1903. :(Martinson, 1961). Our problem is that we have Dirge, I. Difference orbias in tests of intelligence: In Dever _reallycapitalized- On-these qualities in our Proceedings. Invitational conferents on testing pro- enrichment, programs. Instead, we have tried to blems. PrincetOn. Educational, Testing Service, 1953. stay_ as neutral and value -.free as poiSible, much MarCuse,, H. 04.e.--ciiiriefuioriat slum. Boston: Beacon -1P-411c..,O.iSrnaY.: .'!"0.4TA0.4.0.Pghtfutlo.ufig. people Press, 1964.. who -don't' want .their school, experience to be sp Marland, S. P., Jr. Education of the gifted and talented antiseptic. They may be trying to communicate 2 vols. _Waihington; DC: GOVernment Printing some of this disappointrnent when the), 'criticize Office, 197 -1. :education for being;irrelev_ant. Martinson,tutli:k7kchsCali0,nisr_tii:ograins'Yor eta -Must be ernphasized that the gifted are no pupils. Saeraren0): California 'State Department of with,;the value -A :Education; 4,961. ,lictiet,--equipped",to -"-

-*" r`- Nichols, R. C., & Astin, A. W. Progress othe Merit measurements yearboO. Highland Park, NJ: The Scholar: An eight-year follow-up. vanston, IL: Gryphon Press, 1965. National Merit Scholarship Corp-., f965. Terman, L. M., et al. The gifted child grows up: Stan- A Rickover, H. G. Education-aczd freedom. New York: ford, CA::_ Stanford University Press; 1947.. Z. It Dutton and Co., 1959. Wolfe, D. America's resources of specialized talent. Schutz, W. C. fo,y.-gew York: Grove Press, 1967. New York: Harper & Row. Publishers, 1954. Tannenbaum, A. J. Recent tr.ends in the education of the Wrightstone, J. W. et al. Evaluation of the higher gifted. Educational Foruin, 1962, 26, 333-343, horizonsprogram forunderprivilegedchildren. Tannenbaum, A. J. The IPAT culiure fair intelligence New York. Board of Education of the City of New, test: A critical review. In 0. Bunts (Ed.), Sixth mental York, 1964.

- - rogram-Planning for th Gifted Joyce M., Runyon

WITH the present concern in this country to If we accept the challenge to provide educationalll develop and improve the education of opportunities for the gifted, then we need to consi \ gifted children, we need to strive to devise more . der seriously the components of program develop) effective programs and teaching procedures for ment. The following program components should these children. According to Paul Witty: be considered. philosophy, characteristics of the We need the abilities of our brightest and gifted, identification, goals and objectives, leacher most talented youngsters for more material pro- selection, communication, parent involvement and gress. We are in a desperate race to see by. parenteducation,communityresources,and what ideology our world will live. We believe, eialuation. andrightly,that freedom and democracy Philosophy are the only answers for modern man ... We need the spiritual and creative leadership A gifted child is usually endowed with outstanding this country, has to offer... Weneed strong intellectual and creative talents. These attributes and new, solutions to age-old problems. We may be nurtured and stimulated or stifled and need diplomacy and brilliance to meet head- repressed depending on the at phere in which on the challenge of the twentieth and twenty- the youngster at an early a erceives his world. first centuries. We need the talent, the imag- Self actualization occurs w en learning is relevant, ination, and the resourcefulness that only the self motivated, and valued by accepting teachers, gifted can bring to the solution of our: prob- peers, and family. Teriii and ma ling °Tab etter wo Educatasbear the responsibility of-knowing-The Or we could accept, the challenge as set forth total gifted child and need to understancispersohal needs and awieties as well as achievement com- -in The Coming American by Sam Walter Foss: petencieslin order to facilitate growth. We need to Bring me men to match*rny mountains create a warmly responsive, nonthreatening cli- Bring me men to match my plains mate in the classroom. We need to help others Men with empires in their purpose who are charged with educating thesegifted And new eras in their brains. children to understand and use teaching strategies involving higher thought-processes. It becomes our responsiblity to prepare these future leaders for a rapidly changing world where facts become out- Most of the matenal found in this chapter is taken from dated before they are printed, where learning how Florida's State Resource Manual for Gifted Child to learn, how to adapt and change, and relying on _Education, Department of Education,Tallahassee, process rather than static knowledge are highly ' Honda, August, 1973. The authOr heartily ,thanks' the significant factors in determining educational goals following' contributors to this manual for the use of their for the gifted and talented. material and 4vritings. Mrs. R,obertine Carleton, Co- Does your philosophy of edUcation ..support ordinator far ilie,Gifted, Palm Beach County, Florida, special educational programing i for the gifted? Mrs. Elsie Eitroff, Coordinator for the Gifted, Polk ' If it does not, reassessment" is in order. Gifted . County, Florida,: Mrs. ,Blaiiche McMullen, Consultant children are part of the public schcroLprogram for Career Education and former Elementary Educations, and educational provisions need to be made for Consultant, Florida Department of Education,, and-Dr. them. .Rea'd lour present Written philosophy of Dorothy, Sisk, Chairman- of the Departmlni:of Human education and see if it applies to the gifted as well Effectiveneis and Director of Training Program for as to theantlicapd. Then perhaps you can Gifted Education, .University of South Florida, Tampa. approach you?. superintendent and school board %.

A , with something similar to what I did as a director He oz she_needs: Divergent, open ended teach-' - ofexceptional ild programs. ing strategies; minimized use of rote drill;at- Our philosopincluded' all children and talked mosphere:ofvaluing uniqueness; self directed dis- _about providing or /0A children, so, along with the 'Covery. staff and the principals of elementary schools (gen- S4ializatiork- eral educators) and some of the other county super- qutgoing an'd:friendly. visOrs, I prepared a project for the gifted to 'be sub- Assumes leadership roleS. mitted for funding. Ili the introduction it said: Wall develope.dsense of humor. Itis a self-evident truth'that gifted children Openness to others.',. are children first and gifted second. In other He or she needs: ,Opportunities to assume words,. whatever is appropriate for children in various .rolesinglotipinteraction,increased general will to a great degree be appropriate exposure', to people cif diversified backgrounds, for the gifted. The aims of 'education for , provisions 4or understanding self and heightened gifted children are not appreciably differ'ent sensitivity ta,others, acceptance of nonconformity. from those for all children. They are de- Productivity \ pendent upon theability,interests,and aspirations of the children themselves and on High physical and intellecatatenergy level., Self motivated to learn. the needs of the society which the children High standards and goals.' will eventually serve. Any program for, the Prolonged attention span. gifted must stimulate positive attitudes, pro- He or she needy Varied and individualized mote good work habits and encourage worth- opportunities for physical and intellectual involve- while purposes -which is what our county ,ment .in learning activities, e.g., writing and pro- school system philosophy promoted for all ducing plays, audio visual materials, games, and so children. forth; sharpening of -technical skills, research and After this,I went on into the kinds of activities communication skills. necessary for the gifted to ;fleet this goal. Gifted children will not possess all of the preceding characteristics- to the same degree, but they Profile of Gifted and Talented Youth will evidence most characteristicsto a greater From early childhood, gifted children give indi- degree than other children. cationsof superior ,intellectualability.These Underachieving students are of major concern. children may walk and talk at an earlier age than These children often lack interest and motivation other children and in other ways indicate they are for academic subjects. For motivation of achieve- more advanced for their age. They are more ment, itis desirable to identify pupils with aca- alert and learn quickly. On tests of scholastic apti- demic ability at an early. age and plan carefully tude these children score markedly above average. for their educiiibm!,,,.,- The gifted child usually exhibits superior facility Some students inaye:bave talepts.inlareas other_ for: than the, - Language Highly verbal. Cfeitifity is another special Advanced vocabulary: ability iVhiCh should receive increased attention ,iii.editeatiiin. Students may be outstanding Reads several years above grade level. .1 , Superior communicationskills,- 'areas and average or below average- in, other's. . Creative manipulationofranguage. Identifying pupils with special abilities, and talents" 1' and providing educational:actiVitiesfOi, thenyare He or she needs: 04Ortunities for optimal levet great importance t.cornprehensive , use of language,- e.g., discussion withintellectual - gift:0 PYcigrigt- peers, availability of appropriate readingmate- ...-Y--4.- - .t= ..%,,,,,F,...:1103.4g;,..-gzattit,ute.§ _spme,^of .-the- mete rials,creative approaches to Improving writing-,--_, ,-;."....-.,. aiit'icliiiactertifici;{of the gifted, with nutn- skills and comragication of ideas, s,treligt.. , tr'n.".1/SA.---;--"-'-'114-1113ber14....., beitighighlYligiliffCant:.., ' of researc h,skills. -I;;Th'ey think logically and are able to grasp / Conceptnlization. large conceptY-- Keen insight into cause and effect relationships. 2. They .see relationshipsand deal-viitt:abstrac- es : - .Highly -observant?* tioIis Rapid mastkry'of and easy. recall of facts. are interested in words and language .ertative rrSanipiilation of symbols. -arid often have rich vocabularies. 4. They are rapid learners. for Rating Behavioral Characteristics of Superior 5. They can concentrate oa topicrbN. long Students published in Exceptional Children (1971 period of time se f directed. p. 243) and The Scales for Kindergarten and First 6. They 'enjoy reading and have a rich fund of Grade Children plus the __Talented Pupil Character- information. istics Scale developed by the Dade County Florida 7. They create new ideas or new applications of Public Schools. ;I old ideas and may be nonconfogrmists. 8. They have a wide rang of intests. Descriptive Case Study 9. They have curious and nquiring minds and After screening, a case study should be prepared are frequent questioner to provide information from the fol areas: .1 . 10. Theyhavetheabili yt xpress)? their" , Academic history. This may be provid thoughts both orally anin writing: d by an official transcript. 11. They have searching and 0437 minds and a sincere belief in justice. Testing information.* .1k1 0.1 12. They have a positive attitude toward learn- A. Cognitive tests for measuring thinking ing. Convergent thinking 13. They are often self critical. a. Achievement tests 14. They Manifest a keen sense of humor. California Achievement Tests (grades 1-8) Identification Metropolitan AchievementTests The identification of gifted students must be a pro- (grades 1-12) cess that reflects the goals, objectives, organizatipn, ,SRA Achievement Series (grades 1-9) and instructional design of the program. Emphasis Stanford Achievement Tests (gr4des should be on identification of these children at an 1-9) early age, because gifts and talents not identified b. Intelligence tests and reinforced too often fall prey to inappropriate Stanford:BinetIntelligence Sc ale educational experiences and become atrophied (grades k-1,2) or even lost. The identification of children from Wechsler lAtelligence ,Scale minorityorculturally,disadvantaged. grbups 'dren (WiSC) (grades k-10) needs to include a variety of criteria, both because Peabody Picture Vocabulary Test of *the- -etiVifotittiEnTaLittip-act o-ti rest performance (grad-60112) and because of the cultural bias of many intelli- California Tests of Mental Maturity gence tests. Marland (1971), for instance, stated (grades 4-12) that the measured intelligence of children declines SlossomIntelligence Test(grades, when they are isolated or emotionally starved, as k-12) doe4_:Wilerf;,yerbal,...and-nonverbal stimuli are 2. Divergent thinking a. Creativity tests . The following sequence is s,uggested for identi-. Torrance. Tests of Creative Thinking, fying the academically and creatively.gif&I and, to 01e1.13A0r some degree, those excelling in leadership abilities, Torrance Tests of-Creative Thinking psychomotor abilities, ancl-tk-visual --arld- 'perform- (Figural) iv arts. diiiTfbrd Tests o_ Cieativity (Verbal, Figural) Womination:s' b-: IntelleCitial maturity * 1\jorminations for -the-,Program shOuld reflect_ the GoodenoughAlarris Drawing: Test.. .;.e4ucatiopal distrid; goals of the prOgrarn,_ definitions, and selection ofcriteria. -B. AI`fectivetests #nor measuring feeling -. Guidance counselors, specjalists, community pro- .1Convergent-tests fessionals, classroom teachers,principals, adminis. a. CharaCter-and-personality. tratorr, parents,nc self are `s&irce §'for `Earry..,..School-rertbriallii QiestiOn- program candidates. naire (grades 1 -3) Screening Weighted checklists may be used by teachers and *These tests have been used extensively in Florida and principals for screening. Two examples Of check- others may Lind them, useful for identification.-Their in lists arc adapted from the Renzulli-Hartman Scale clusion here should not be construed as an endorsement.

.; Children's Personality QueStionnaire on acceptance of the child and onhis,placement in (grades S.-6) a given program, if selected. . _ Junior-Senior,_High School Personali- ty Questionnaire (6.12), Goals and Objectivee'L-Ase:, -CilifOrifia tests of PeriOnality- (grades --7Th-e-Frsa the gifted .should k-12) include: h. Self concept tProvidinga learning atmosphere which will - How Do You geally Feel about You'r- enable the gifted child to develop his or, her self? (grades 4-1* unique potential: and exceptional' abilities, Tenness6e Self Concept Scale (grades particularly in. the areas _of decision making, 5-12) 1 planning, performing,reasoning,creating, Self Concept as a Learner: and communicating. Elementary Scale (grades 2-12) Providing an opportunity for the student to Secondap Scale (grades 7712) use initiative, self . direction, and originality 2. Divergent tes in dealing with prohlems. , Barron-Wlsh Art Scale of the Welsh Providing a realistic environment for goal set-, Figure Preerence Test (grades 1-12) ting in which the student accepts responsibility PersonalitRating Scale (grades_ k-12) as evidenced through the selection of.projects PreSchoolAcadernif Sentiment Scale and programs of study_whichare clesignetrto. _ (k-1) aid in the development: and- expansion Of both,; cognitiveand- affeCtiVeskills Interests; observa" ns, andsocial-emotional and which adjustment apprats Examples of teacher observa- broaden fields of personal reference.. tions, student self inventories, and other deVices Providing activities which incorporate a multi- may be found in the following: media, .multilevel, interdisciplinary approach; in other words, activities ,which facilitate the 1.Rice, Joseph (P., Developing Total Talent, tranifer of learning across, artificial bound- Springfield,- Illinois:Charles C. Thomas, aries. 1970. Providing an opportunity- for relationships p. 199,Interest-Performance-Capability .and- experiences which will expand experien-- Checklist tial horizons, produce larger goals, and assist p. 200, Physical Development Instrument,: --the-student-ii-gaining-a.- sense- -of- -personal- p. 201, Social Development Scale responsibility and intellectual freedom. p. 2e, Emotional Development Appraisal' The objectives fOr the leaders of programs for p. 203, Pareht Inventory the giftedcshould- include: . 2.Williams, Frank E., A Total Creativity Pro- Developing a f7amework.for the identification gram, Englewood Cliffs, New Jersey: Educa- of gifted children. - tional Technology Publications, Inc., 1972. .11,e'Veloping information- for educational staffs Volume, I,Identifying and Measuring regarding gifted children. Creative Potential - Developing ongoing componentsforstaff a Volume III,Teacher's Workbook (lists development of_ current and aspiring teachers. and checklists of pupil thinking and feel- - of the gifted through such instrumentalities as ing :behaviors) inservice training-. ;;,-,.; 3.Meeker,Mary.N., A Rating Scale for Alen, Developing_community programs geared to tifyingCreative Potential; 'RATE, :Sa\rita ,the understanding of the goals of giftelliteduT.- '. arbara, _California; 1971. -...--- cal o and the-needs7, of gifted: clij100, thesvk PernalityylsSes.sment. -Use interviews. prograths should include parents, commun ity leaders, and other professional persong,.. .Other factors. Add` any other evidence. that4Ould aid a c making 'decisions Teaclier Selection _ " about, the e.gwhome environment, peer rela- Special characteristics are, needed, for teachers. 0 tionships., the -:gifted... These include. cfeatvitx Placement elassromn,,rnanagern912t;-.41.1040141t in using ,:inaterials; plannineditational committee cornposed of teachers, psycholOgisti, periences,, and in use of conimurt4-resources;_. an''ct''.'a-drninistratorS-Shonlc1_;_..sttl,cly-and _evacuate _all" organizational` skills,in curriculum, in ,locating the co-fleeted dati."1" lie-COmenittee their -decides and working' 'With_ community resource, people,

. -" _ ,,;

.. '-,-- t . .thing'S. physical environments, and in classroom National EdUCation Association has recommended . .- management, enthusiasm forthe,learning process, .tliat_ teaChtif,thegifted have "superior, intelli- for the indiVidualization 4:learning, far, the devel----1enCe-; a-rrucd-OTTilt-elTifae,- a rich fund of opment of a gifted prograrh, and for creativity in __information, versatiliaofinterests; an inquiring teaching and learning, warmth and sincerity in_ mind, ability Joiltimulate_ and :inspire ;modesty accepting ankencouraging, individual differences- 'iiir.-a" sense of social and professional responsi

and nonconformity in gifted children, for, fellow bility,freedom from jealousy;freedom , from professionals and colleaguei, and in WOrkii-ig- with excessive sensitivity to criticism; understanding of parents, knowledge iatheA,rca, (*.gifted -children 2,"educationaLpsychology with special knowledge of -.7.---,.,...(be-ir--rieedsiiiC1 -clia racterist ics),in -one field or the psychology of gifted children." Just as certainly area of expertise, in the prbhlem solving methods as the quest for these attributes will be difficult, it used to relatearious fields; in broad areas or dis- will be a most rewarding one in terms of the pro- ciplines; and, In -,teachingi strategies specifically gram's-ultimate success. gehreci to the gifted, flexibility in using the physi- Underlying the specific goals in teaching gifted cal environment': in using ,a variety of materials children is the need to release their creative energy. and equipment, in structuring and restructuring In order to do this, the teacher must seek ways of * nterest-inttlearriing grolips, and in,Modifyingles, modifying the program of studies to give these sonst6,-CiPitalize on opportunities for spontaneous children greater opportunities for creative work. learning,. resourcefulness in locating supplemen- He or she must provide a rich environment for tary materials, in identifying resource individuals, independent efforts in science, art, music, and any and in locating sites, for meaningful educational other field into which the abilities of gifted chil- .,- experiences. . dren lead them. They must be given opportunities Specific objectives for teachers-pf gifted chil- to work together ih groups, so thit they may dren will include opportunities ,for students to acquire the skills of working with others toward o Acqiiire independence as demonstrated by (1) common goals. The teaching must involve less accepting responsibility for their own learn- repetition than is necessary with average children; ing; (2) intrinsic, rn2tiyation-;--(3) initiative;: rote learning must ,be replaced by thought learn- ,ing. Meanings, relationships, and skills in.building- (4) flexibility' ;(5) resourcefulness; (6) per- ,., sistence; and (-I) making value judgments. concepts should he stressed. Rather than being Demonstrate development of affective. skills content with superficiality,the gifted Must be by (J) acceptance of self;(2) maturity in shown the importance underlying concepts, ac,cepting.responsibility;(3)respect rfor _____asitirriptOns;:'hacitgror,ds,.-iandJOWidafions. Per- t-6___,,04-018-e--if,e;,----j-gps,abostAiiiP-diiint, ---tWe sifted need especially to others; and _(4),y1, wii4ves in-mrt,upgi,,,,,------,-,-- ,--,-,;',:::;;-. -4--'---'°--',-\_ --Itaatn----to do --research and to ccniauct personal

Demoratrate -ability to plan by (1) self direct- inquiries. , ing theiractivities;(2) making their own In general-, the characteristics sought in teachers choices; (3) setting their own goals; () organ- of 'the gifted are the same ones which make good, izing their own timeand (5) finding and teachers for any children, but to a heightened organizing materials f their own chice . degree:, above'the aVerage. every teacher is Irlip le m e n't creatzva-thiakiag as eXemplified by, gut.for working with gift-FefiiiiiifeiOt ill- (1)gio generating their - own ides; seeing. are equipped to do SO:What is required- ahoire-all -many-aspects,ft' rnal5ing gen- are motivation, enthusiasm, and the desire to work .'eralitatiOns; (4).,apptying ideas; (5) predicting ,-with this type otchild. frotripresent ideas;, and (6) stating insight. oI Ilifilfrtte-47: cri40.41., thinking as exemplified Communication by (1) making their own _investigationi, communicationial-element in any successful t',3tionnats IttiAtss6eifft aayn-4,-,, -..g4e_too' Prograrn; however, it _becomes even, more and "synthesiiirig' ida impOrtant-,when azspecial-progfarn with a selected `.------4-pPlyi rig, -andeveloping concepts-. . group of,childrenisz_eing developed, 0n, two' - _- ' yiditrit7e:iiiMv:eile aid" '1).-:,..tise.._of. - - xrit.wt,ii:ve maintained with parents,

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. to plans and programs before their .child enters akut the Child's interests. Help the ild suchaprogram. A systematic and organized ork toward better self expression. method of reporting studentprogress and partici- 7. Take trips together to places of intere t:* be developed.. And,: _employed.. .museums,__lo.caL_businesses___and industries, "Grades" in the conventional sense are insufficient .exhibits, fairs government and community to this task. Parents should also be encouraged.to agencies. use their talents in the classroom, and they should 8. Encourage a variety of experiences. Help the always be informed about any program change in; child to become interested in many actiVi- volving their children. ties and to develop hobbies, make collec- 'Most-programs for the gifted have no designated dons, and the like. fund for transporting children- for field ,experi- 9. Allow for some free-Iii-ri-e." Encourage' the ences.-Parent involvement in such endeavors can childto wonder, to engage inreflective result in additional ,benefits. 'Such participation, thought,andtoappreciatetheworld provides the parents with an insight into program around him. T000ften we tend. to regard plans and goals, while simultaneously providing wool gathering as wasted time. It may in the needed "wheels" for moying children out into fact be some of the most productive think- worthwhile community activities. ing gifted children do. Parents often need continuing help in under-` 10. Be althial companion to the child. Explore standing and providing for their children. Accord- and areath other's thinking. Enjoy the ingly, teachers need to encourage parents to talk child and /help Make childhood a pleasant . about the home behavior of their children and, in memory. turn_share the performance of the gifted child at Parents should be asketo assist regularly with school with the parents. This close Cooperation of program evaluation.'tA questionnaire asking for the home-andthe scho91 wfll become an important open ended responses allows fox valuable feedback. factor in helping giftcl children to use and develop A parent organization can prove very helpful in their, abilities. Parents share with the school an pressingforlegislation,informing community important responsibility in helping the gifted child groups of program plans and needs,, and giving to achieve his maximum potential. Some of -the support in a variety of ways. This organkation, ways in which parents can supplement and extend should be affiliated with-the state organization of the school program are: the gifted (Florida Association for the Gifted, for L Share an interest in reading With the example). and with The-Association-for-the-Gifted-- Read and -discuss with them the books they (TAG), ,which is a member organization of the are reading; be sure they have a library national Council for Exceptional Children. (A list- card and perhaps a museum membership, ing of parent organizations may be found on p. 87.) with many opportunities to use them. 2. Encourage-originality. Help the child make Administratori his or her own toys, projects, or models from - . wood, clay, or other materials. The development of a,program for gifted children 3. 'Encourage questions.-Help. the_Child to find should be established on the foundation of policies books or other sources which can provide adopted, by the local school board and appropriate answers rather than attempting to answer all for conditions in that district. An ongoing, success- of the questions. Directing the child to re: ful program is more likely if the planning includes sources_will also stimulate additional all administrative personnel from the superintendent ,-, to the individual school principals, 'particularly 4. Stimulate creative thinking,and problem in cases where the school houses one or more teach- sohiing. Encourage the child to try out Solu- ing units. - tions without, fear of making mistakes: Help Principals should be involved iA decisions re- the child to value his or her own thinking garding ceitcular change.Regardless of how and to. learn from mistakes. Provide the excellent an idea for innovative change may be, it child with encouragement toltry again. should be implemented only ifthe principal views 5Foster -good work habits. Help the child to it as a worthwhile plan for improving the school's plan his or her work and then follow up to program overall. Evaluation of the program should ensure completion of ihe_plan, This applies also include the principal. Evaluation data and to.dailytasks_athomeandin the community summary should be submitted to school admin- as, Well as to school,...worier7. , istrators In order to provide adequate leadership, Find .ti t e-farnily to talk together the principal must be well informed about gifted

-*Cr' 40 c\

0 r

children in his,,own school and Other factors rela- IParesis need' to be made aware 'of their tive to meeting their needs..-Fhe.kind of leadership .portance in the edtleicioe process ,orthelifi:ed; exercised by the principl wit reedy affect the Before parents can be tneaningfully involved' with -the-gift0-student-and-his--teacher-in-the-learning, process, they must be brought Urt9'-,dite. on -the Classroom Teachers teacher's role in 'Providing' a responsive, environ, - Most programs for gifted children in Florida pro- ment for fostering the development of giftedness. vide for a limited portion of the students' time to As soon as a child is involved in the gifted prO- be spent in alesource room of enrichment center gram, the initial contact with the parentshould be with a specially trained teacher or teachers. The one of establishing- "rapport and giving' concrete majority of the students' educational time is spent infOrmation as to the child's strengths and, weak:. 'with regular classroom teachers; therefore itis nesses, followed by enumerating Specific .sugges- necessary for these -teachers to be irs,Albse com- tions as to what can be done at home (e.g hide munication with the teachers g,f the gifted. Sug- the bean, look for visual clues in pictures, gested ways for communicating with classroom enumerate items placed on a table, before' and teachers include": after blindfolding). Duiing this time the 'parent' 1. Meetings should he notified of the' next parent meeting. 4 Teachers of the gifted may be invited to ex- for gifted edtication and urged to attend. After plain their program, to total school faculties. thisinitial informative contact with the 'school,. `' Teachers of the gifted Mayneed to plan the parent should' leave with a feeling of being a meetings for small groups. of teachers with valued and_ involved part of,,the_echic,4ieliairi, whom they share some educational responsi-- for bilities. gcpefi:infoottiitionsconcistiiing Telephone confereftc 4.7rnaybarrangjin the speCifir nitturi tind'needs of the gifted. Being Individual conferences VY,-prnsielielpful Th parent of a gifted child can be both a trying :_ f some cases. ordeal.and- a pure Joy; ,depending on -various'`" Written,coro munication factors. Then begiven:tnparents teacheis should. be encourag0 to straightforwrd input sessions. "Parents can,great visit program that serve their children, benefit from serninar0.4.:444,tij0!:-.1:0 why gifted--Cjiildinijj,,tietitiSei &AiinetititiVp PArents...who.arccertified s9bstitittes wig: who have .children in a gifted program May pro-: to,,th.ei,pntentiar(leayriffitloke,linay be toci Simple vide volunteer --Inbstitut-ei..service, all9W -ar too- difficult; lea-riling methods may be directly classroom teachers to visit gifted oppOsed to Jas mode of.learning;'learning, may The gifted:: child represeiits,ca threat tosome appear to have no reason to the child; learning_ eacher&:.When thiS tiatifok coupled wall having ties takitirp1ace'bti( iWrio the child taken out of the-regular classroom setting apply it ;learning the infcirMation May im and .pending some time with a specially trained__ portant, but the a" involved in securing an teacher4; the threat is compounded and requires adequate -gratie;:e:g.",-' lininework,Thily 139're careful and tittful handling. -The- problem -ofgifted-gifted interpreting the right of children to deviate up- 3. Parents need to be involved in opportunities ward is very difficult. One of the recurring prob. for building problem'solqng to form altetna,: lems of teachers of the gifted may weli,,be that of tives. The _child study leadership technique- lin& assisting classroom teachers to accept the .gifted itself well to working parents althe gifted'? In' child,nd give him or her -the freedom to explore using this technique, the leaderiedUcatni, leader/' and develop unique talents, ,socia,Iworker,or .leaderlpsychologist;,.quickl esiablis4es'-rappOrt:-%%itti-:the,lioup'-aricrivolksi Parent Involvement and Parent Education toward identification 91 specific, be In the past, educators of the gifted haye balked at used in securing group alternatives. Initial input involving_ the parents in the educative process. sessions can stimulate individual parents to identify Those more courageous individuals who sought to a personalconcerii such as underachievement, thiti establish a working relationship parents found allowing the entire group to function as a unit in that. .parenti _often .resisted suggestions by the securing multi -ideas that can be tried By the indi; As.we can no.lortgetafford the, luxitry.of .vidual parent., . not- enlisting. cooperation_ between_ the school and Three _central, ideas_cari _be_achieYed quite tearly_ parent, four important guidelines in the form of with parent. groups in child study'..interactrans% .Parentalneediare Suggested. (n, Ai-PPE" 40 13):,

41. - :

atiis,the:parent.must evidence to the child that 9..Foreign sttident_exchange. is iii control and set realistic limits. The parent 111.' Museums and libraries. it support the gifted youngster in efforts to 11. Vocational and technical schools. Creative,toasserthimself,toexplore.77'in 12. Newspapers, radio and television stations. And parncinitt . involved in the learning process of the gifted by Evaluation providing g responsive-environment consisting of' Student Performance :'materials, people, and ideas_ 4.Narents need. to beaware of the field of gifted Oncea student is accepted into a program there edqt[tion as well as involved m their own gifted shoal& be a periodic diagnosis of the student hi education. When parents realize that the- tends of capability, performance, interests, and input of a- gifted program, can often upgrade motivation. The results, of course, would have a education for an entire school, they begin to look bearing onlessonsand prograM evaluations. toward the larger:picture and become more "out- Examples of diagnostic hand assessment techniques centered." At the same time, parents will in many are: cases ease the pressure that they have subtly been 1. Individualized conferences, counseling, anccj,. placing upon their gifted youngster, which often tutoring. ' is debilitating. An active parent involved in total 2. Group counseling.. education will allow the gifted child personal time 3. Rap sessions, peer counseling, magic circle, and will be a model for a social concern that is and boundary breaking. tneaningful in.,helpingthe gifted child to establish 4: Psychological tests, examinations, and inven- his own values. , tories. " 5. Sociograms. COmmunity Resources 6. -Systematic reporting for students, parents, When considering enrichment of the learning 'And school personnel. experience for gifted students, educators wisely 7." Aids for Assessing Pupils; Aids for Compiling louls.beyond th'e confines of the school, plant itself. and Diagndsing Pupil Assessnients (Williams, 'Local community resources provide a rich and 1972, pp. 1-16); varied impetus for making education significa tly 8. A Guidebook for Evaluating Programs for the "mo'rerelevant._ Matching -giftedstudents ith Gifted and Talented (Renzulli et al., 1975). material and human resources in the com nity 7 EMI niereases t he- invol vein eh! gndsupport of Programs for the Gifted- the community in itslocal school programs. The evaluation procedures for a program for the As usual, in educational endeavors we do not gifted should be in terms of the program's basic have sufficient money and people to do many of objectives. The evaluation: design should collect the things we would like to do, but in all com- data for program validation,followup, and modifi- munities it is passible to find talented and gifted cation of curriculum and pupil behavior. Examples individuals with special interests and abilities who for evaluating classroom "climate and lessons are will be glad to help with your program and who Teacher's Appraisal of Creative Problem Solving. willArtily_ enjoy- working_ with gifted_ students. Lesson,. Chicago Public Schools;_and Ali you have to do is ask them. The same is, true ClassroomClimate. ,yariablesforPromoting concerning tAe,avaiiabilityand access of material Creativity. Examples of teacher self evaluation resources. Some suggested sources are: instruments are Classroom _Behavior Observation 1. Industry: Engineers, architects, cemisb. Checklist, Chicago Public Schools; A Checklist of 2. Localcolleges andunifiersities:Faculty, Your Attitudes and Goals, Frank E. Williams;, - offered enrichment classes for talented jun and TeaCherf. Information Awareness Checkfist, ior:or Senior-high school students. Frank E. Williams. 3. Special interest- groups: Audubon Socie Suggested evaluation designs for-gifted-programs ,League of Women Voters, *ix gu are Evaluation of Programs_ for Gifted, Palm 4Professionals.DoctorS,IawyerS, ,bankers, Beach County, .Florida Public Schools; Student _professors,.horticultnrists. EValUation' of Learning Center Program, Hills, 6. :City,.county, and State officials and institu- borough County, Florida Public Schools, and tions.. Evaluation Scales for Differential Educationfor the

"6.-_Talented parents &facility: Gifted, Ward and Renzulli. Description's of three 1:7": Students themselves. evaluation models are presented in Issues in Eval- Locitkiyie0,40* uation and AccoUntability_in Special Programs for

42 I

fed and Talented Children by Maurice J. Eash, ble modifications to their feelings ,about them University of Illinois at Chicago. selved. By comparing fall total scores or individual . s. feeling scores with the same scores made on the Assesstnenl of Self Concept 0 inventory in the spring, you can begin to better the "Fla'w Do YOu Feel about Yourself?' inventory midersTand--thildren's -feelings anclhow -they -affectivs instillment consisting of 50 short change. se tences whifh- can be used for children in fourth grade 91.above: It provides children four choices. References foreatsentence, iskiris thern to select the one Eash, M. J. Issues in evaluation and accountability in which they feel is most nearly like them. It is an special pregrams for gifted and talented children.. attitudinal or self concept scale` of how children Chicigo: University of Illinois. view themselvei. This inventory may:be duplicated Marland, S. P., Jr. Education of the gifted and talent for handing out to each child in your class. You ed. Reler,tfo the Congress of the United States by the might 'prefer, however, to write the sentences on the US Commissioner of Education. WAshington DC. board or tread them aloud to the class. If you do US Office of Education, 1971. this, you should make up and reproduce your Om Renzulli, J. S., et al., A guidebook for evaluating pro answer 'sheet. Children should be instructed to grams for Me gifted and talented. Ventura CA. choose only one of, the four answers provided Office of the Superintendent of Schools, 1975. according to the way they really feel about each Renzulli, J. S. et al. Teacher identification of superiOr sentence. Responses are weighted ana total raw students. Except:onal Children, 1971, 38, 2h-214.. score of 100 points is possible. Williams, F. E. A total creativity progra4n. Engelwood You may want. to give this inventory in the fall CliffsNJ.Educational TechnOlog9Publications, and again in late spring. -In this,,way, as you work Inc., 1972. withand encouragechildrentobecreative Witty, P. (Ed.). The gifted child. Boston. D. C. Heath throughout the school year, you can discover possi- & Co., 1951.

O 7-Teachers for4the Gifted- Maurice F. Freehil

IVE might find agreement that good teaching rooms re uire,d no divergenceAut they must also is sine qua non to education for all children have fed to stimulate one of.ilie most variable and no lesi tb,gifted children. We would, however, and si'ficant among thought processes. find no- eqiially unanimous 'definition\ of gobd teaching. \ Characteristics of Effective-Teacheks There are some who emphasizeithat gifted children are,' after all, children and 'therefore share Judgments abbut gifted edutation- tend to be arbi- common needs and flourish in the sameconditions trary. Based on short term and fragmentary exper- which nurture ,others. Such a statement minimizes ience, 'they deal with unique outcomes that may be the multiconsequences of ability arid - talent but is misunderstbod or Viewed as quite magical. Some- appealing since i4voids a demand for .educational times the outcomes-are dismissed as eitkerunim- adaptations precisely suited to gifted childin. portant or inimical to the general concern: In 1958Mames 'Conant was a, leading vice in Criteria for -judging teachers of the gifted are American lication.lie wrote that the teacher for found in surveys of student opinion, in experi.judg- academically gifted children should...possess,-iii4.1.1ex- ments, and in byprodutt findings froMiii resti- ceptional degree some.of the qualificationsysit- gations into ability and its nurture. . petted Of -all telchers: e.g., a good mind, brOd . 'intellectual -curiolkty, .creativeness, _energy e Student- Opin-ion rence, enthusiasm,--emotionaj balance' ancl`..aee?t, From the 'earliest reports on the Stanford Studies it bitterest in students as individuals" (p. 13(1)1 IA was apparent. that gifted children liked school anct sarne period, Virgil )iyard, (196:4 agreed that the intellectual play. Their .tastes reflected the intel-A teacher'should have this generaftexcellence with an lectual qualities, that had served as criteria for additional four requirements: "qualities chai-ac- selection. Terman (1925rexplained that they least teristiC of the-deviant grittip, persOnality attributes liked subjects with low intelle4ual demands and-.1.t- Suited to the stress of this special' role, dtprthZil found easier and pleasanter ,those subjects.. that insight with an accompanying phildSpphic.perspec- inade stronger demands on intelligence. tive, and special studies in personal4y and clinical -2-Graduates frOm the Cleveland ;Major Work Fro,. aspeci.Ccif--psy_ch,ology. gram mentioned sense of hurpot, en8ouragetnent__ : deign dears, rater, a surViy Of expert oPinion IbibiViage cir inhjea,firmness..- reaffirmed the need for an excellent -fiacher with witliy understanding of:Children and dii- specialiZeti' approaches. Inference frontudies of- joygiipt of teaching as desirable traits(Davis,.. teachers and classrooms may also support the idea I954) Asurvey of MiChigan secondary` students

.. that there are special distributions of attributes also highlighted task- oriented.teacher traits (Dyes:. . and competencies suited to teachers- of the_ gifted. set GiaboW, -1958). A.. third; and-later survey in ininivaiive teachers, share the artist andl(Jentist Ytk City added personalized and inter- profile, With thebreric and, aesthetic values, Personal ,Qualities. such as v_ ibrant_personality and. *fat and -_ecbtiOrnic-Valnes and` personal' autonomy insight',into students'emotional. responses, . above affiliation 197*. (Hitdreth,;1966).....Teachers:nominated_rby second=------A 'Study .of 'classroom interactionin I71 nois ary students-in ,th,c GOVernoes Yionor Program -.in showed a crucial-teacher effeCt :'as initiator and 'Georgiaha'd mean WAIS inttothyOnce scores of 128; deter:Miner...of of thought- -,pi*essesx- literity-ankculttikaiinteres, a desire for personal: ,kes:sed in the clasiroom".(Gallagh,er, Aschner,7ii 4nelleCtuatgrowth, and exhibited student centered Veilhai as,. 1967): Teacher, -affect was klateti belia*03-2isl4.) t;e:Alier. 4E,CeS.OningLaind reached GoRtzels and Goertzels. (062) reported that 00_, Ciente On dipergen(thipking. Some eminent, .people retrospectiVeli-gave highest marks

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^ - V. t to intimate teaching. They enjoyed being tutored nurture with developing personal insights. The whether the tutor was professional or not. ideal teacher would be intellectual and creative, ' Gifted children ,sopporsGoertzels' finding that a sensitive, and skilled in interpersonal relations. He majority find priMary school satisfying, but that would encourage self directed learning and possess only a limited number find nurture in high school. verbal skills suited to dialogue. s effeiChas sornetuiles Seen attribute tom7 Expert opinion has not emphasized advanced de- creased departmentalization, narrowing of subject. grees or amount of teaching experience, but it has Matter, and restriction of style variations, Frieden- advocated both selection of personal qualities and berg (1965) further suggested that secondary teach- special preparation -suited to confident interaction ers are enemies of giftedness because they are filled with gifted students (Martinson, 1972). There ika with ressentiment stimulated_ by _their sr_om unful.- general-Conviction that-over-managed, impersonal-.:. - filled hopes for scholarly achievement. schools or the imposition of a single learning mode will diminish divergence. If a classroom becomes Expert Opinion disiinctly rejecting or repressive, there' will be ob- As early as 1940, Carrol described the desirable servable developmentaj deficits (Torrance, 1964; teacher as modestly brilliant, avidly enthusiastic Fabri, 1964). . for learning, thoroughly competent in educational Descriptions of desirable teachers include per- method, and, devoid of jealousy or selfishness. sonal characteristics and preferred modes of think- The expected degree of perfection is somewhat ing also used to describe creative people (Gowan & more. reasonable in a. statement by Gowan and Bruch, 1967). Undoubtedly, not all creative per- Demos (1964). They listed the usual expectations sons would become good teachers, but effective fbr a teacher of the gifted and then added: leaching has at least significant overlap with crea- While he differs but little from the foregoing tive .work. In Creative Learning and Teaching, portrait, he is perhaps less patient and more Torrance and Myers (1970) made a consistent case demanding, less soothing and more stimulat- for teaching that is flexible, spontaneous, original, ing, less apathetic and more responsible and and intuitive. The teacher must be inventive and organizing, with a wider general background, original to develop techniques,strategies,and subject knowledge, enthusiasm, and vigor. He methods that differ from the ordinary and maxi- is less threatened by bright children, more mize coexperiencing.--a matter of being more than able to delegate tasks and allow children free- iictz3ig on. dom to work on their own. He is less hide- -bound- and coriseiative, more inclined to Inference-frn-tycst$11- humor and introspection and acceptance of Studies of instruction may be expected to yield in- the new and unusual. He is nota genius but sights about teaching. Goodrich and Knapp (1962) he is able to appreciate it. He isrstill_ grdwing analyzed student ratings and proposed a triadic intellectually and not above learning from his grouping, of qualities: masterfulness, warrtith, and pupils. Above all he is capable of inspiring,his Professional competence. From observation, stu- charges to the best that lies within them...And dent-interviews, written descriptions of teachers, he is not afraid- to train them to exceed his and a study of teachers related to student success in ownlvork.(p.392) the Science-Talent-Search,_Brandwein,(1-95.5).-con!. This_gatement summarizes much of _the litera- cluded thatsuccessful' and stimulating_ science - ture, with emphasis on intellectual style and re- teachers had ,gone farther than average with their lation to learnets, dominating the. issue of intel- own education; were energetic in personal be-. lectual level. Newland (1961),saw -the major short- havior, hobbies, community- service, and profes- coming among_ teachers, suptrvigors, and adminis- sional interests; were sensitive tcrchildren; were trators to be lack of intellectual outlook and firm ;naster teachers; and took a role as parent surro- philosophy. Ward (1961) also sought something be- gates. . yond academic competence and knowledge:a Further study of Science Talent scholarship stu-__ capacity to,5liare with students qualities of intellect dents reiterated a successful teacher profile as well that are reconstructive, excited more with meaning trained, profesSional, permissive, and father figure and the structure of knoWledge than with fact (MatCurdr, 19541,..A later study of 8einnovative acquiiitions. p ics teachers -- reaffirmed that. on " competence From eitended work with adolescents, of the and self confidence, they had more elevated scores "creative intellectual type," Drews.(1,964) concluded than on teaching attitudes. They also demon- 'alit there Was a nee a:for a counselor-consultanttestrated -.Characteristics of the creative scientist or kind cif teacher able to combine intellectualo,cial artist, higlistoreson autonomy as well as on theo-

46 retic and aesthetic values Milberg & Welch, (Martinson & Wiener, 1968); Competence in I. 1967). . - - promoting independent learning. At the college level there is a ccorariation of I.Scholarly attainments and enthusiasms. = achievement with educational environment _Interest impersonality with some skill in counsel- (Thistlethwaite-,-1963)-.Optirnum conditiorir-for ing an .sd'rnall group processes. development in the natural sciences differ from Personal maturity or strength: Ability to appre- those suited to the arts, humanities, and social ciate, enjoy, and encourage unique accomplish-, sciences. Faculty warmth and informality appear ments. to contribute in either academic realm, but non- directive teaching, curricular flexibility, student Psychologicalcomplexity:Personal openness -reflietiveness, and breadth of student interest are eand-use of-various-modes of-thought. positively related to achievement in humanistic Energy, including energy for personal hobbies, studies and negatively related to achievement in community activities,or to exploit personal the natural scienfes. talent. A nationwide study identified personal and Abhity to work with resource persons such as leaching traits associated with facilitation or in- counselors, lay mentors, and parents. hibition of creative, researchafter the student, achieves a. 1972). The subjects Broadehine Concepts of Giftedness (chemists and psychologists) named graduate pro- EaCh age has its own preoccupations, its own way fessors and, at. this level, individual contact and of organizing and seeing. A contemporary view has consideration. for creative work in others proved greatly enlarged the definition of giftedness, result- most important. The; were significant differences ing not only in a less restricted but also in a less between influential teachers of psychology and _unitary concept. teaChers of chemistry, both in preferred teaching Surely the term gifted_was once related to success methods-and in personal relationships. Psychology with catechetical method and a single textbook . professorswho facilitated development of high po- course that called for painstaking scholarship with tential were more relaxed, more informal but less personal attributes of obedience and memory. Sur- likely to contact students outside class, and more facing in the 1950s was a powerful drive for ex dominant than ,their_pe_ers in chemistry. They were cellence in the tool user. Gifted meant that one more concerned -with the opportunity to do creative should beobjective and razor sharpinthe, work oftheir own. They lecturedlessand methodology of his specialty. A decade..laterr tech- depended less on texts. Consistent with findings at nology had been upstaged by concerns for social other .school levels, the positiye qualities are task order and personal integrity. Truth was believed to related. Graduate students of human behavior are reside in the person 'here and now; teacher and responsive to more complex and personalized re- text authority were rejected along with a commit- lations, while chemistry students reflect favorably ment to competitive,accomplislunent. The popular on supportive and persevering models. view of intellect shifted to restore or reincorporate subjective, senstlal, and serendipitous elements-that-

.> , ,'----had been discounted in ,the era of rational tech- - Summary 't .nelogy. '- .._. . Some qualities _seem important but there is no ade- -Arroost these are tonal differences or special quate evidence of- a single profile for effective foci of awareness. -NeVeitheless, the -definitiOn Of . Aeachers of the gifted.:There are distinctions giftedness m -1175 is often an, amalgam? with values some field related and others reflecting personal from self actualization and others from the expert variance or uniqueness similar to the variance. methodological ft-ilk-ion. The merging comes by found among the students. Qualities that emerge, addition or enlargement more than by revolt- as itriportant include: tionary reorganiittion. Th*.;-.4efinition is enlarged andprobably less mkirnally coriSIstent. intellectuality: 'Some constelfation. of ability; There are further cultural distinctions in ,the culture,. curiosity, and developed personal style. .definition of giftedness.-.-From survey-kciata, Tor'.- -- Understanding of and philosophic acceptance of ranee (1966) reported that German ,and . human variability and the consequences of teachers agrees" thak children should be industrious uniqueness. and' not disturbinglo others. There were Creative characteristics suchas Inwardness, meats as well; for example, in the Philippines., theoretic-values, ancreapaiiityfoi-liftifisify. affection_ and acceptance of. elders' judgments were Masterfuf teaching: Understanding and skills valued, but in Germ' anycuriousity and inde-, ' _ -suited to, the differential modes of learning pendent:judgment, were preferrpd.

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- A second mode, of broadening the concept has edge is inefficient in ,a continually changing -en- been to include multitalents and persons from, a vironment, Rogers placed emphasis on process with variety of backgrounds (Torrance, 1970). Attempts a learning facilitator. The qualities of a facili- to identify disadvantaged or learning handicapped tator include personal "realness," empathic under- . gifted children uncovered qualities and perform- standing,prizing,acceptance, and trust. The _ ance 'strategies previously ignored (Bruch, 1971; counseling viewpoint has been expanded, into a to-, Stallings, 1972). Experience with teaching such tal educational perspective called affective, person- children suggests, not that they should be reformed, alogic, humanistic, or psychplogic. This viewpoint to fit some previous model of competence, but that has particularly strong acceptance in gifted educa- they should be confirmed and encouraged in many tion,(Lewis, 1971; Lyon, 1974). Elements of, it are their natural. strengths (Grossman & -Torrance, fourid in the early "defornialized-approach used- 1973). at Hunter College Elementary (Hildreth, 1952) or Contemporary definitions- are further extended in the 1950 recommendations of Barbe and Frier- by inclusion of motivational constructs" or traits. son for process oriented teaching with the "learn- The idea thatintellectual and emotional, are ing- participant teacher." oppositional energies has largely given way to the Hughes Mearns (1956) achieved outstanding re-, view that the most profound achievements are sults using a teacher:Clinician style to improve made, not by intellect alone or intellect compelled environment and thereby entice but not teach the by 'feeling, but .by intellect with feeling. Freud creative spirit. Art teachers,,in particular, have ad: maintained that frustration accounts for unusual -vocatedagrowthfacilitatingrelationship,a distributions of, attention and energy. Correla- process that allows intuitive ,wholeness or interac tional studies have also demonstrated, reciprocal tion of conscious and unconscious. The argument effects between personality and the specialty in is that creative insight is inhibited by knowing what which there is achievement (Cattell, 1945). While to expect of what to see. before looking (Behrens, anxiety most often confounds complex and,,sensi- 1973). tivework,itisequallytruethatunusual The counterview holds that it.is an error to con- accomplishment is accompanied by pasSionate car- fuse discipline with repression. On the contrary; ing,risk taking, and rejectioh of some former proponents of this view contend thatitis by mode of behaving or seeing. 'Original work, is perfecting gifts that instincts are refined and used. necessarily personalized and idiosyncratic. Murphy Liberation is available onlyto,those who are pre. (1963) wrote that we might, expect no universal pared. Some shadd of this viewpoint appear in model, no basic' invariable ingredient in original writers who advoc ?te instruction in the methods persons. and sources of knowledge (Ward, 1961), in those A broad perspective on giftedness increases the who advocate task specific exercises or differential need for pluralism in teaching method and calls. classroom experiences to develop different talents for teachers skilled in discovering abilities ankahle (Taylor, 1974; Anderson, 1973), and in the large to 1161p 'students integrate feeling and knowing- number of people who use one oranother < *"..-,taxonomy to organize instruction for individuals. Adapting Educational Views Even. more clearly, specialists in programed learn- Education for the 'gifted is influenced i;,), theories ing advocate direct instruction in selected aspects and conflicts ine larger community. The teacher of thinking:skill (Crutchfield iz Covington, 1965; must select or in`Eegrate a set ofguiding ideas from Covington, 14.74).., complex and often ontradictory data. Experience The teaching alziet.,,ts a hypothesis, it is a trea- and research )provide :reasonably secure instruc; live or artistic attempt tO.find the best, trait:treat- tional, prinCipIt4forlearningisolateditems, ment relation. It may invOldeliberation, but it : 7 memorizing, and directing reactive learners, but 'surely requires spontaneous, sefeclirkg and welding they provide no equal guides for stimulating prob- of ideas. To achieve this, the telOrcimust be _,.lein_ finding or sensitizing and guiding active deeply immersed ,in humanistic_ and -eWitivtional learners, studies:This goal is,not 'reached by "exchaiii%of A typical, or example, problemisone, that recipe" or "show and tell" meetings. It calls inste-4:N engaged Herbart and Skinner on one side and for thoughtful and extended study. !1 Rousseau and 'Rogers on the other: It is the prob- +3 Teacher Selection and Education _ .'ern of 'priorities, with accomplishment versus self ,actualization as a goal, or content centered versus Under the most stringent definition there are a cOdeentered methods of instruction. million.gifted school children in the United States. Rogers,(1 969) saw teaching as relatively unimpor- A,more inclusive but cautious estimate is 3 u5 3.5 .tant_and overvalued. Because imparting knowl- mIllibn with significant gifts of general ability -' -c

4 ,0

is-. _ . and/or specific .talent. Many of these children are under one professor. It must be assumed that stu- never discovered°, much less understood or provided dents did individual projects, did practice teaching with appropriate developmental treatment in home ingiftedclasses,learnedabouttalentsin or school. There is a need for many thousands of psychology classes,, and turned both professional teachers sensitive to the needs Of these children and and academic work into,-preparation 'for teaching able to respond effectively. the gifted;' but the fact remains that formal offerings have been sparse. -Teacher Selection Should selection: be emphasized above training? Delivery of Traiping -Ward (1962) said yes: "The nurture of deviant human capabilities is not an ordinary matter to be A' scanning. of educational texts will show that accomplished by ordinary persons and by ordinary, -teachers at any level and in almost every specialty me-ans." For him the attributes include a special may be certified without formal study of the gifted. quality of discourse, selected cognitive modes, and Participants in an elective course in California re- unique applicationsa set of capabilities that ,is ported a variety of reasons for registering. For 58% very difficult or impossible to acquire without in.- the reason was interest in the gifted (Lazar, 1973). trinsic qualifications. 1. In terms of frequency, special preparation' is It is often said that teacher education has limited offered through conferences, addresses, workshops, effect, that teaching follows the personality, socie- and institutes. Short sessions may do little more talexpectations,or some dimly remembered than focus attention, but those of us who have been model. More optimistic views hold that significant deeply involved for many years must believe there change% follow experience with creative exercises, arelarger gains. acquaintance with creativity measures, reconsider- 2. Teacher education is proMoted through field ation of objectives, study of the psychology of projects and research, often as joint efforts of col- thought, involvement in decision making, and re- leges and districts. In Seattle, Warkington, a sup- thinking the effect_ of pupil-teacher relationships plementary (and later, a full time) gifted child pro- (Taylor, 1966; Torrance, 1962). gram with outstanding teachers was the fo'cus of several years of teacher development. On release Experience with Teacher Education time, groups of teachers spent one day a week for Education for teachers of the gifted has been a ten weeks observing, iluestioning,,developing ma- small enterprise. In 1958, only Pennsylvania had a terials, and participating in seminars with the, ex- special certificate-based on a bachelor's degree plus pert- teachers and consultants. 24 semester hours, 6 of which had to be in courses In a suburban district', a colleague and I used an specific to education of the gifted (Mackie and adaptation of the Maryland Child Study approach. Dunn, 1958). No state had a full time consultant in A teacher nominated a child. Then the group, the office of education. Responses to a survey in- with help from psychologists in training and the dicated that 62% of teachers of the gifted haa' no professors, studied the child, developed a program specialized preparation, and a further 22% hatore- , and materials,, and appraised the effectiveness of ceived no special training in the past 12 years. treatment. The approach served only a smolt num- -Course offerings were infrequent,. available te ber, of students but appeared to improve teaching. 2% of undergraduates and *5%of graduates A major inserVice project in California was more, according to a 1951 survey (Wilson, 451). Out of research related (Martinson & Wiener,1968). 800 special education coursesin 1958, only 34 were Skilled teachers engaged in self evaln'ation and im- on the gifted (French;1959).'WInte common were provement. They followed a natural sequence from units as part of survey courses in special education, pupil study to curriculum study, with emphasis on. but these were 2 to 4-hours in lenlifiN, Wilson, high level thinking and -curriculum arranged in 1957). By 1969, course offerings were expa cl to major topics. A special rating scale was evolved, at least 73 (Vassar and Renzulli, .1969), anby and highly significant gains were made by a group ...:. already selective. 19.70,118 courses were offered(Shafferand.-.1 - Troutt, 1970). A more complete return in 1972 ..3. Institutional offerings may be a single class on raised the number to 151 (Laird and Kowalski, an."62casional schedule, but there are now a num- 1972). The percentage of responding- institutions ber of fiill programs. Like gifted child programs, that offered a course had risen from, seven to the}: are Offen.connected to one or two influential twelve. . faculty membe:It is doubtful that these pro- In 1958 only Syracuse offered a two course grams are safelyIMeifinto the institutional structure sequence.`As,sequences developed, they appeared and would survive the departure of these faculty -c--- inadequately staffed=with_as many as seven courses' members.. ). sz,,. , --- 49' if? A program at the University,of South Florida be- in a master Of arts in, special education. The curd- . gan in 1966 with ajederal teacher training grant culum includes six common:, courses, a three course and in late 1974.enrolled 70 masters, 2 specialists, Specialization, plus electives. is,for example, and 10 doctoral students. There are 111. grad- Unclear that "Developmental Pxoblerns of ExCep- uates. 48 teacifted classes, 18 principals, 5 tional C reih- vid--"T"-'---ir)aidtSito c, ren more in state or national offices, and 4, in private busi- than a course in normal development. The Ryan Actismoving; California_ -toWard competency, The orientation is Rogerian or humanistic, -with based credentials. The development of detailed cri- students becoming facilitators through small group teria may alter views on Oveilap and differentiation dynamics, apprentice experience modeling, and with general and speci0 teacher:preparation. community impact involvement (Sisk, 1974). The 4.Teacherdevelopment promotedby apprentice field work is related to a Saturday consultation. In the past, consultation, came chiefly_ opportunity arranged. at the university for 400 out of institutions of higher echication, but in- gifted children, ages 4 to 14. Teacher trainees be- creases in designated staff in state offices of edu- gin as assistants to experienced teachers (bbth are cation and intermediate districts have shifted the helped by doctoral students). .With growing ex- balance. pertise and confidence, the assistant becomes a There haVe been recommendations for technical teacher. assistance centers to overcome sporadic consulta- The graduate program at the University of Con tion and to provide a talent bank from several necticut also received federal support. The special specialties (Gallagher,1974).In1971,Illinois focui is on ,the gifted among low socioeconomic moved from demonstration centers to area service and minority children (Renzulli, 1973). Students centers that reflect local interest within a state per- work toward a master's degree, a sixth year di: spective(Illinois,1972-1973). The model isa ploma, or a PhD. There are three major com- multitalent program (Anderson, 1973;Taylor, ponents: core courses in psychology and educa- 1914). The focus is on teaching. The staff works tion of the gifted (three required); related courses with a range of people: helping in classrooms, cur- incounseling,measurement,curricutum,and riculum development, visits to other programs, other specialities' (about- half of the program); workshops, and so forth. and internship and practicum experiences, with There are other consultants, of course: school the `advanced students involved in educational in- psychologists, librarians, curriculum supervisors, novation. The core course on creativity requires a counselors, speech specialists, and health workers. personally creative project. Part of becoming a skilledTeTelieT-iflearning to Among the graduates from the TTT at Connec- use these helpers, ticut, 34% were teacher trainers, 31% were teachers, 20% were school administrators, and 15% Elements in Selection and Education of Teachers were in student-services; 26% were in colleges and universities, 24% in inner city schools, and 15% in We are sometimes so enamored of technical success suburban schools. that, we incline to-overvalue equipMent, organiza- In an extended sample- of programs, we would tion, and observable attributes,. It remains true; continue_ o...fmd :dependence:on -2.energetic_faculty_ nevertheless, that the colt issue teachink,gifted Children is the leadership and seed money. We _would find, _too,- that the existing programs could prepare only a small proportion of the needed professionals.- The an. "only" model, but the-following elements seem._ dimensions.of the tisliz,are- increased if wlinclude important in'the'deVelopinent of teachers for the the es. sential academie-training which ,Rice (1970) gifted suggested. should be one_or more_ academic majors Selection. 'The'Critetia include persOnal sound; at thelnaster'sdegreelevel. ness; intellectual ity,, -range ..of. interests,. creative ,Should.pieparation,of, teachers, for.,,th e- gifted-be- tendencies, -PP.qgY,4P4:1111c.Y.191-4 iavglYemAllt in _Organizedin.speCial education? Are ,thgiftedgen- interpersonal as well as academic-ac ivities. .erally retardedin terms of -potential. and therefore Academic, preparation.. Teaching cis for-knoiv- temedialcases?, It has been argued that the task is ing beyond facts to :the structuref a field or ;cliii cal -'1'n'a4:- 47-.144446 idea. anti deploy personnel to provide the best -Self development, Identity is central to creative interaction between, person and learning nrk and . may be,. enhanced- 1# humanistic cOck10$4,-;.§Chw:arti, sttidies and deVelOpinent-oVaii,eitamined phi- rpta'ichbois-(fot 'ekairiple the State college losophy. This iS no Mere release of,personalfeel- at,DOMIngtteziikliavp. offer eci. t'pecfilkstArairiing ing but, the unfolding,and:use.of,self. . 1. 50 Creative work.. Teachers should be encouraged instruction and creativity. Programmed, lastruction,,. tO'do creative work, not necessarily in ,their ipe- 1965, 4. cialization. Davis, N. Teachers for the gifted. journdl of Teacher : Pro' hological skillS. The curriculum should In- Education, 1954, 3, 221-224. , .clude_partidPatory_study of-small group Allah, Dressel, P. 1...._&Grabow,_J, _A1..a.hegifted_eyaluate____ ; '.0cls and' counseling. theic high .school experience. Exceptional Children, Educational/studies'. In postbaccalaureate pro- 1958, 24, 394-396. grams for.,feachers these eXpectations have been Drevrs J., M. The creative intellectual style in gifted previously met. adolescents.East: I,nsing: Cooperative Research k. Psychology 'and education of the 0/10::,-These- Program No. E-2,1964. Fabri, R. Tribulations- of the artistic child (and of its inclUde studies of thinking, prograln modifi-. cations, sociologic influences, and teaching. parents). Gifted- Child Quarterly, 1964,_3, 64-66. Frehch, J. L. The teachers (ihiroduCtion, chapter. 9). it Assessment procedures. Study.- should include-, In J. L. French (Ed.), -Educating the gifted: A book both normative and icllZigr aphic approaches. A of readings. .Neiv'York: Henry Holt and Co., 1959. teacher, skilled in finding and assessing talent Friedenberg, E. Z. The gifted student and his enemies. will better understand the child with unusual In The dignity of youth and other atavisms. Boston: gifts. Belton Press, 1965. /Practicum. Some of the most effective exper- Gallagher, J. J. Technical assistanceA new device for ience is found in work with ongifted child quality educational services for the gifted. TAG, (Cold, 1963). Practicun2 shouldof be imita- 1974, 16, 5-8. . tion,butshould,providefori olvement fol- Gallagher, J. J., Aschner, M. J.; & Jenne, W. Prciflul- lowed by thinking. # tive thinking in classroom interaction. Washington' DC: CEC Research Monograph Series B, No. 11,75.., 1967` ReferenCes 'Goertzels, V., & Goeitzels, M. G. Cradles of eminence. Anderson, R. The Illinois multi-talent program. Scholas- Boston: Little, Brown & Co., 1962. tic Teacher," December 1973, pp. 1-15. Gold, H. A. Training teachers for the gifted. Gifted ' Barbe, W. B., & Frierson, E. C. Teaching the gifted-7 Child Quarterly, 1963, 7, 93-07; 101. A new frame of reference. Education, 1962, 82, 465- Goodrich, H. B., & Knapp, R. H. Origins of American W". scientists. Chicago: Chicago University Press, 1952. t Gowan,J C. drruch,_C.Y. hat ;makes a creative per- .Education, 1973, 26, 2-4. son a,creative teacher? Gifted Child Quarterly, 1967, Bishop, W. E. Successful teacheri of the gifted. Excep- 11, 157-159. tional Children, 1968, 34, 317-3A.) Gowan, J. C., & Demos, G. D. The education and Brandwein, P. V. The plied stude(d as future sewn-. guidance of the ablest. (Springfield IL: Charles C, list. New York: Harcourt, Brace & Co., 1955. Thomas, 1964. Bruch, C. B. Modification of procedures for identifi- Grossman, M., & Torrance, E. P. A creativity workshop cation of the gifted., Gifted Child Quarterly, 1971, for disadvantaged children. Art Education, 1970, 23, 15, 267-272. '33. - ;" Carroll, H. 'C. Genius in the making, "New York: Hildreth, G. ff., et al.' Educating gifted childrenat Bookdo., Inc., -1940. Hunter. College Elementary- School. New York:

Caitell, A. Personality traits associated, with 4bili- Harper & Bros.,s1 952. - ties II:With verbal and mathematical abilities. Hildreth, G. H. Introduction to the gifted. New'york: Journal of Educational Psychology, 1945, 36 475- McGraw -Hill Book-Co., '1966: - 486. t. K- Illinois (State-Of), Officehf the Superintendent-of Public Chamberi, J. :A.College teachers:Their effect on Instruction, Article 14A: Rules and regulations to creativity of .students (Fina report No. 9-D-046). govern the administration and operation of plied Washington, 'DC: US Department of Health, Mu- edUcation reiniburseinent PrograMs: 'Review of the , cation,',andiirelfare, )962; first annual gifted program evaluation report' -1972- Conant,- J. NE4 criference Report:' Washington, 73. DC: National Education Association, 1958. Laird, A. W., & Kowalski, C. J.. Survey of 1954 col- -Covington, M. V. Programmed instruction and the leges and universities on c6urses- offered in the edu- intellectuallygifted,:Experimentsinproductive cation of the giftedTeacher trgining. Gifted Child R. LIories,-(E.c13), ltlew 'directiOns in spielededucation. Bciitoh: Allyn & taCon Inc. 1970. 'Laycock, S R-.Ev _ery,teacher;,_a_diagnostician..Ex_cep,_ _ ':Cruiehfreld_,'R;:S.,s:SCCovington,,M. V,. Programmed tiona7 Children Review, 1934, 2, 47. f. 3

Lazar, A. L. Reasons cited, by college students in teacher_ from antJim'., at the 'University of South klori training for taking an elective course-oh "the ecTuz_ ' :), cation of the gifted. gifted Child Quititirii 1973, Stallings, C. Gifted disadvantagedchildren.,Thehe 17, 274-278 versity of- Connecticut;`hnicTiPer,,Mareli Tee al 1972. Lewis, H. P. What research says to the teacher abOut Taylor, C,_W.,_(Chair). Creativity through instructional. devel ping creativity. Art Teacher, May 1971, pp. media: A universe of clialiengea:, In Taylor & 32-35 E. 10YilliamS (Eds.), Instructional media .and-cred; ,Lyon, .C.: jr. Exploring the future. The Christian tivity,,,the proceedings of ocsixth,Utah creatiyit);;I:e1,... Science Monitor, July 15, 1974. ' ''"search conference. New York:: John' Sons,,

MacCurdy, R: D. Characteristics and backgrounds of 1966.' , superior science students. School 'Refiew, 1956, 64, Taylor, C. W. The highest talent potentials of man. 67-71.; Gifted Child' Quarterly, 1969, 13, 9-30. Mackie, R. P., & Dunn, L. M. Certification of teach- Taylor, C._ W. Multiple talent teaching. Today's Edu- ers of the gifted. Exceptional Children, Bulletin No. cation, 1974, 18, 71-74. 1, US Department of Health, Education, and Wel- Thistlethwaite, D. L. The college environment as a fare.Washington DC: US Government, Printing determinant of research potentiality. In C. W. Taylor Office, 1958. & F. Barron (Eds.),..Scientific creativity: Its recogni- Martinson, R. A. An analysis of problems and priori- tion and development. ,Nevi York: John Wiley & ties: Advocate survey and statistical sotircts. In Edu- Sons, Inc., 1963. cation of the gifted. Report to the Congress of the Torrance, E. Paul, Guiding creative talent. Englewood

United States by the US Commissioner of Education , CliffsBJ: Prentice-Hall, Inc., 1962. and background papers submitted to the US Office of Torran2e, E. P. Education and creativity. In C. W. Education. Washington DC: US Government Print- Taylor (Ed.),CreativityProgress and potential. . ing Office,'1972. New York: McCraw-Hill, 1964. Martinton, R. A., :lit Wiener, The improvement of Torrance, E.P. Gifted children in the classroom." teaching procedures with gifted elementary and New York: The Macmillan Co., 1965. seondat, -sch-491students(ProjectNo.6-1244, Torrance, E.P. Broadening concepts of giftedness HEW). DomingueTliills a: June 1968. in the '70's. Gifted Child Quarterly, 1970, 14, 199- W arns, H. Creative poivet New York: Dover Publi- 208.

cations, 1956. , -*. ?... :Torrance, M. P., &Ayers, R. E. Creative learning and Murphy, G. liuman potentialities. New York: Basic teaching. New Yolk: Dodd, Mead & Co., 1970. Books;1958, Vassar, W. G., 8CRenzullil7S:"Course-offeringrarrthe Newland, T. E. Programs for the superior: Happen- psychology and education of the gifted. Gifted Child stansical or conceptual? Teacher.5College Record, Quarterly, 1969, 13, 37-44. 1961, 62, 513-523. Walberg, H. J., & Welch, W. W. Personality charac- Renzulli, J. S, Graduate study in special education -of the teristics of innovative physics teachers. Journal of gifted and talented. University of Connecticut, De- Creative Behavior, 1967, 1, 163-171. partment of Educational Psychology, 1973, mimeo- Ward, V.S. Educating the gifted. An axiomatic graphed. approach. Columbus OH: Charles E. Merrill Books_ , Rice, J. P. The gifted:. Developing total talent. Spring- 1961.

.-- field IL: CharlesC. thornas, 1970. V. 8. Teachers forfor gifted learnersSelection, Rogers,C. R. ,Freedom tolearn.Columbus OH: versus training. 40th AnnualConvention, Counafer- Charles E. Merrill Co., 1969. Exceptional Children, April 28, 1962, published in Schaffer, V. F., 43zTroutt, G. E., Courses offered on the Selected Conference Papers. education of the gifted.Gifted Child Quarterly, Ward, V. S. Educating the most educable. Virginia 1970, 14, 8-23. journal'OrEduention, 1966, 59, 6-17. Schwarp, L. An integrated teacher education program Wilson, F. T. Preparation of teachers of gifted child- for special education - Anew approach Exceptional ren. Exceptional Chi/dren,,1953,20,7±5380. Children, 1967, 33, 411-416. Wilson, F. In-service and undergraduate prepara- Sisk, D. Teaching the gifted and ialented teacher: tion of- teachers of the gifted. Educational Adminis- A Straining model. Mimeographed. Copy available tration and Supervision, 1957, 43, 296-301. Analysis and Identification of Giftedness, in Mexican American ChildTil:A rilPt Study Ernest Bernal, Jr., andJosephine Reyna

ALTHOUGH much recent emphasis has been ,The, gifted and talented among the Mexican plaCed on meeting the educational needs of Arneric4n minority group pose a particular chal- financially andeducationallydisadvantaged lenge and opportunity. The fact that some unusu- students, as well as on the needs of cultural and ally gifted Mexican Americans have,emerged and , linguistic minoritiesrwe have too frequently over- demonstrated outstanding ability does not diminish looked the,special,needs of gifted and talented stu- the need for educational planners and researchtm,. dents among this population. Popular opinion to to attend to the special problems of their early the contrary, intellectual and creative talent can- identification and nurture within the schools. For not survive neglect and apathy. It is in the best in each gifted Mexican American who has overcome terest of our society to assure the development of the obstacles and discouragement posed by educa- gifted minority children who can contribute not tional neglect and demonstrated his or her ability, only to the society at large, but also to the emer- how many other bright M4ican Americans have gence of nondominant ethnic groups. been frustrated by the lack of opportunity for Exceptionally talented individuals come from all development, have given up, or have expressed races, socioeconomic groups, geographic areas, themselves in socially unacceptable ways (Dodd, and environments. A conservative estimate of the 1964)? gifted population ranges between 1.5 at5. To discover and develop the ,potential' of gifted lion children out of the total school Pop=ation of youngsters in mirlority,groups necessitates compre- 51.6 million (1970 estimate). In Education of the hensive planning. Evidence from various studies Gifted and Talented (Marland, 1971), the US and reviews (Bruch, 1972; Dejlaan & Havighurst, Office of Education acknowledged "a widespread 1961;Freehill.19'6JjStallings,1972) suggests neglect of gifted and talented children." This that the more specific and carefully planned the neglectiseven more intense among Minority intervention, and ihe earlier the intervention, :the groupi,particularly among Mexican American better the results. Unfoqunately, extant measures children and other Spanish speaking groups, whose of giftedness are not particularly, reliableor. valid giftedness may be unnoticed and unnurtured in indices when used on young children (Blosser schools lacking the\ Capability even to Identify the 1963). "Attempts to use tests 4t the ,preschoOl level gifted among them. Three of the major findings of have been successful only_ when a careful prelimi- the US Office_ of Education study underscore these nary screening has been conductedv.(Baldwin, facts:- . 1964; Martinson, 1960; Walton 19611. Existing servicevto the gifted and talented do The problem of developing talrnecontinfies4a, not reach large and significant subpopulations, be one of devising educational- (e.g,, minorities and disadvantaged) and serve wiilwunlOCk this creative and intellectual pOtential;* -only-a-very-small ,percentage of-the-gifted and Programs that will be concetutd:"With values, 441- talented population generally. tudes, self coneepts, a#kcomi-Otment to, continued growth, not just with the acquisition of knowledge: Special services des,igned for the giftedcand talented disadvantaged will also serve Ow A more hunianistic ,edtication, where the target Pogulations singled out for attention affective is, integrated with the cognitive has ,and support. special meaning for our gifted youngstersas ServiCes,,ptovided to gifted and talented chil- it does for all youngsters. We need to allow dren. -611- and-do Obiduee significant and fOr the develoPinent Cta gifted capaci- --ee* pOksttrahleOttcomes.. ty for10,e,ernpatliy,, '=awarenessand., his, '!": ability to communicate as a human being theculture as aiwhole and the self concept of with his fellow human beings. (Lyon, 1972). `individualindiyidualshild. While we are-trying to bring together the cog- The gifted child is especially alert to the irrele- nitive and affective in-a total educational approach vancy of his schooling and may become even more for all children,-we-must-remember-that-before frustrated than the average child. In an unrespon- programs for gifted minority group children can be sive System, what special efforts can we expect for designed;' the gifted among them need to be identi- the education of the gifted? We. need an ethnically fied antheir special needs studied.Minority compatible educational system which will piovide children 'who are gifted need to be recognized for for individual differences in children, a system a`number of reasons*:. that will do the following: 1. They are more difficult to identify than mem- I. Develovearly identification techniques. bers of the dominant ethnic groups because 2. Individualize instruction in a manner relevant manytestsand measuresareculturally to ethnic minorities. biased. 3. Promote cultural and linguisticpluralism 2. More minority gifted students are alienated thiough the deliberate cultivation of the best by their educational experiences in a nonre- young minds in the community, so that chil- sponsive educational sylem than are gifted dren in contact across cultures can benefit students of the dominant ethnic group. This from the strengths in the other cultures. is manifest in the high Trop out rates of the 4. Develop and implement a system of ins minority group. training for teachers, counselors, adMinistra- 3. InterVention strategies in general and educators, and paraprofessionals which wir make them sensitive and -responsive to the needs of inparticularrequire tionalprograms a youngsters and enable them to use and adapt rnore comprehensive sensitizing of instruc- relevant curricula. tional personnel to deal not only with the high 5. Recruit,1 train, and retain minority group potential of these youngsters, but also with the different styles of life through which they members in positions of power in education exhibit these propensities. For example, we and other fields of creative endeavor. . P need to develop methodologies for bilingual. In The Gifted Child in the Elementary School (1959), James J. Gallagher discusses the usefulness bicultural education. The natural strength r of the dominant language of minority group and limitations of the various procedures for members, whether linguistically or dialec- identifying gifted children. Using only to .ITCalry -differendifid-frorri-VillisliTiii-u-sibe---obsetvation-we-often-miss-tmderachieversr-cultur- capitalized on in the instruction of the child. a l ly d4fe*neajildk.K,Ali,nhildren with motiva- FurthermOre, the' mother tongue must be tional and behavioral problems. A US Office, of given status in the school program as a means Eduation study 'discoveredthatteachers . fail of expression worthy of retention and elabora- to identify about 5Q% of the gifted, while they tion, both to preserve a child's ethnic identifi- erroneously include others who are merely well cation and to provide linguistic alternatives. dressed, polite, and obedient. Barbe (1964) found 4. If programs for gifted members of nondorni- that ,teachers fail to nominate 25% of the gifted. nant ethnic groups are to avoid the "criti- Clearly, informal methods need supplementing. cisms leveled against many 'compensatory pro- According to -Gallagher (1959), individual intel- grains, they muse provide for the leadership ligence tests are the best identifitation Method, bUtt of ethnically targeted projects- by members of they are expensive in their use of professional time the ethnic groups themselves. We submit that' and services. In schools with limited psycholOgical the identification and cultivation of the Most services they are impractical. Moreover, much gifted and talented members of the dit%erse criticism has been raised against using intelligence ethnic groups would greatly facilitate the self tests, based on middle Class knowledge and values, management of ethnic-destiny. The visibility with minoritygrOup Children (DeAvila, 1972). .of minority leadership would greatly enhance Gallagher 0959) considers group intelligence tests to be generally good, for screening, but these measures pray not identify those potentially gifted *Representatives' of the Project staff disclosed dm list students with reading. difficulties, emotional or before the TAG-Connecticut State Department of Edu motivational problems, or what he calls cultural cation Conference, Action Programs for the Gifted, impoverishment. .1;:ducati9n of the Gifted and Talented, and Creative Child, New Haven, Con:teat- Talented (Marland, 1971) reports that the. more Notrensber_.9-10, 1972: highly gifted art actually-penalized ,hy group,

54 hgence tests. Achievement test batteries will not lack of a concise 'consensual definition (ORI, ;t. identify the underachieving child who is nonethe- 1971) has pften been a stumbling block to research less exceptionally bright. Achievement tests are on giftedness.. The _leaders in, the field, however, typically constructed to measure breadth of knowl- are becoming increasingly aware that identifica- edgenot depth of understanding, comprehensive tion procedures that screen or bar participation of knowledge, or knowledge transferable. across situa- minority students in programs for the gifted have tions. Creativity tests, Gallagher feels, do show to be reconsidered. The procedure, should stress promise of identifying the divergent thinker who a search for talent. The question should not be may beoverlookedon the intelligence tests, but they whether minority students obtaift a certain high may be too narrows in scope tjo be used without score on intelligence, achievement, or creativity being supplemented by other measures: tests which are appropriate with Anglo popula- The tests presently used to identify gifted and tions, but whether there are indications perhaps talented youngsters are biased in Favor of the popu- taken from real life" and reflecting the marks of lation for which they were devised (Bernal, 1971; intelligencefostered. by theirrespective ethnic 1912). It also seems that the greater the loading of communitiesOf their true potential for cognitive these tests on general intelligence, the greater the development and the acquisition of functional bi- likelihood of bias against nondominant ethnic cultural skills. If talent potential is to be identified, groups (Kleinfeld, 1973). Rarely has a test of intel- better strategies must be foundior accommodating lectual potential been written for and standard- testrelatedlinguisticand culturaldifferences ized on a 'group of minority children. Test pub- between ethnic groups in general, their differential lishers and psychometrists have failed to fully con- readiness to take tests (Bernal, 1971), and their sider the cultural, and linguistic differences of exposure to test content in particular. Also, profes- minority group children when constructing, pub- sionals are beginning to understand that intel- lishing, and administering these tests or interpret- ligence can be defined differently from culture to ing their results. culture(Kleinfeld,1973) a. matter 'ofgreat An analysis of the content and format of items moment to Mexican Americans who must live in used in many of the traditional IQ tests suggests two cultural settings. that many of these tots are measuring something Passow (1972) ,wrote that other than that for which- they were designed, at' giftedness and talent have always had asocial least when they are applied to children who are not referentthose abilities that are identified of the same cultural background. For these per- and developed are those that are valued by , sons, the tests are alsorifeasurerofsocialization the societyand the child in the depressed and language (Zirkel, 1972), productivity or level area who is potentially gifted may be doubly of aspiration, experience or specific learning, and disadvantaged for he lives, in an, environment endurance. Psychometricians fail to take into con; that may be hostile or apathetic to his parti- sideration some of the differences 'between middle cular abilities. (p. 28). class Anglos and-most minority groups: , 1. Minority group children as a rule do not Undoubtedly; a cross cultural study of giftedness speak, or understand the language or dialeCt would serve to clarify the concept, much as other _ -cross culturaLstudies shed light on other traits or they have not the opportunities __to attributes (Manaster & Havighurst, 1972). acquire the knowledge, (experience or specific learning) necessary to pass the tests. Giftedness as Perceived ,by Mexican Americans 3.. Their' experiences have not predisposed theM Knowing that (a)- there-is.no generally agreed upon to testing situations s-and they have not devel- 'definitionof giftedness, (b) the present methods of oped test taking strategies. identification areninadequate in some respects for 4 ., 4. They have 'a different cultural background, all gifted children, but especially for the minority but-arepenalized by-the socialization aspects gifted, and '(e) giftedness' as a construct, or idea" of the IQtests for not havi g been acculturated musk always-, _have some sociocultural referents,0 (Mercer,1971; rtia, 1972; .we proposed to _approach the. study of giftedness ,as 1912)". , perceived by Mexican: Arnerican parents, ,com- .Not only are many Of the identification measures munity 'leaders, and students. Studies done by methodologically controversial and controvertible, psychologists, sociologists, anthropologists, and.his- but also as will be_seen, in a subsequent ,section:of iorians haVe, shown, that ,Mexican America,ns. have this aqiclet even the ex erts have difficulty agree; Some unique social _and, cultural values (Rarnierez, inon, a Je4, based ciefiiiition of ,giftedness. This 1972; Romano, 1969). It follows that Mexican ts Americans would also have some distinct behaviors definition offered in the so-called Marland Report - which are valued by the Mexican American corn- (1972) has,provided a base broad enough for a num- Inunity and are therefore selectively reinforced and ber of educators. developed. -An_i nterview_format_ wasidevelo pea to_elicit_per-,.. --Creativity- __ ceptions about gifted and talented children as well Since creative thinking is listed_among the possible as examples of behaviors which would, in the eyes abilities or attributes of the.gifted, it is beneficial of those interviewed, be indicative of these traits. to define creativity, especially since the termis pop- A review of the interview responses led to the devel- ularly oVerused.- The relationship between intel- opment of a behavioral checklist, which became the ligence and creativity has not been totally resolved, basis for the study described herein. and studies indicate that the relationships between This report presents the result of an exploratory creativity and intellectual aptitude differ widely. study,afirststep toward better identification Through Guilford's (1972Y studies with his model methods and, ultimately, toward the design of cul- of intelligence, the Structure of Intellect, a number., turally responsive programs for the gifted child of tests have been designed to measure divergent of divergent background. Whereas other studies thinking abilities, which are generally considered have indicated that certain behavioralipersoriality to require greater creativity than convergent think- traits are associated with potential giftedness, this ing abilities. Components of particular importance research shows that some of these traits are indeed tocreativity are sensitivityto problems, word diagnostic(ordifferentiallypredictive)of this fluency, r ideational_ fluency,association fluency, potentiality, much as Meeker (1971) believed they expressicihal fluency, arid spoqtaneous fluency and would be. originality (Guilford, 1965). ,Gil'mess, Creativity, Talent: A Review Torrance (1966) defined creativity as the natural human process which occurs when a- person Giftednesff becomes aware of a problem or an informational An extensive review of the literature has produced gap. He begins to form ideas orhypotheses, then a number of overlapping definitions of giftedness, proceeds to test and revise them, and, finally, com- creativity and talent, and loose usage has often municates the results. led to confusion. The traditional definition of gift- Emphasis has been placed on the usefulness or edness has been a high score on an individual intel- social value :of these activities. The production of ligence test, reducing giftedness to an IQof,130 or -,the creative idea is not sufficient to be termed higher, and indicating those children who would _"truecreativeness.This must involvefollowing be predicted to make good marks generally. As through on the original idea or insight; that is, other measures of identification were developed evaluating it and then developing it fully. Others -or came into vogue (e.g., teacher_nomination, high define creativity in terms of personality: (a) an achievement test scores), they were used to supple- openness to experience, where the meaning of a ment the judgments made on the basis of IQ alone. stimulus is extended beyond its immediate con- These measures, used singly or in combination, ; notations, (b) the' ability to evaluate internally have been most typically used as screening devices., rather than by reference to existing external events, A second method of identifying gifted children and (c) the ability to toy with elements and con- has beeri to ,enumerate their characteristics or cepts, to juggle elements into impossible juxta- abilities, such as early reading ability, greater compositions and make them stick. iirehension of the nuances of language, learning Gowan (1971) proposed a useful distinction and basic skills in all subject areas faster and with less a definition: A gifted childis one Who has the practice, assuming responsibilities ordinarily "potential to develop creativity.% Giftedness, he associated with the behavior of older children, com- stated, is potentiality, a rate of mental develop- municating with unusually mature clarity in one or ment, while creativity results in a product. Creati- more areas of talent, assuming leadership roles, vity is behavioral and "can be seen and measured and exhibiting earlier social maturity. in action." By defining a_ gifted child as one who Defining gifted children by 'characteristics has has the potential to develop creativity, Gowan led to an expansion of the traditional definition. implied that the ultimate test of great intellectual Another factor Which aided in, this eipansioit was ability is creativity. . the realization that other abilities valued by this Although Gowan's definition of giftedness is in- society, such as adaptiveness, creativity, and origi- novative in that it links giftedness and creativity, nality were not being assessed by the measures it still uses the,IQ score as the basic criterion for commonly found inthe. IQ tests. Happily the selection. Others, notably pruch (1970, 1971) and

. ! ,

Torrance (1969), have proposed some selection cri- 1. Spanish speaking sountr,ies have not devel teria outside the realm of traditional screening,pro "oped a culturally based definition of gifted-. cesses. Eyen though theiremphasis and research is ness,' nor have they .developedtheir own on the black disadvantaged gifted, many of their verbal tests. Translations or adaptations of procedural suggestions can be used for the identifi verbal or nonverbal tests of intelligence and cation and development of gifted children from creativity developed in the United States are other ethnic groups for whom IQ tests and similar beingpsed. measures are of questionable validity or low edu- 2. The majority of the literature of giftedness in cational the United States"is based on pyschologists' Within minority groups the identification of or eduators' ideas of giftedness, ideas which gifted children cannot be limited to a high score are still tied to a score on an intelligence ,on an IQ test. The assessment procedure must test. In addition, no works were found which include measures which willindicate potential attempted to discover what the popular ideas forfurther,more rapiddevelopment.Before of giftedness or talent are in the United States designing these instruments, researchers in the or to document the value of These traits in field of giftedness must dicover the group's values, American society. The project staff concluded definition of talent, and productive goals, and the that the manifestations of giftedness in these kinds of abilities that would need strengthening for definitions would be largely linked to fields the minority gifted, to be able to function well in requiring high verbal or scientific abilities the world at large. Therefore, the criteria for iden- and, in particular, scholarship. Talent, it was tification should be specific to the values of gifted- felt, was most likely to be seen in traditional ness and talent held by the minority group. It art forms or compositions. seems likely that some of the' ethnically based measures would also be predictive of bicultural Community Input success. The project was postulated on the belief that a As Bruch and Torrance summarized the list of community, in this case the Mexican Americans specialabilities of black disadvantaged .gifted of Texas, can speak to the matter of intelligence. children, they found clusters around the general It was felt that Chicanos recognize and can mil- concept of creativity.Thatis,these children culate many traits, attributes, characteristics, and appear to "learn well creatively, to be _innovators capabilities of the duly outstanding' thinker and and initiators and .problem solvers in their -own performer among them. culture uch..1972)....Researthers_and_educators The_intervie_w_situation_produces_descriptions_of_ are just beginning to consider such abilities for particular behaviors that are culturally valuable identification of gifted children. and that are useful in distinguis.1,rinethe gifted and talented child from the average child. , Talent , Talented behavior is differentiated from overall Method gftednessi by an emphasis on singularity' or:circum- ProjectfieldspecialisCssorbed with Mexican scription of achievement. Stallings (1972) defined American barrio communities in three Texas cities talented children, as those who demonstrate a. single to determine how. giftedness and talent are per talent in one specialized area. McGuire (1961) -ceived. I: emphasized that talented behavior is both per- Instruments i'onallyandsociallysignificant;Theability, whether natural or acquired, should be recogniza- An ipterview questionhaire in English 'and Spanish ble through performance_ (academic or artistic) was developed by the project staff to gather data or products (scientifically a artistically creative) on such factors as personal characteristics of ,gifted .. by peers and professionally qualified persons. or talented 'children; how giftedness is revealed in Gowan (1972) made another 'distinction: Gifted the school, home and community; the relationship students have high potential for verbal creativity, of ziftedness to bilingualisrri; and the type of whereas talented students have a high pqtential environment that best permits giftedness in a child for nonverbal creativity. Co flourish. During a 3 month period, 300 interviews were conducted in the barrios of San Antonio,-Alistin, Methodology and Dallas. A Cross cultural literature survey as it related to Two scales were developed. An adjectival rating the gifted Spanish speaking child was undertaken. scale and a behavioral rating; scale.. These scales .As a,result two facts became clear. constituted the basic interview forlarents.

57 4 t) sS a

L O Sample other skills of socialrelatability valued highly There were 108 bilingual (Spanish/English) Mexi- enough to be mentioned as characteristics. They can American children tested. Qf these, it was only are, sensitive children, attuned to or at least aware passible to interview parents of 54 sullects in order ',Of the neesls of others. "They are usually more to obtain ratings bn their children s behaviors_ respunsible_ancLsensitive_tasashers_atound them . There were 35 malesand 19 females in the - Y Anal ofData Test Instruments 1.`Multiple discriMinant analysis was used to, de- The test instruments used were the Cartoon Conser- termine if the behaviors studied could adequately vation Scales developed by De Avila et al. (1972), distinguish between gifted and normal children. she Torrance Tests of-Creative Thinking, and the The behavior ratings and the adjective ratings Wechsler Intelligente Scale for Children. were used As predictor variables in two separate Results analyses. The pupils were divided into two catego- rieraifted and nongifted. The multiple disaimi; Community Perspeectives nanti procedure (using Wilks; lamda indei) was; Data from the interviews revealed that the Mexi- used to provide information 'regarding the amore *e-."4 can Americans in the-sample did not make the ofvarianceaccountedforbythepredAti clear -cut distinctions between giftedness and talent variables between the two groups. .40 found in the professional literature. Rather, the 2, In addition to the multivariate distinctions centered on habig, interests, and peo- analyses, simple analyses of variance were carried. _ ple with whom they interacted. It appeared that to Out on the gifted and nongifted groups using each the Mexican Americans interviewed, for instance, item of each of the two rating scales as a separate it is not Sufficient to be "intelligent" to be gifted; dependent variable. a child must also' ave verveand style. - - The talented child, if he has had an opportunity Results. Gifted and normal children in the sample to discover and 'develop his talent, exhibits a real were rated by their parents on 43 behavioral state- joy in it. He spends much of his time practicing ments: It was found that the gifted pupils engaged often tothe exclusion of other activities and friends in the rated behaviors to a greater extent than' nongifted ("Ignores his friends to pursue talent"). nine of these behaviors The talented child is .considered' more active have the potential to be diagnostic of giftedness. than the gifted child, Perhaps this is because of Adjective ratings. The adjective rating items, when the difference, in their interests. Both the.talented analyzed simultaueously aling_ the 31 adjective and the gifted child were described as "restless, rating items as predictor items in the multivariate don't-like to be doing just one thing." discriminant anilysis) did not discrimate between Both the talented and gifted,children are intel- the- gifted and nongiTted groups to a :significant ligent. Although "intelligent" was the most fre- extent. This was probably due to the very small quent response given for the gifted, most people sample (N = 54). felt that to be considered gifted "a child must not But using a simple analysis of variance on the only hive intelligence, but also common sense and adjectival ratings individually, it appears that gifted _children are sated`as!being _more self coitfident, ---must-use-thenkboth!7ell." = Both types of _children. are inquisitive, ilways more Inclined to tell the truth, more independent, asking questions. The talented child is especially more curious, more creative, and as having. bettei interested and eager to learn about the area or judgment and being,, more expressive than non-' areas in which he is talented. They are not- "hesi- gifted children. J ,tant to show interest ih.whatever they are good at," Furthermore, thelifted-Child "knows how to make. .- , it in the Anglo world." With regard to conversa- Discu ssiog of Basic Analyses . tion interviewees were divided as to whether the The,.multivariate discriminateanalysisof the 43 gifted and talented are talkative or not. Many said _behavioral item rating scale yielded a significant the gifted child, k"quieiTdOes "noi`try to attract difference between two groups. The multivariate. attention." In the classroom it ,Was:lelt he might analysis was only sigtigcant...for the behavioral be overlooked by allbut the most observant. rating scale. It is interesting to-note that standard teacher, .-, criteria= for giftedness such as good grades and Some gifted and...alented children have lots of_ language facility did not contribus,e_heavily to she friends. others do not-have math for a numr of . ,.. optimal discrimination tetwein gifted_ and non- .reasons.However, they seem to-.have d eloped gifted. .. - -...",_,_ - .>: :,. , 7 . , 4 , P. 58

. f .).... . - Conclusion in future research; an, analysis within the gifted group should 'be- undertaken. 'Those '-children , As is stresied.jn the US Office of Education's publication Education of the Gifted and Talented selected for performing well on the WISC'llerbal (1972) and throughout this, report, not enough could be -compared across behaviors with children concern itgiven_to the educational needs_of_gifted. selected by the other tests.- Also, the use of rating and talented children and, because of the scarcity scOes -Thiad be expanded to incline the percep- ' of reliable identification measures, even lessis lions Of teachers and other community members, given togifted. minority.. group children, The both adults and adolescents, and developed in a paucity of research on minority gifted children, manner which would yield valid results regardless especially Mexican American gifted children: has of the ethnicity of the rater. Such protocols may be ilso been noted. The-importance Of a study of this profitably administeredat several times during the hiture, which sought to determine a community early., elementary years in order to' monitor the perspectivemi giftedness and also to use observable behavior of children selected as potentially gifted behav' rs as indicators of giftedness, is evident. and to identify "late bloomers.'.' It isecessary to stress, however, the exploratory Again it is important to underscore the idea.that natur of this study. It is the "first cut" at develop- giftedness may refer to a whole set of characteris- ing (a) a cultural-community-based definition of tics or behaviors, not all of which need. be present giftedness in Mexican American children and (b) a in the typical behavior of tany one person. Indeed, rnea,ure for identifying Mexican American gifted some of these attributes may seem contradictory. children using behavioral statements. It is probably more accurate to say that patterns of The behavioral rating .scale did differentiate traits are the key to .understanding gifted chil- between the gifted and nongifted groups io a sig- dren, although there may be some common traits nificant degree. In 'other words, parental ratings. .in the group as well. The commonalities and pat- cm the basis of observable behaviors alone serve to -terns of differences (mks of giftedness) that may 'differentiate potentially gifted children. Since indi- ultimately emerge is still an empirical question, vidual items on both. the behavioral and adjectival one which may be amenable to cross cultural rating scales also dikri minated between the two investigation. groups, the resultsiiiie ari nation that die References approach. is worthy.:of-ftlikherfrekearch, not only Baldwin, J. W. The relationship between teacher- for. minority. groups-iii teitieril but for the dofni= judged giftedness, a -group""-.1fttelligence tesi nd an pant ethnic group 0 Well. Similar studies should individual intelligence test, with possible gifted kin- be mounted in otherAreas of the Southwest, rural detgarten pupas._ Giftec#rld Quarterly, 1.962, 6, .as well as urban. Such studies would reveal the:dif- 1'53-156. ferences as well is the commonalities in the percep- Barbe, W. B. One in atVgandAcompartwe study tions of Mexican Americans on what giftedness is of moderately gif4d and highly gifted elementary .All 'about, what kinds of behaviors reveal giftedness school cluidi'ft. Ca)umbus: Ohio State Department patintial giftedness, and what kinds of gifted of Education; 1964.. befiavibis are valued socially. Additions to and Bernal, E. M. Jr. Comparative concept learning among revisions of the rating scales would also Make them Anglo, Black, and Mexican American children under 'usable and reliable for Mexican Americans in standard and facilitation conditions of task admin- other parts ofthe country. . . istration: In E. Casaysinto;s (Chair), Effects of cul- Although univariate and multivariate cliscrimi-. tural variables on Mexican Americans. Symposium pant analyses were run on these data, other typl% presented-at the American Psychological Association, of -analyses could also be done. With a larger-sam- ' Washington DC, September:1971. ple and randoMization of the sample, future Bernal, E. M., JF. Assessing assessment instruments: researchers 'Could do factor analyses of items in A Chicano perspective.Paper prepared for the, order- to determine ,which variables define gifted- Regional Training Program to serve the_ Bilingual/ ness for this population. .Relevant items .could be Bicultural Exceptional Child, 1.5fontal 'Educational combined in a manner Which would weight each Aisociatet, Sacramento, February 1972. item optically in order to make this diagnoiki Blosser, G. H. Group intelligence tests as screening de- more accurate. If a dross cultural. design were 'im- vices in locating gifted atid.superior students in the 'plementesl, comparisons between or among grnups ' ninth:Vide. Exceptional Children, 1963, 29, 282- would be .possible. The profeisions might also be 286. able to see 'how closely' psychologically derived- Bruas C B. A proposed. rationale for the identification, views of giftedness' are related to the lay public, yx4_ :340:leyelnpment orthe gifteeditadvantaged. TAG If the Same or similar.s: testing instalments are used Gifted Children Newsletter, 1970,12 (2),, 40-49. 0.

7.* ,/

Brtich, C. B. Modifications of procedure for identifi- Marland, S. P., Jr. Eductstion of the gifted ,d telenk;e , cation of the disadvantaged gifted..Gifted. Child ed.: Report to the Congress of the United:States 'bEy Quarter4, 1971. 15, 267.272. the US Commissioner ofEducation. WashingtoaDc1 BrtiCh, C. B. Ideas regarding id,entificistion of gifted. US OffiFe ofEducation, 1972., and talented students and the' potentially gifted and'Martinson, R. A., it Lessinger, M. Problems in, the talented in black school Populations. Planning Com: identification of intellectually_tgifW1 pupi4-1e.xep- mittec,,J072. Fiona' Children, 1960, 26. 227-242: DeAvila, E. A. Some cautionary notes on attempting McGuire, C. The prediction of talented beltaVior in the to adapt IQ tests for use with minority children and.: junior high school: Human Talent Research Project. ci neopiagetian ,approach to intellectual-assessment: -_ -Unpublished manuscript, The University of Texas,,

Partial report of preliminary findings. Paper pre- 1961. ,I serttell at the BABEL COnference on Testing, San Meeker', MN, Identifying potential giftedness( Bulletin Francisco, 1072. ' of the NAS SP, 1971,55, 92-95. DeHaan, R. F., & Havighurst, R. J. Educating gifted ?otter, J. ji. Sociocultural factors in the educationalI children. Chicago: University of Chicago Press,-1961. evaluation of Black and Chicano children. Paper Dodd, B. N. 1:% study of creative characteristics of Latin presented at the 10th Annual Conferen0 on ,Civil American male juveniledelinquents and Latin andC Human Rights of Educators and Students, - American male juvenile non-delinquents. Master's Washington DC, 1972. thesis. Unpublished manuscript, Texas College of 01t1 (Operations Research, Inc.) Analyti4 studies of Arts and Industries, 1964. selected educational dara. Technical Report Ao. 661,

Freehill, M. I. Gifted children. New York: Marmillan 1971. I and Co., 1961. . Passow, H. A. The gifted and the disadvantaged, Gallagher,--, J. J. The gifted child in the ilenrentary ., National Elementary Principal, 1972, 5.1(5), 24-31.' school. Washington DC: Department of Classroom Rkmirez, M., III. Value conflicts experienced by Mei-

Teachers, Arne-lean EducatiOnal Research Associa- can American students. El Grito, 1972. , lion of the National Education Association, 1959. RtFano, 0. I., V. The historical and intellectual,pre- Gowan, J. C. Relation between creativity and giftedness. sence of Mexican Arnericahs: El Grito, ,1969, 2(2), Gifted Child Quarterly, 1971," /5(4,), 239-243. 32-46. Gowan, J. C The gifted child_to_day and tomorrow. Stallings, C. Gifte ce disadvantaged children. National Address presented at the Northeast TAG-Connecti4 Leadership:Institute:TeacherEducation/Early State Department of Education Conference, Action Childhood (Technical paper). The University of., programs tor the gifted, talented, and creative child, Connecticut, 1972. . . ew_HavenNaiimbeA.,10,_1972 Tctrrance, E.P,---Torrance-tests-of-creative-thinking:-='.. --1 Guilford, J. P. Intellectual factors. In M. J. Ascher & ,, Norms-technicalmanual.Princeton: Persotmel C. E. Bish (Eds.), Product-e thinking in education, Press, Inc., -1966. Washinpon DC: National Education Association; -Torrance, E. P. A three year study of a creative- 1965. ; aesthetic approach to school readirress and beginning Guilfbrd, J. P. Intellect and the gifted. Gifted Child reading and arithmetic on creative development. Quarterly, 1972: I6,- 175-184. Aihens: University of Georgia Research and Develop-

Kleinfeld, J. S. Intellectual strengths in culturally dif-'7 ment Center, 1969. . . ferent grotips:- An Eskimo illustration. Review of Walton', G. Identification of the intellectually giaed . . . Ediicatierial Resraich, 1973, 43, 341-359.- . ,_ children in the publit sc7i6O1 kindergarten. Uripill:- Lyon, N. C.. it. Talent, down the drain. in American !Med doctoral dissertation, University .61 Califor- Education. Washington, DC: US Office of Educa- nia at Los Angeles, 1961. tion, 1972. ( Zirkel, P. A. Spanish-ipeakiin students and standard- Manaster, G. J. & H'avighurst, R. J. Cross-national .ized tests. Urban Review, 1972, 5/6, 32-40. resear rh: Social-psychological methods and problems. , - 1,-) New York: Houghton MiffliniCo., 1972: .

. I. ;. - - The Nat Training Instituteon theGifted-and Talented: A Sketch of Its Future, Present,. and Pist Irvi gS. Sato, Wayne P. Wilson, and Winifred Luchg

.-t THE special needs of gifted and talented stu of planning, operating, and evaluating specific 5. dents have seldom been fully acknowledged, programs. Such a team, designed with inside and but in the past few years efforts have been greatly outside members, will have a long term involve- increased not only to recognize these needs but also ment as contrasted with pneshot consultancies. The to provide for them. The creation of the Office of outside group will not be permanent but instead Gifted and in the US Office of Education Will help find; and develop the local resources rein January 1972 demonstrated federalconcern for, quired 'for advancing and effecting changes in the and commitment to, this often overlooked minority. program .+ In August 1972 the National/State Leadership . The team/concept to prepare and draft a written Training Institute on the Gifted and Talented (LTI) plan has proved effective in LTI's work with states,_ was established ``to upgrade supervisory personnel and the LTI believes h can be applied to other and programManningfor the gifted at the state -publics. As theotates implement their plans, the ,level." An important feature of the LTI is itssup- LTI will carry the concept of team planning into port and prbmotion ofa comprehensive view of _stilLdifferent-areas.(such-asestandarcl metropolitan atiimeans to b ---gifted or talented. Operation- statistical areas). c)ally, it views giftedor hi-tented as those who excel consistently or show .the potential of excelling consistently in various areas of human endeavor:aca- The Present and the Past: LTI-Sponsored demic, creative, kinesthetic (performance skills), Institutes and Meetings and psyehosocial (relational and leadership skills). In detailing the plight of the gifted and talented, - .the USOE Commissioner's Report_ to Congress. The Future: LTI's Educational. ActionTeams (Education of the Gifeed and Talented. Report to In the future a new direction and majot emphasis of the Congress-of the United States, 1971) listed only the LTI will be the formation of educational ac- 22 states with legislation to provide resources at the tion tems, which will operate in three selected ,set-, school distriCt level for service to the gifted and the tingsrural, urban, and suburban. LTI's already talented. The report pointed out, moreover, that ,well established concept of team organization will even this figure was too high, for inmany cases be transmitted here to one of.an "inside-outside" such legislation merely represented intent. In team. The outside professionals will represent such tion, other programs.which had potential fot .pro- fields as identification, program alternatives for viding services at the local level were often severely the gifted; talented, program evaluation, teacher hindered by funding priorities, crisis concerns, and training, budget and _finance, communications, inadequate personnel., and public relations. The inside members of the The managers of the LTI have directly adpires- Beam will be individuals such as superintendents, sed -themselves to the problems, concerns,and =assistant superintendents, board members, prin- needs documented. in the 1971 Commissioner's Re- cipals, curriculum consultants, counselors,psy- port. To pursue its goal of assisting states in im- chologists, teachers, parents, and_ students. The 'proving, planning, and_ draining personnel, the educational action teams-will ftinction in the areas LTI has engagedin_these_specificactivities;

61- , '5 - 9

Formulating and initiating state and regional tutes has had as its primary focus the completion 'of team 'activities involving planning and program a plan for gifted education.. To assist the partici- development fOr the gifted and the talenteh. pants, the LTI distributes specially prepared train- Maintaininga communication network among ing materials and provides the opportunity for the'central office of education, regional offices interaction with nationally recognized experts in the ofe-dhcation, local educational agencies, parent education of the gifted/talented, federal and_ groups, and the private-sector. officials, fellow summer institute participants, and Training selected individuals at regular training gifted students. Pertinent and current printedma- institutes or workshops terials, tapes, filmsdips, and films ai-e also made Developing documents, publications, and media available for examination and research during the products on the gifted and talented which.are institute.Thus, _.participants take an in-depth disseminated through workshops and institutes. plunge into, gifted/talented education through Increasing public awareness and knowledge media, seminars, workshops, symposia, and dis- about he gifted and the talented. cussion groups. In its initial stages of development the National/ Funded by HEW/USOE through Education Pro- State Leadership Training Institute on the Gifted fessions Development Act (EPDA) fundsto the and Talented decided for several reasons that Office of the Superintendent of Schools of Ventura a five member team approach would provide County (California), the LTI has its headquarters the best use of available resources to prOduce maxi- id Los Angeles. Irving S. Sato is its full time di- Mum impact at the state level for gifted and rector. The Executive Advisory Committee makes talented Pupils. First, diversity of input could be .recommendations for the operation of the project, generated by the varied perspectives of teachers, and the Executive Director of LTI is David M. parents, -administrators, and others with specific Jackson at the LTI Reston, Virginia; _office. Dr. and varied experiences in decision making proces- Jackson also serves as Associate Director of the ses. Second, by concentrating this diverse energy on ERIC Clearinghouse 'on Handicapped and Gifted a specific goal (the development of a state plan),- Children at the headquarters of The Council for maximum leverage could be obtained. Third, by Exceptional Children (CEC). affording team memberi a shared work experienCe The LTI has thus far focused much of its effort in. raining sessions and workshops,a higher degree on its summer-and regional leadership training in- of ownership in the development, acceptance, and stitutes To date, the 2 weeksummer institutes implementation of the team's product would be de- (Squaw Valley, California, July 8-20, 1973; Wil- veloped. Thus, team. members would bemore -rnirrgron. North, Carolina, June. 23 July 3, 7.1174; likely to . follow up on the results of their efforts Aspen. Colorado. July 7-19, 1975) have trained when they, return to their respective states because five-menrt;er teams from each of the 15 to 20 of the sense. of responsibility and commitment, participating states each surriter; attwo regional 'which they have developed toward each other and institutes(Deadwood,South Dakota,October the plan. 1,-6. 1974;Dedham,Massachusetts,October The development of a state plan is policy plan- 15-19, .1974), the LTI has worked with 'a total of ning, not decision making. Decisionsare left to 16 teams.rn July, 1975, in Aspen, ,Colorado, decision makersin this case, state level educa- the LTI 'sponsored the largest of threesummer tional-administrators and legislators. But .when de- institutes' ,Provisions included -a full 2 weekpro,. cision makers ar.e.presented with a cogent rationale gram for those state teams not yet involved in an for .gifted, education and viable proposalsfor institute; a week for those who had attended the action, things are more likely to happen. regional institutes; and a==trI;veek followup for Repi-esentatives from 19 states and territories earlier summer institute participants. To date, 413 Alabama, American Samoa, Arizona, District of state teams have been trained. Columbia, Florida,Guarii,Illinois,Maryland, At these leadership training institutes, ,the five Massachusetts;Minnesota,Nebraska,Nevada, member teams have the opportunity to examine New Jersey, Ohio, Oregon, Pennsylvania, South carefully the education of 'the gifted and talented Carolina, South Dakota, and Texas attended the and to di-aft a plan to initiate and/Or improve edu- first national summer institute in squaw Valley, cational programs for-the gifted/talented in their California. The eyaluation,s..indi cated that the in- geographical areas. Because team Me rs work stitute strengthened and expanded within thestates together on the plan, they developa sense "of the network:of individuals committed-to gifted and achievement and reinforce their selfesteem, neces- to en cation. From S_ quaw Valley, onere- sary prerequisites for the next step of implementing gional and 19 state e developed. -the -plan. Each Of the summer and rtgionarinsti- The second summer institute jr-f--Wilminron,

.10

4 North Carolina, included participants from 21 midwestern state built on its experiences at the first statesCalifornia, Delaware, District of ColuMbia, summer institute and raised $29,000 in foundation Georgia, Idaho, Illinois, Iowa, Kentucky, Louis-tfundsto set up a series of statewide mini-institutes iana,Maryland,Minnesota,Mississippi,New on the education of the-gifted /talented for 1,800. YorkNorth_Carolina,...South__Carolinas_Tennessee, teachers. Virginia,, Washington, West Virginia, Wisconsin, 1. and Wyomingone city (Los Angeles), one foreign 1 South Carolina country(Canada),andtheUnitedStates South Carolina has legislative support an-funding Dependent Schools European Area. Thirteen' state of $105,000 to develop three-Inodel'prifigrams on, plans, two regional plans, and two local district gifted eilucation during fiscal year1976,.. The plans were written. As-in!the evaluation-of the first model programs are, stimulating development of six institute, the second summer institute was seen as a additional gifted and talented programs within the significanteffortinstrengthening the gifted/ state. The state board of education will ask,the talented movement. legislature to double gifted/talented-funding in fist Both regional institutesin Deadwood, South cal year 1976. , Dakota, and in Dedham, Massachusettswere Since August 1, 974, James Turner has been full phases 1 and 2 of the usual three phase institute time consultant to-the South CarolinaDepartment program. The teams drafted position statements. of Education-on gifted/talented programs. Since, and plan outlines and returned to their states to July 1974, Mr. Turner has also been coordinator of write or refine their plans. Regional institute par- a 10 state Title V project to develop special pro- ticipants attended the phase 3 portion of the sum- grams for gifted,and talented youth. mer institute in Colorado; July 13-18, 1975. A course ogifted education'has been added to Teams attending the Deadwood Regional In- the education curriculum of the University of stitute were Arkansas, Oklahoma, Montana, Kan- South Carolina. Other state accomplishments in- Sas, Colorado, Utah,. North Dakota, and Indiana. clude the South Carolina Conference on Gifted At the Dedham Institute, there were teams repre- Education in June 1474, and a second-conference senting Missouri, Maine, Rhode Island, Virginia, held March 5-6, 1975. -Puerto Rico, Tennessee, Massachusetts, and the city. of Boston. According to preinstitute ques- Mvada tionnaires, regional institute .participants attended "The Western 'Exchange" was the theme 'of an the sessions to get 'more information on the goals interstate-workshop hosted by Nevada (in coopera- and-objectives-of-the-1XL; on- how todesign-and- tion With Ariiona, California, Tdano, Oregon, and` initiate gifted/talented programs, and on how to Washington) in Las Vegas, Novembei 13-15, 1975. evaluate such programs. 'They were interested, as is An estimated3,000teachers,administrators, the LTI, in extending the overall definition of parents, and leaders in gifted education attended identifying studentsin gifted/talented and in this cooperative conference.. the various categOries of giftedness. Participants Nevada has developed a slate plan forgifted and generally felt their basic purpose was fulfilled. talented education. The program has been ftinded State teams in attendance at the Aspen Insti- by the state legislature for $275,500, with $14,500 in July, 1975, who had not participated in previous allocated to each of Ole 19 gifted/talented units..In institutes were Alaska, torineetititt, Hawaii, Ken- the fourthcoming fiscal appropriations, $16,000 tutky, Michigan, Mississippi; New Mexico, Ohio, per gifted /talented unit has been requested. . and West Virginia. City teams from New York-and The University of Nevada at Las Vegas offered a Los Angeles also participated. Evaluation results new course in gifted/talented educationthis past obtainedbyElsberySystemsAnalysis,Ltd., summer. Flushing, New York,' indicated a strong corre- spondence between the objectives of the institute Maryland- and the expectations of the participants. Requests As a direct result of the national summer leader- for followup services emphasized the need for ship training institute, Maryland his added. a state regional, state, and local training institutes, a need board member, Ellen Moyer, directly concerned. which will be addressed by. the Education Action with gifted education: The director of gifted/ Teams previously discussed. talented programs, James Fisher, is currently. plan- riing 24 sumineeinstitutes for each of the Maryland Benefits Derived from Institute Participation' counties. Funded under Title-V with $10,000 set Many states have benefitied from the renewed aside for each institute, the Tiveek institutes will vigor of institute participants. For example, one giveparticipants-the opportunity to write plans far '63 gifted/talented education in each, of the 24 1973 school year, there .were ,four. ddistrict

The first Maryland Conference on Gifted, Educa- Mg the 1973,1974,schOol year,. four,..inore districts pop was held in November 197.4. Additional were -added..to include 794 students. This 42' Meetings included a state funded planning work- Arizona school districts run .gifted _prograins for shop_ on reading for the gifted/talented {June 4,169 students. Each district submits a prOposal for 2-4, 1975) and a 2 week workshop on-the arts.and a program, and each approved program is funded humanities,inSummer 1975. at $50.per.,year per identified-child. The state .plan., written and revised at the last Statewide awareness conferences were held hi two national summer institutes, has been submitted January 1974 (attended by 139 teachers and lead-. to the state, board for approval. A bill is pending in ers) and February 1975 (with .an attendance of the Maryland legislature based on the contents of 250). Another result of the -LTI Summer, institute the plan. has been the formation of a.new parents' organization,, the Arizona Association for Gifted and Iowa Talented. On November 14, 1974, the Iowa; Board of Public Instruction, accepted the state plan on gifted/ Louisiana talented education written at the 1974 Wilmington Louisiana has allocated $159,636, to the salaries of institute. In December, at. a statewide leadership 22 teachers of gifted and talented. In addition, development workshop(gifted/talented educa- limy such teaChers are supported by local funds. Ain), participants met .with.the, director of. cur:. The first Louisiana Conference ',on the Gifted, ralidlum and the special educarion.dirmor.ofthe financed by Title V funds,_*as:heldlantipxy 30-31, University of North Iowa to focus. on improving 1970, and was ttendeiily-800,41twators and, ad- teacher training programs. ministrators. The Iowa Conference on the Gifted was held Current projects include a task force to work March 24-25, 1975, LTI consultant SandraKaplan, with each parish (school district) and with colleges gifted program consultant to the Inglewood Uni- and universities on behalf of gifted _education; fied District (California), was the featured speaker. organizing parent-teacher groups statewide, under Iowa has established 15 regional educational theLouisianaOrganizationforGifted' and units to replace its earlier county system. One Talented; and Project Satellite, designed to team gifted/talented consultantwill' be assigned to local high school students for 6 to 8 weeks of learn- each unit, beginning with the opening of the 1975 ing experiences with special projects. The full time --- school -year. stateconsults 4forgiftedandtalented,Lillie Gallagher, has-been locating interested persons to Alabama work with the students under this project; 12 stu- Although there is no implementation of the state dents are now involved. Two parishes.have applied plan for the education of the gifted and talented in for Title.III funding of,gifted/talented programs. Alabama, aspects :61;31e plan have been incorporated into some gifted programs. Tlie, first Mississippi bama State Conference on the Gifteddect A Special Education Bill enacted in May 1974 pro- under Title V, was held February 6-7, 1975. This vides .funding for teachers' salaries in gifted/ has generated interest in the gifted. There have talented edoCation in Missislippi. There is a .state also been four tele'sion- interviews of gifted/ level 18 member committee-on gifted and talented talented leaders on the three major television net- education and two Title III .gifted programs' fororks aired in Mcintgpmery. operating within the state. Five Alabama resource persons were invited to The University. of South Mississippi offers a mas- present material ,used in Alabama programs to ter's program in the giftedarea, with 18 quarter participants at ..the Gulf Coast TAd 'Conference in hours of gifted education courses above the B.A. Nev Orleans, March_12-14, 1975. Currently, there level. The university also ,ran a career education are -45- state: supported leachers'the 'gifted/ *ilia high summer enrichment prograth in 1974. ....talititea in Another statewide workshop A _state association _has, been formed, titled the for teachers, administrators, and leaders in` gifted MississippiAssociationforthe Talented and educationwas held in-M.atl 975. Gifted' (MATAG).

* Arizona Nebraska .Don Johnson. ,is a full time consultant on gifted By 1973, Nebraska...had...enjoyed...the support of .a education 'for 'the state of Arizona. In the 1972- statewide parent - educator association for tile gifted , school population; 150 gifted studentshave been and maintained programsn 13 communities..By for establishing priorities for Nebraska's,N throUgh identified. The program is funded. by -the state following goals have been $100,000.Parent groups are sponsoring enrich- a written state plan, the with local schools, accomplished: ment programs, in cooperation and currently serve 90 students. Midwest Regional TAG conference was held' Inservice training has. been -held in the county with in Omaha in February 1974. In conjuction where the gifted program operates. Preseerviceedu- TAG, there was a reconvening of thefirst cation is being negotiated with Portland StateUni- leadership training institute, versity and Lewis and Clark C011ege Toprospective Seventeen regional inservice sessions were con- teachers of the gifted/talentedl ducted by Diane Porter Dudley, Nebraska con - ultant the gifted, for approximately 100 Summary of State Reports educators during the fall of 1974. The future, past, and present of theleadership ' Three colleges have added;pedal curricular training institutes reveal that the original visionin offerings during either summer or regular ses- which the institute was conceived has nowtaken sions for teaching gifted/talented. shape in the live& of gifted and talented children. Nebraska has developed an educational tele- Moreover, a different and unusual concept .of vision program for the gifted, Kaleidoscopic organizing efforts on behalf of thesechildrenthe Kapers. team approachhas been validated. The number of gifted programs will triplefrom Instateswhereplanshavebeen dvritten, the 1973 figure difring the 1975-1976school approved, and implemented, full timeconsultants depart- year. have been added to the state education An extensive library of information Andinser- ments. In these states, there is an expanded aware- orthe needs orOiffed and talented students. vice materials have been developed. , ness - Two local school districts and oneeducational service unit have added ,a consultant for gifted to. The Present and the Past:LTL 's.Bfforts'to their staff. Involve Key Publics Nebraska hosted eight Exploration Scholarship As the core of inforined and motivated educators winners, and a15 year old from Kearney, and administraiors in the field ofgifted/talented . Nebraska, went to England on the swine pro- grows, the LTI can ,direct itsatterition to more gram. specific geographicar:areas. From 1972 to the present, the LTI- has -made presentations orotherwise Wailungton participated in manylvorkshopi-and-state--and-re gional gifted/talented meetings throughoutthe Donna Tahir isfull time consultant on gifted/ LTI has aimed talented for the state of Washington.Currently, country. In this participation; the the Washington budget for giftedand talented at increasing awareness,-extending 'cooperation, sharing its expertise, and making issues related- to education is $928,000. gifted and talented more visible. As the stateplan- There have been three statewideawareness con- funded. In July ning teams returned to their states fromsummer ferences, two of which were state and regional institutes, many scheduledstatewide 1974 a c_ onference acquainted teachers,decision- in their state Makers; and-leaders with the pilot studiesincluded awareness meetings as called' for November 1974, glans. In 1974 alone, the LTI made awareness pre- in the completed state plan. In sentations or was otherwise directly involved in at the second state funded conference,RainboW of Giftedness, focused on the culturallydifferent. In least11 statewide and 7 regional/national con- November, a third statewide conference was. spon- ferencess and workshops. During the initial four sored by the parent members of theNorthwest months of 1975, it participated in silt statewide and sixbregional/national meetings. Gifted Child Association.. In addition to these cooperative'efforts, theLTI Oregon. planned and, conducted the .first National Con- A statewide, gifted conference was, held inOregon ference on Disadvantaged Gifted in yentura,'Cali- on January 9, 197+,sponsored by:Ate state depart- fornia, March 24-25, 1973. The conference, co- ment of education. Oregon.is planning -two futur e sponsored by the Association of California School -conferences in -October 1975: .The first will be ,on Administratorsand Ventura. 'CountySchools, brought together 25 nationally known experts in - programsfor able and gifted ;!the second will be a TAG regional, meeting. The firstgifted program' small group work sessions. As a followup tothis has begun- in a county with one-fourthof the . conference, the LTI cosponsored with Ventura

3 t

00tOttrS010013 two Disadvantaged, Gifted Teacher pf LTI service: (a). What. state and :Institutes in early op. With a theme. of tional agenaes need from, t4. LTi,during the next ing Practices," rliese institutes .c4ere_d_jeachers phase of its operation ancts(b), long range and short and teacher .trainers (engaged in either .preservice range plans. for teachers/leaders, of the gifted and or inservice training) the opportunity to,participate talented. The overarching problem facing those

in iction-oriented workshops .and seminars con- working. in,gifted/talented education, defined? in- ducted by classroom teach&s from throughout,the the final paper by co-facilitator 'Robert Kelley, nation and by leading experts in this field:Con, "lies in the realm of developing and maintaining a sistent with its policies of encouraging,,participants philosophicalcommitment. Strongadvocacy to think more broadly; the LTI looks upon the groups of educators, legislators, and laymen can term disadvantaged to include those who are eco demand the necessary support systems, but without nomically deprived, culturally different, female, such broad andstrong support, efforts'on behalf of rurally situated, handicapped, or underachieving. the gifted....remain..-. inadequate." Seminar Following the first summer institute, there was a co-facilitator James Gallagher said, "There is a large number of requests for meetings for parents strong desire to iupplemen 'the positive results of gifted/talented. Recognizing the value of the .which have emerged fr6m such [leadership train- interest and support of parents in effecting pro- ing] institutes by strengthening the general programs for the gifted/talented, the LTI has not only fessional base of gifted education..."The LTI maintainedcommunicationswithappropriate will continue to press in the areas of .stimulating professional organizations and agencies, but has public concern and awareness. also worked in cooperation with many parent ,Bublications and media have played prominent groups. For instance,it sponsored two parent- roles in the LTI's dissemination of information to administrator-board member (PAB) conferences, key publics. The LTI has cooperated with the involving local educatiOnal agencies. The PAB ERJC Clearinghouse on Handicapped and Gifted conference task force suggested thatthe LTI C ldren, especially in the preparation of publi- should not work solely with parents, who might cations for the summer institutes. Effecting Change pressure local school boards and administrators and The Gifted and Talented: A Handbook for and lead to resistance from school district decision Parentsare being contimiallyiipaileiriiiir ex- makers, but that the LTI should study working panded. The final versions of two other manuals, with teams of parents, central school administra- The Identification of the Gifted and Talented and tors, and board members within local school dis- Providing Programs for the Gifted and Talented: tricts. From this suggestion, the two PAB con- A .Handbook, are now in _their fourth printing. ferences, evolved: Ai Columbia, Maryland, March Developing a Written Plan for the Education of 2s:3: 1974, 15 local educational agencies from five Gifted and Talented Students (second working states participated; at San Diego on April 27-28, draft),preparedincooperation, with Ventura 1974,16 educational agencies from sixstates County Schools, is also in its fourth printing. The attended. N/S-LTI-G/t Bulletin', which was originally in- In its cooperation with other agencies, the LTI tended primarily for,the summer institutes, is now follows a basic formula : federal concern, state con- published monthly and contains, summer institute c9rlc,CM followup news,. pending. federal and state action,,. toavoid duplication by concentratingon, and Pertinent iiiforiniiion---iliOntipeople; siudies-, complementing existing efforts in the field. Thus, policies, and programs. Iii- addiiiiiii,- the LTI has the LTI works closely with the Office of Gifted and prepTd magazine articles and news releases, deal- Talented, whichisthe .federalexpression of ing with various aspects of gifted /talented education. , national interest in the gifted/talented; the ERIC .\: ^ Clearinghouse on Handicapped and -Gified ,The Leadership Training Institute has also been dien, the federally funded information source for- active inother areas of -media production and dia..' profesSionals in. the field; and others (state edu- semination. In 'cooperation with the Office. of the _Cation agencies, professional organizations, and Superintendent of Public Instruction, State of parents) who are on -the fro_ nt lines of gifted/ Illinois, it produced the 25 minute film More than talented education. a Glance (about a talented blaickgir.1). The film is At the LTI Input Seminar, October 24 -26, available to various agencies tor -a nominal fee , 1974,, in Des Plaines, Illinois, a.group of educators through the Audio-Visual Department of Ventura- andleaders in gifted/talented education from state County Schools. The institute.had collaborated edikitronal: agencies, lOcal educational agencies, With AC1 Pilms, tnc,;:inNeW'VOrk.City to produce and colleges 'and universities met to assess two areas sound filmstrip Wkols the Gifted Child? instead of

66 depicting a static view, of the gifted/talented stu- National Association. for, the Gifted); certain _dent the filmstrip through vignettes of real gifted tional organizations ( e. g.,, Education Commission and talented pupils: challenges the yieiver to de- of the States, National School Boards Association, velop.. a general conceptual framework for appre- and Parent-Teachers Association); private founda- ciating the varied nature of giftedness. This film- tions; and the federal government. LTI Executive strip is available for purchase through-Ventura Director Tiekson underscored- an urgent need:. .Courity Schools. Leaders of the gifted and the talented must appeal. On December. 9, 1974, in New York City, the to larger publics rather, than remain in the same LTI sponsored a lortg range planning meeting with channels. To broaden consciousness,advocates the theme of "Rai4g,Consciousness of ,Key Publics ,should be found within various groups that can

about,the Needs ceGifted.and Talented." Leaders work with the gifted; the activities of suchsroups assembled from the three national gifted ,profes- should be identified specifically and supported sionalrurganizatiOns (Amerman Association for the fullyto expand , opportunitiesforgifted and Gifted, The Association for the Gifted, and the talented students.

4 ,

Other. Resources

66 Appendix of Film Sources

of the films inthis listing are reproduced (with"minor editorial changes) from distributors' asCRIPTIONScatalogs with.permission.Persons desiring either to rent or purchase films are advised that prices may change from those listed here atthe discretion of the distribiitor. Films described herein have been pre- viewed by the ERIC Clearinghouse on Handicapped and, Gifted Children or The Council. for Exceptional children. Their inclusion shouldnot be construed as an endorsement.

'PT 5 AC1 Films, Inc.* Encyclopaedia Britannica Filiis University of California Exten- 35 West 45th Street 425 North Michigan Avenue sion Media Center Nei, York, New York 10036 Chicago, Illinois 60611 University of California (212) 582-1918 (and regional offices) Berkeley, California 94720 (312) 321-7526 (415) 642-0460 Audio/Brandon Universiti'of Illinois 34 Macquesten Parkway South Films Incorporated, Mount 'Vernon, New York 10550 'Audio-Visual Center Visual Aid Service (914) 664-5051 Wilmette, Illinois 90091 1325 South Oak Street (312) 256-4730 Champaign, Illinois 61820 Augsburg Films (217) 333:1360 Indiana University 426 South 5th Street University of Michigan Audio-Visual Center Minneapolis, Minnesota 55415 Audio-Visual Education Center Indiana University (612) 332-4561 416 Fourth Street Bloomington, Indiana 47401 Ann Arbor, Michigan 48103 Bailey Filth Associates (812)337.210A (313) 764-5361 22-11 Michigan Avenue Mass Media Ministries. University of Minnesota Santa Monica, California 90404 2116 North Charles Street Department of .Audio Visual (213) 829-2901 - Baltimore, Marylltret 1218 Extension 1 Carousel-Films* (301) "L2.32s70 Geneal_Extension.DivisiorL_ - 1 2037 University Avenue, S.E.. 1501 Broadway Michigan State University New York, New York 10036 Minneapolis, Minnesota 55455 Instructional, Meclia Center (612) 373-3g10 (212) 524-4126 East Lansing; Michigan 48823 (517) 353-3960- University of Southern California i from ACI and Carousel Py;amid Films Film Distribution Section . must be purchased. It is sometimes' Box '1048 . University Place possible to rent them from other Santa Monica, California 90406 los Angeles, California 90007 distributers. (2 i5) 828-7577 (218) 746-2311

'Disadvantaged (General) being drawn closer together with each new advance of science. It Stresses that all* races are-basicalty .Brotherhood of Man (1946), 10 minutes, coilor, $11 equal with respect to physical and mental capacity, rented, University of California Extension Media and that differences in speech, customs, dress, and Center. color of skin do .not constitute criteria for racial Cartoons show how the peoples of the earth are superiority or inferiority:. Children Without (1963), '29 minutes, black and always been economic survival. The Chinese came white, $6.75 rented, Michigan State University. to America as laborers. TheJapanese settled on the This film is a documentary based on a report of west coastand built strong communities, ,but they -the-Educational-Policies-Commission dealing with were not secure.AlthOugh these nonwhite minorities maintain separate cultures, they all contribute the disadvantaged child. to American society; 0 Code Blue (1972), 26 minutes, color, $17.00 rented, Minorities: Patterns of Change (1972), 13 minutes, University of California Extension Media Center. k color, $6.40 rented, University of ;Illinois. Designed to motivate minority students to consi- Are minority contlitions'Worse todart) han in past der medical health professions as a career, as well generations? Using old photographi, newsprint, akto answer typical questions asked by such students who are thinking about entering medical school, and archive film footage, the film explores both it includes scenes of black and Chicano profes- points of view: (1) that minority groups are follow- sionals in varied medical and allied health fields. ing patterns of change similar to minority groups It is an excellent production, combining sincerity, of the past; and (2) _that today the struggle of encouragement, and a light, entertainingapproach. minority groups has become more difficult. Some of the problems' discussed include unemployment, Differences (1974), 25 minutes, color, $315 pur- ghetto environments, lack of education, and pov- chased, AC1 Films, Inc. erty. An American Chippewa Indian, two blacks, Portrait of atDisadvantaged Child. Tommy Knight,, a Mexican American and a long haired bearded 16 minutes, black and white; $4.25 rented, Michi- white relate their experiences and difficulties in gan State University. learning to live ,wiihin the unwritten rules of white, This is'a study of a young boy. in hiS inner city middle claks America. environment, classroom, and slum home, showing They discuss stereotypes, minority versus majority special problems, needs, and strengths of the inner problems; individualdifferencesandcultural cultural heritage, city child. These children are represented not as differences,family traditions, ,a nameless, faceless mass, but as individuals with biased history books, the positive value of minority individual problems which must be treated as such cultures, role playing, and reasons why minority if they are to become effective citizens. cultures play a significant part in American society. Narration and music with lyrics carry the message, Right to Be Different: Culture Clashes (1972), "Aren't you glad we're not the same?" .,29 minutes, color, $22 -rented, University of Cal- Incident on Wilson-Sti;eet (1965), 51 minutes, black ifornia Extension Media Center. 'and white, $12.50 rented, University of Southern Examines the relationship of various cultural California. minorities sin the US with the dominant Anglo cul- This film demonstrates how a school and teachers ture, including the black community of Detroit, trained in guidance techniques can work together, Chicanos in the southWest, Navajos in ,New Mexico' to overcome problems of culturally deprived and and Arizona, the Amish in Pennsylvania, and emotionally handicapped children. young people in communes. Minorities from Africa;-, Asia and the Americas They Beat the Odds (1965), 22 minutes, color, (1972), 16 minutes, color, $7.10 rented, University $15 rented,Uniyossity of California Extension of Illinois. Media Center. Filmed interviews document the story of Amer- Show's a series of highly successful minority peo- ica's nonwhite minorities how people of different ple who have completed their education and races came to be -here, and what it has, meant to worked hard despite the odds against them. be- them. Blacks male-,up the largest minority. Their signed to interest the minority student who feels advent into. our country began with slavery and that it is useless to continue schooling. today they continue 'to struggle kn. their righ(s. Mexican Americans were early. western settlers, Whatolor Are You? (1967), 15 minutes, color, $14 rented,University of California Extension and most of them today are farm laborers. Puerto w Ricans,arnnow UnitedStates citizens, but those who Media Center. have moved to the mainland face discrimination The experiences of three boysOriental, Negro, and poverty. American Indians have along history and Caucasianat a_ zoo, and amusement park of war with whites, and their main concern has act as b means through which the biological and anthropological differences among racial groups 'Filmed in Los Angeles' Chinato ,are explained. A black and white sequence demon- Wong's story is that of a Chinese Americah strates how dull the world would be if there were who yearns to be a ballerina. He; father, a tailor, no differences in color. proud of their Chinese heritage and insists that his_daughtetattend_a._Chinese_school_ ' Asian American American one. When Siu. Mei's ballet lessons..con- ,Crtizen Chang (1961), 025 minutes, black and flict with her Chinese education, a paint-AI ch7g-ce ,.white, $14 rented, University of California Exten- must be made, but eventually. Siu Mei isgive; a sion Media Center. chance to pursue her own goal. A human relatibns training film that lea 4 viewerwithout lecturing or moralizing, on his Black American man weaknessesto examinehisinterpersonal Bernie Casey. Black Artist (1971), 21 minutes conflicts throtigh the 'unusual experiences of a color, $240 purchased, ACI Films, Inc. small Chinese AmeriCan boy and his encounters with the adult world.- 6- Mr. Casey, a former football player, is a painter a growing reputation. The film follows him as 4Masuo Ikeda.Printmaker (1973),14 minutes, he wanders through woods and fields, gathering color $190 purchased ACI films, Inc. -impressions and images, and then in his studio at work, where he speaks of his feeling about being A modern Japanese artist, living in New York, an artist. Finally, in a setting among the grass and creates a color print from copper plates as he ex- trees which he loves, he shows a number of his -plains hots, he finds ideas and how hecreates his finished paintings. , . prints. Ikeda draws inspiration from nature, from scenes on city streets, frOm signs, and from photo- Black Has Always Been Beautiful (1971), 17 min- graphs. His design is developed in the studio, and, utes, black and white, $111 rented; University of copper plates are etched, one for each color of the California Extension Media Center. print. His procedure and tools are shown Portrait of black photographer James Van Der in 'Close-up detailas he makes the plates,- pulls proofs, -checks and corrects the proofs, makes Zee, who has documented the black experience corrections on th'e plates, -and pulls the finished in Harlem for more, than 60 years. The film. shows him discussing his work and presents some of his prints. A montage of many of his prints demon- fine photographs that reveal ithepride, and dignity_ strates-the-work-of-a-master-of contemporary-art: of black people. Minority. _Youth_ Akira, 141,4 Minutes, color, $10 ._, Felicia, 111/2-minuies, black and white, $6 rented,_ - rented, Bailey Film AssociatesEducational Bailey Film AssociatesEducational Media. media. Discrimihationand'prejudieegreatlyaffect Akira, a Japanese American youth, describes young black people's goals and aspirations. Equal how it feels -to be trpart of two cultures. At home, . education, and employment seem 'unattainable ,traditional Japanese custom_ s are practiced and he 'for many. Felicia is concerned ,about the apathy speaW fapanese with his parents. At sehool and of the- adults in her community who just "don't with his friendi, he leads a typical American boy's. care anymore." She hope's to go -on-to college, b-ut life.`Akira has strong respect for his family, their instead of abandoning her neighborhood when she _traditions, and- religion, and feels, he is fortunate is successful, Felicia would like to try to improve 6 to haktwo cultures to draw upon, it. Reflections\ (1967),18. minutes,color,$7,50 Hey Doc, 25 minutes,, color, $300 purchased, rented, :\lniversity of llinoit. - Carousel Films. 6 ....r- Ho Doc is a film about Dr. Ethel Allen, a black This is\a sensitise study of a friendship between two 10 yea l- olds. a Chinese boy and a Puerto. Rican physician who is medical adviser, confessor and girl, in New York Citys lower east side. T,he cruel friend to_the people of North.PhiladelAia's ghetto effects of the existence of prejudice in their own jungle. Cameras follow her, to the schoOls, through st. age group,nd more particularly in the parental the slum streets, and into her office to spodight generation,Ork their inevitable result. ,' . th; lives of the addicted, the aged, the angry. . . . . Preserited without the use of narrators,- scripts, -Stu Met Wong. Who Shall_ I Be? (1940), 17 min . actors, pr staged interviews, Hey Doc tells the story, tites,t'oior, $7.5,0 rented, University of Illinois. of a vicious urban environment and an indomi - 73

S table lady who, on her own turf, is outto beat it. The subjmt isa black American artist and Produced by CBS news. ieacher.,whose art reflects the influences that have-. John Outerbridge: Black Artist (1971), 21 mM- directed, his life. Reginalcl-Gammon talks about. his- utes,color__$24,0_purchased,ACLEilms,Inc painting and how it fits into the overall meaning otan.lteggie's arthas a tiiiiVersal message and'a _ Mr. ,Outerbridge is a sculptor in metal. He is particularly personal one in which Reggie's black- shown at various stages in the formation ofa major ness plays an inseparable part. The themes of his piece of work. He Speaks of his background and its paintings show an inevitable degree of alienation influence on his work; of the efforts of all artists and frustration. Basically, however, good humor; to express their ideas through their art. The visuals saiitfaction, and optimism dominate his attitude. . are a counterpoint to the 'words of a man who Reggie is a sensitive portrait of a man that can be enjoys the details of his c'r'aft at thesame, time that appreciated on.many levels. he is completely serious, about his roleas a black man and an artist. For groups. concerned with To Be Young, Gifted and Black (1972), 90 minutes, contemporary art, metal sculpture, anthe role color, $37, rented, University of California Exten- of the blaCk artist today. sion Media Center. .. J.T. ", ;51 minutes, color or black and white, A sensitive adaptation o£ -,the stage production S275 (black and white), $575 (color) purchased, depicting the life and works of black playwright -Carousel Films. Lorraine Hansberry, who died ofcancer in 1965 at age 34. Ms. Hansberry's most famous play, 7 Tis the story of a little boy who wanders A Raisin in the Sun, made her the youngest Ameri- through -a-hostile Harlem world of menacing class- can and first black playwright ever to win the New mates and adults. He turies_himself out of that York Drama Critics Circle Award. The Cast in- world by loudly tuning sin, on a transistor radio cluding Ruby. Dee, Al Freeman, Jr.,Claudia which he carries with him to School, to-bed, and McNeil,BarbaraBarrie,Lauren Jones,Roy even tothe bathrOom. Then, while wandering Scheider, and Blythe Danner .portrays Lorraine through a vacant lot, he finds a friend. Hansberry's personal and artistic struggles, relating J. T.'s heart goes out to a forlorn looking' alley her experiences as a black artist and her realization cat. Wounded in some recent skirmish. He prepares that she would die prematurely. Manyscenes a shelter for the cat and leaves his tinter jacket filmed on location capture such episodesas her for warmth and the radio for company. Heeven first visit to the South, her_resp_onse -Triaktit a Wertiiffie-inaf Tor Firs new friend's rhOtise. of 1-lirlem, and her bittersweet memories ofa high He scrounges food from the school cafeteria Sand school English teachei. Conceived in a complex, _ charges cans of -tuna iiih to his mother's grocery free flowing style, much of the script, by her hus- bill. Then, the neighborhqod bullies find the radi band, Robert Neniroff, is drawn from her plays, and begin tormenting the tat. The cat escapes but letters, and diaries. A moving and inspiring dra- is run down and killed in street traffic. matic experience. heartbroken, but his family and the kiry neighborhood grocei gather around to console him. J.T. Economically Deprived and/or Rur ly Situated has lost a friend but has found something else of value --the beginning of an ability to love and the And So They Live (1940), 24 minutes, black and ,knowledge that, after all, people do care. Pro- white, $5.10 rented, University of filinoi duced by CBS for the CBS Children's Hour. This film portrays the conditions inw a ich some farm families of the rural so A Dream to Learn, (1967), 28 minutes, black and li nd go to school. It stresses the need for reeducating adults white. $11 rented, University of California Media Center. co,a wiser use of the land and for providing an eaucation loserto student reeds outside of the This film docurnents an experimental cultural school. enrichment program for black school children in the Roxbury district of Boston. It shows children Appalachia: Rich Land, Poor People (1969), 39 learning about Harriet Tubman, W. E. B. Du minutes, black and white, $16 rented, University...! Bois. and Martin Luther King,,Jr., fondling rab- of California Extension Media Center. bits. and composing ver Ihd stresses the wide- This film show# Appalachia, the nation's first spread need for such neapproaches to education. designatedoverty ariaa coal rich iegiun,whose residents la adeatfood, housing, and medi- Reggie (1972) 1.0 utes, color, 5160 purchased, cal care., It es on eastern Kentucky where_ ACI Films, Inc. mine mechanikation has thrown many out of-work. . 74 . , /,;) ( Intervieyvs reveal hovilack of education and skills porarily lvngiiwith.' relatives, the children, father, - binds people to the-land. Mine owners' hostile mat- andmother__discover khe sometimes .painful ways,- tions to outsiders' efforts to help are discussed. of city life; The caged in feeling Linda and Bliti Rai, have is in ,striking,contrait-teOheir freed Christmas in Appalachia (1965), 29iiiinuteS,, black "down home." The father's problems in. the hiring -and -white, $135 purchased, Carousel Films. hall as he:sTruggles with applications and -forms/ Winner of the 1965, American Film Festival and the reructance of the. mountain mother to Blue Ribbon Awards. Social Documentary. One release her children to the city environment rein- million people live in the stark poverty and desola force the long. -lasting struggle of newcomers to don of Appalachia, exemplified by theabandoned adapt to city Hiring. coal- triinjpg_cpriltpu,Pity of Whisg§iniAg, Kentucky. The moving eyeof the camera remorselessly Terienzent; 40 mmuies, lrlackY and white, -$7:50" exposes the ,misery and discouragement on the rented,.-University of MinnesOta. worn facesof the adults,. the children who have Filmed over a period of 8 months, this docu scant prospects Of gaining an education, the hovels mentary is an incisive portrait of a Chicago slum and shacks that serve a; homes. Christmasin dwelling and the people who live _there. Vividly Appalachia points out that for these people Christ conveys their intimately expressed feelings about , mas is a barren and cold experience in a land of thedrearinessofpoverty,disappointmentin affluence. Although the meager holiday season ,Chicago fo-r, those who came from the South,_ b forthese people of Appalachiaishighlighted, discriinination encountered in jobs and ,housing. pOverty ,prevails the year round. Produced by CBS Shows the oppressive Conditions encountered in the _ News'. daily lives a nine Negro families and their resigned , acceptance. Evan's Corner (\1969), 24 minutes, color, $9 rented, Michigan State University. Female Evan lives in a crowded urban ghetto, in a two Anything They Want To 'Be (1974), 7 ,-minutes, room flat with seven other members of his family. color, $12 rented, .University of California Exte6.,,, He longs for a place all to himself. With love and sion Media Center. wisdom, his mother helps him select one corner in their home for his Own. Yet something is missing. Explores sex sole stereotypes in intelleCtual and Evan learns that to be happy we cannot live alone career oriented activities. Covering both elementary and-high-school-e-vents,therilm-illustrates--two-- a_coiner_but,must_be_willing_to_step_out_andlel -7 P---Themes: tfie-IEF,v-leqel of competence expected of others. girls in both academic and vocational problemj Harvest of Shame (1960), 54 minutes, black and solving tasks, and the subtle manner in which girl white, $20 rented, University of California Exten- career aspirations are channeled. It shows how 96x/ sion Media Center. bias manifests itself in a crafts class, how one girl's' attempt to solve a mechanical problem is thwarted, Reveals the plight of millions of migratory how the assumption that girls are not competent workers who harvest America's crops. On-the-scene in science can be expressed, and how career ex- reports in Florida, Georgia, Virginia, New Jersey, pectations are already sexually biased...in kind rgar- New York, Michigan, and California show degra- ten pupils. dation and exploitation of mertivomen, and children who are moved from state to state in trucks, AWakening (1972), 25 minutes, color, $2l rented, live, in crowded, unsanitary huts, and Work long Films Incorporated. hours for little pay. Spokesmen for goi'ernment, World famous animator Peter Foldes does it farmers, and workers present their views for and again. In this, one of his longer films,,he creates a against the use oft migratory. workers under con .strange but fascinating visual stream Of conscious- ditions seen. ness, carrying the viewer along through count- lessmetamorphoses-people intoanimalsinto Linda and Billy Ray from Appalachia, 15 minutes, railroad trains, faces into butterflies and back into color or black and white;195 (black 'and white), faces. Many of Foldes' films deal with woman's 5185; (color) purchased, Encyclopaedia Britannica image. Awakening isPeter Foldes' conception Eduational Corporation. Contact must be made of women, which is interesting albeit not very flat- with nearest rental library for rental price. . . .1 . Aering. The ever changing manifestations of Woman Lack of job opportunities forces a mountain fare caricatures wTiich bring to mind her negative family to leave Appalachia for Cincinnati. Tem- :qualities- as that of the evil temptressas a naked , ( 751-1 o woman dancing is engulfed by a strange combina This film presents some unorthodox job. alter- tion of animatedmonsters. Although the point of ,natives for women. Inspirational in intent, the film view is debatable, it is uniquely creativetalent. provides heartwarming glimpses of women working as pilots, carpenters, -truckdrivers, roofers, oceano- Thi-Blackillomiin (1970), 52minutes, black and graphers,, veterinarians, and broadcast journalists. white, $10.35 rented, ,University of,Michigan. There is little or no reference to legal questions .Poetess _Nikki Giovanni, singer Lena Horne, or to the facts of job discrimination, although one Amina (wife of poet-playwright LeRoi Jones) or two women do allude briefly to the bias they, and other black women discuss the role ofblack have encountered. Instead, the emphasis ison the women in contemporary society and the problems positivevirtuesof the increased opportunities ihey-IConfront. Discusses the relationshipo f black for today's women. women to blackmen; black women;, to white society; and blatk womento the liberation strug- To Be a Woman, 131/2 minutes, color, $17.50 gle. Lena Horne 'condemns thearrest of Angela rented, Augsburg Films. Davis which she fears may be "a calculatedgeno- Selections from interviews of girls andyoung cidal moveSinging by Roberta Flack,a dance w.omeecoricerning theirown self images, attitudes, by Loretta Abbott,poetry by Nikki Giovanni. and convictions. Six sections include girlhood,per- sonhood, femininity, antistereotypes, sexuality, and Grouting Up Female (1971), 53 minutes, blackand idealism. Designed as a tool to trigger rethinking white, $12.25 rented, Michigan State University. and start discussion. - This film describes the socialization of the American Indian American woman througha personal look into the lives of six females ranging inage from 4 to 35. The Forgotten American, 23 minutes, color, $18 The film shows the action of such forcesas parents, rented, University of California Extension Media teachers, guidance counselors,the media, pop Center. ,music, and the institution of marriage. This is a documentary about those forgotten Americans wild, have become aliens in their native The High Up Doll (1961), 11 Minutes, black and landthe Ametican Indians. white, $15 rented, Mass Media Ministries.. Filmed. on location in the southwest and in the The -increased concern over redefining sexual urban. Indian communities of Los Angeles and roles in society is embraced by this symbolic fable. Chicago, this document sets forth the formula for When a mother refuses to buy her little girla doll hopelessness ;andclesp: ;animal .food. and she wants, the girl has fantasies of being cruelly housing, inadequate education facilities,and disinherited In a scene surrealistically conceivedto limited employment opportunity. Theseare the remind the viewer of an old fashioned speakeasy, physical aspects of the Indian's impoverishment. the girl finaglei the money out of her father. She More damaging ishis loss of identity and self- plays the seductive little chippie sittingon his lap, respect; both as an individual andas a member of while he plays the lecherous, filthy richman of a vanishing and irreplaceable American. culture. the world paying for her charms. After purchasing -Indian children are sent .far from hometo the doll, she does a ballet with it, the doll's size schools where they are discouraged from speak- diminishing as she runs home. Her last and ritual ing their native tongue and encouragedto forget act is to set the doll up on a pedestal, rather than tribal heritage. -Many of them become acutely playing house with it All from junior high through homesick; some have lost their lives while trying, adult age can easily perceive the film's metaphori- to return to their hotnes and parents during the. cal illustration of how "feminine,' qualitiesare pro- severe prairie winters. gramed into female children unconsciously and Former Secretary of the Interior Stewart L. how those children. just as unconsciously adaptto Udall and Seneca tribal spokesman Bob Davis the role in payment for acceptance. The film's provide commentaries along with Leo Haven, affeCtatious parody of the silent movie and its great-,grandson of the famous chief He-Who-Sees period decor add to its commentaryon a classic who wit a guide for the.Indian scout Kit Carson., culturSI more. Haskie (1970), 25 minutes;- Color '$12.50 rented, Other Women,. Other Work (1973), 20 minutes, Indiana University. ,__ color,' $16 rented, Unfversity of California Exten- This film- presents -the story of Haskie,a -young _sion Media.Center.. Navaho Indian lioy, whowants to become a medi-

76 72 cine man but must instead attend a boarding_ A 10 yeold Mexican American boy is involved `' school to meet the requirements of compulsory in the con ict between the traditional attitudes of education. It shows him running away from school his fat and the "I- want to live now" desires of so that he can go -home and tend- his sheep and his older, brother. Flashbacks trace the family's concludes with Haskie deciding to ,stay in school life as migratory workers in Texas, a ,time 'of close in order to help preserve the Navaho culture. togetherness but a dead-end economic existence. Their move to Los Angeles brings more financial Minority Youth: Adam, 10 minutes, color, $8 security but increased tension. The boy, Pancho, rented, Bailey Film Associates, Educational Media. becomes aware of the problems he is facing, prob-. Adam is an American Indian. In the film, he lems shared by many city youngsters as they are speaks candidly about his cultural heritage and his torn .between traditional family customs and fast place in today's society. He feels that there are mis- paced city life. conceptions and stereotypes which are damaging to his, people. But in the final analysis, Adam is an EdUcation and the Mexettn American (1969), American with the wants, abilities, and interests of 57 minutes, black and white, $21 rented, -Uni- versity of California Extension Media Center. his Anglo peers. Examines the struggle of an often forgotten- Our Totem Is the Raven (197,2), 21 minutes, color, minority to effect changes in the Los Angeles $19 rented, University of California. school systemto gain more control over who In this dramatic portrayal a teenage Native teaches and what is taught in its neighboi-hood Americandiscovershisheritageandculture schools. During a week in March 1968, thousands- through the teachings and examples of his grand of students in the barrio of East Los Angeles staged father,played by the noted actor Chief Dan "blowouts" or walkouts to protest inferior educa- George. tion. The protest, a culmination of years of frustration, resulted in alist of 36 demands being pre- Riff '65 (1966), 12 minutes, black and white, $8 sentedtothe school board. The documentary rented, University of California Extension Media first half of the film - presents representative views, Center. mainly from the vocal, Mexican American point -ofs Powerful profile of an American Indian boy in view. Included are opinioris voiced after the blow- Harlem. This film takes on a trancelike quality as outs and also nearly' 3 months later, when the it follov;s Riff through his aimIesi,alienaterdays. "Chicano 13" Were arrested von-Grand Jury He belongs to a gang, and we see the playful ments charging conspiracy, a felony charge. Others beating and roughing up that mark his initiation._ comment on the arrests and their political implica- Almost casually, he tells us how a subway train dons. The second half of the filin panel-discus- ran over his hand and cut off parts of two fingers. sion of some of the issues raised in the first half, Other Harlem youngsters voice their feelings on particularly from points of view not already ex- :various matterswar, satellites, cops. Finally, we pressed. .. set Riff smashing, the interior of an abandoned schpolhous,e, out of boredom, protest, or perhaps FelipaArgrth of the Border (1970),- 16-minutes, despair. -color, $7.10 rented, Universiiy of Illinois. This is the story of a Mexican American girl who Spanish Speaking lives in Arizona and dreams of bednning a teacher. .. Chicano, 22 minutes, color, $25 rented, Bailey When Felipa 'discovers that -her Uncle Jose's chance ' for a new job as a truck drivey depends' on his . Film AssociatesEducational` Media. learning English to, get his driver's license, she What is a Chicano? Filmed in East T.2,:is Artgeles, determines to teach him herielf, since she speaks - .5 this ,documentary stylfilm explores' the Mexican both English and Spanish. Sensitive photography: American communit in general and the Chicano visually conveys the frustration felt by a person who movement in partiCular: A crucial questionis doei. not understand the language in the4lace raised: Must--Melican Americans deny their cul- where he lives and works. tural identity and. .become anglicized in circler io have equal educational,. social, and economic Minority' Youth. Angie (1V11), .01/2minutes, opportunities? - color:* $8 rented,. 13kleyVilm AssociatesEduca- . ,.. , - Chicano from theSouthwesti .15 minutes, black,... tionaVledia. Angie relates }fir personal feelings 'about being a white, $95 purchased,, Encyclopaedia tritannica Educational:Corporation. . - Mexican Amei-rcan. She takes pride. .fiiiie fact ...... ,.,

'73 .

that her family,like other Mexican- American aspects of man's nature, and we see birds destroyed, U niilies, "surround heir' kids with love instead of by pollution and shot.. by hunters juxtaposed with . ,Material things." But she questions the prejudice symbolic scenes of the ballerina collapsing and the =Which she sees exhibited against the Mexican Indian dancer being consumed by-fire. At the;end American in employmentopportun- of _thelm theconstancy-.of-God!s---presence-zis ides Angie's_ philosophy i§ that one reaffirmed thiough the continuation of his creation cannot change society "oil one Saturday." in all of life as represented,in,the title, "and there was morning .. ." `. World of Pin Thomas (1968), '60 -Minutes, cqlor, $15.15,rented, University of Michigran.:' Boundary Lines (1947), 12 minutes, color, $11.. Phi Thomas is a- painter,ex-con, poet, and ex- rented, University of California Extension Media junkie. He is authbr-of the book Doi a:These Mean Center. Streets. Thomas takes the vieweron a tour of A plea,- using animated symbols and music, Spanish Harlem, where two-thirds of the 900,000 to eliminate the arbitrary boundary *lines. that . . Puerto Ricans in the United. States live. This is divide people from each other asindividtiais, home for a "forgotten people" anda place where and as nations, invisible boundary lines of color,. children tire of living because they.see no hope for origin, wealth, and religion. Good for stimulating escaping ghetto life, plagued by filth, narcotics, discussion groups of all ages. and Crime. Claude (1965), 3 minutes, color, $10 rented..Pkra- For Teacher-Awaferiess_ niid Films. . Adventures of * (1957), 10 minutes, color, $11 Claude is a small animated boy- witha head. rented University of California Extension Media shaped -like a football. He lives in.an .alent Centers house and is owned 'by a pair of cardboard,con-. formist, An animated color cartoon presents a condensed cliche ridden, parents."Claude, .Can't 1. account of of an average contemporary you do... anything," sayi Mother;"You'll never human beitirsylubolized by "*". Asa baby, he 'amount to 'anything,Claude," echoes Father. enjoys seeing the new world about him, but his But Claude ignores them both; having hetter all,lity to see and enjoy life is reducedas he experi- things to do with a small. black bOx, and finally ences'disapProval arid rejection, andas an adult he takes his revenge eending. is unable to react freely to the-world about Win. e nett er sees nor finds pleasure in new things Daffailils---:(19711. minutes,color, $145- pur- until, through his own child, he hasa rebirth and , chased, ACI Films, Inc:: sees-the world anew. Spring has arrived but-in-lh -se-64 school;its,: only apparent signs are paper cutoutson the And No Bells Ring, 56 minutes, _black. and. white, windows and a plastic daffodil students examine $10.25 rented, Michigan State Uniyersity,' 4 while the teacher reads Wordsww-th's Daffodils. An ideal school of the. future is pretesnted where Afterward, a black student remains under the spell emphasis is on teacherliiidOM from routine and of the poetry and, still clutching the flower, he concentration Oninstruction requiring the creative finds himself in a beautiful world- of naturecorn-, ability of agood teacher. plete with fields of- danc.ing-claffodils..His exuber- ,ant spirit is unleashed, and he .runs--thpUgh the And-There Was Morning, 10 Minutes, dolor, $14 new green life about him. The recess bell finally rented, ncdistributor listed. . shatters his fantasy; and he is again engulfed by the --In this beautiful, poetic Min,majestic gulls, reality of his h'aiSh city world. .:ZiOariqeover theocean, represent the creative acts of 'God, as a. voice quietly. reads from the opening Games Futurisp Play (1968), 29 minutes, color, c4iaiers of 'Genesis. Children talk about 'the $1-1.75 rented, University of Illinois. Creation ,a.S.,they niake birds in art, music, and .Examines some of the methodsman is using] ,;danct".. .i sculptor explains the significance of his in his starch for knowledge of existing social prob- inct"i4ananese 'flute playercomments on lems as well as.projecied social problems of the 21st thehature-of his wind music. An American-Indian century. Introduces three games which involve role liicei the EaglDance an& discusses its playing and resemble child's play, but,as we wit- .ineaning, atid,:i'young Hering shares her feelings ness such games, we learn how they can help .edu-

abioC danCmg.ffSwan- Lake.Suddenly,these cators to teach future citizens about politics and---; images are shat ered by the_ileArtic-tiVe democracy, generals. and. to develop 14,4;0;"..**:414; 78. future strategies,, and social planners to choose hi's electnikleity; the brain becomes confused alternate futuresfor the world., Narrated, by and finally exfirodesleaving its master destitute. Cronkite. The sign of hope is Rodin'..5 sculpture The Thinker. towering over the wreckage>The aura of future ..The Great"Bubble Conspiracy (1973), 15 niinutes shock, and all that it entails, cones to bear upon color, $15.00 rented, Pyramid Films. our minds in an eery and spellbinding fashion. A lightly satirical film about peoplewho persist I Am Also You (:1970), 13 minutes, color, $15 in blowing bubbles in spite of sOciety't prohibition: rented-09distrihu to r lilisted. ',No bubbles allowed: The protagonlse, a middle . .: woman who blows bubbles-on the slyfrom the.. This film is. an open ended exploration of wilTflosiiof her shabby apartment, joins a grotip. of ' human values. By juxtaposing scenes of contem- young , people,in .the park who arejoyfully. and Wary life withiquotations which span different freely blowing bubbles. The authotities,, sanita- - societies. keligions, age groups, and Centuries, I tin men And gardeners dressed in:lavender uni, .Am AiSo a You paints out the'similatities. among peoples. It also takes care to poiht out our poten- farms, attertipt to put a stop tiothis subversive. .- 'activity. Donning battle helmet, :they charge the tialS and our.faituras:Mtki-a.`rtiatitage of pollution bubbles with insecticide cans:ane. d the pointed sticks ,.,eenes;- "The dts.truction of this planet would have tQlley use to pick up litter. 'T&y..confiscate Ale..'little signifipance on a cosmic scale; to an observer group's bubble blowing apparatui. But the hubbies: n,the Andronteda Nebula the ,sign of our extind- don would be no more_ than a Match flaring for persist,emerging fromsewers, : garhav ,cins; . garaged, windows, and trees. The bubbles are a second in the universe." Stanley Kubrick, irrepressible. Fragile and delicate, they float:acros ;' 1964. . . ; the ugly, smoggy skyline of Los Azigeles, somehow This thought provoking film can excite class- change,religious redeeming man's blight. Surreptitiously, one_ofthe. room discussions of political .belief, dissent, progress, ecolooy, and human love. park's sanitation men blows bubbles and iS` Caiight up in the experience. Back .in theprotagonist's The suggestive power of its visual imagery and its apartment, she' has converted her disapproving use of contrast will interest art, film, and literature - friend from downstairs to the joys of bubble blow- classes. ing. As evening comes on, the darkening sky is Influential Americans, 45 minutes, $9.25 rented, filled With bubbles, cheers, and music. The Great Michigan State University. -Bubble-Conspiracy-can-be-used-by- groups-ipter----- ested in social mores, fear of change, environment, Americans: The film highlights new educational urban studies, satire, symbolism, and filmmaking. techniques; team teaching; language laboratories; English, film, humanities, social studies, sociology, airbornt television; and the heed for great teach-, government, and philosophy classes.will appreciate ers, modern technology. the film. - "Bubble, a statement against those forces which Iniide OUt (1971), 56 minutes, color, $34 rented, suppress the new and the beautiful simply because University of California Extension Media Center. it might mean change, has appeal for all age Documents the failure of urban high school pro, levels:" English journal. grams in the US, concluding that -both students .and teachers are victims of the present system. Homo Homini (1969), 11 minutes, color, $12.50 It then examines inidetail the success of a second- rented, Mass Media Ministries. ary "school without walls" in Philadelphia where , The vastcauldron oT problems that keeps many of the problems shown have been solved. modern man in thrall has been placed at the center of a strange, brilliant allegory, a winner of the I Think, 19 minutes, color, $16 rented, Augsburg Interfilrn Award of the Edinburgh Film Festival Films. and of the Human Rights Award at the national This film deals with the difficulties facing muth film festival of the Netherlands. In puppet ani- todayas they struggle to develop individual identi- mation, an everyman converses with a caricature of ties despite pressures to conform to others' expecta- a computer brain that takes and gives according-to tions. its master's wish. In rapid, kaleidoscopic, flow of consciousness style, ' there is no need of spoken Nu'eixt:. An. Alternative (1.974), 18 minutes, color, word, as the two are pictured in a fast flow of $16.rented, University of California. world news imagery. Gradually, the everyman Demonstrates the edticational philosophy and . begins making demands for value judgment upon methods of the Nueva Day School and Learning ,- -79 f Center,, a famous alternative elementary school frowns look like smiles. Other people, though, which emphasizes a fourfold, approach including grow uncomfortable in his presence and think the traditionalbasic studies,directed study in that there is "something wrong that he should not groups, electiv.e options bening very early in see things their ways, the right way." The doctor the program, and individu d study in which finds that he has been deprived of patent medi- the students progress at theown pace toward cines,the psychojogist discovers that his "hate their own goals, without letter grades or achieve- instincts have been suppressed," the sociologist ment reports. Shows representative class activities warns of his "passivity," and the boy's teacher at the prekindergahen, kindergarten, 6 year old, laments that he never goes about things the '7 and 8 year old, and 9 to 11 year old levels. Also "correct way." The "treatments" include "injec- shows the involvement of parents in the school tions, simultaneous hot baths and cold showers, activities and surveys the important educational traction, lobotomy, brainwashing three times a research and development work done by the day, and saturation with TV commercials"! His faculty. . new right-side-up perspective teaches him that Teachers? (1958), 13 minutes, black and white, "the opposite view of loVe is hate, that beauty is $11rented,University of Atlifornii' Extension ugliness,thatindividualityisconformity,that Media Center. plenty is poverty, that cooperation is Competition, that understandingisprejudice,that depthis A skillful actor satarizes four types of teachers. superficiality, that concern is indifference, that joy More than a portrayal ofhow or how not to teach, isdespair, and that peace is war." All thisis this training film asks, "Is this you?" enough to change his mind: "If you want me to stand on my feet," he says, "you'll have to make Thg Teachers, 49 minutes, black and white, $10 some big changes first." And he walks awayon rented, University of California Extension Media his hands. Center: Shows in cinema verite style a 6 week advanced study institute in which some 50 teachers are pre- On Creativity pared for the challenge of teaching disadvantaged children. Their training begins with a5 day ArtPeopleFeelings (1971), 15 minutes, color,: "live-in" in poor people's homes, where they come $15 rented, Pyramid Films. to know and - understand the low income family People communicate theirfeelingsin many ,and are exposed to the -feelings and attitudes-of ways. This film demonstrates communication of migrant workers. Later, at a mountain resort,. they feeling through the visual arts. Using historical and' hold unjnhibited discussions of theirprogress. contemporary art works including film, billboards, The 4pproach encouraged by theinstituteis posters, and television, it illustrates the means tI1' acceptable to some of the teachers, others find out, artist has at his disposal to translate "inner expert in time, that the jots is not for them. ences into visual form." Responding to the mood of his society, the visual artist's expression of feel- The Test (19753 mini.ttes*, black and white, ing depends on the medium he chooses as well as $70 rented, Audio/Brandon._ . *-;,_ on his skill. The vehicles he uses are the elements A hymn to the potential -Oryotith,:.,T4e Test ofart: line, texture, shape, color, light, and dark. tells, the story of a young man at the daWn of the The film goes on to -illustrate how artists .rely on 20th century, who is determined to prove ,himself both the human and natural'environnients for the as a master barrel builder. Applying all the initia- inspiration .they need to create the unique abstrac- tive and reativity he can muster, he meets, every tions of reality which we call works of art. This fast test with which his villagersCan challenge his skill. moving,etrigtionallyinvolving film provides a His- final task to rescue. a ;barrel, which he has valuable visual experience forart,humanities, consihicted, rom,. ragingrapids'-'providesthe literature, and music classes or any group inter- -film s stirring climax. Warmly diiected. by Ge,orgi ested in the process of artistic creation. 'Dyulgerov, The Test manages to be poetic while- always unfailingly realistic. Apple (1964), 8 minutes, -color, $10 rented, Uni- versity of California Etter sion Media. Up Is Down (1970),--6 minutes, color, $10 rented, This amusing animated 'line cartoon in wIliCh a Pyramid lumpish man employs a variety of stratagems in An animated tale about. a boy who walks .on his an unsuccessful attempt to Pluck An apple from a hands.. From;-his upside down postion,hostile tree has a surprise ending. .

7 8 Feather (1973), 8 minutes, color, $140 purchased, year old boy lend the opportunity for visual meta- ACI Films, Inc. phors of the normally .unseen world, When he A story about a child's emotions and relations drops a rock on the beach, the camera shows the with others. A little girl finds a long pheasant "constructiveviolenceanddestructivebeauty" feather-She-is delighted with it-and-plays-with-it-, of volcaniceruptions_irithe_pastilat_no_hurnan_er and then offers it to many people, suggesting new could see in the same way. As the boy chases birds uses for it each time: Her teacher can use it as an and imitates them, we see that "imitation is the eraser, her brother as an Indian headdress. Every- beginning of learning," Man's attempt to fly with one refuses it. Discouraged, she abandons it,/but wings is superimposed over the flight of a bird. then finds that her little brother has found his own As gulls glide across the sky, a-matching shot of, use for it. Happily, she joins-him in play. Feather fighter planes is superimposed behind the birds. was produced under the USOE and is designed to The grace of flight is caught with a shot of a bird demonstrate flexible thinking and the ability to through slow motion, stroboscopic photography. adjust to changing circumstances. When the film ends, the boy has seen much, but it is what he cannot see, what the camera has given , lie/p! My Snowman's Burning Down (1964), 10 to the viewer, that ,adds a profouRd dimension minutes, color, $11 rented, University of California to ,the film. Extension Media Center. Employing a variety of cinematic techniques, Against the New York skyline, a fully, dressed including time lapse, underwater, high speed, and man sits in a bathtub on a Hudson River pier, aerial photography, The Searching Eye is a valu- typing underwater on a piece of toilet tissue. His able addition toany filmclass.Science,art, behavior is nonchalant and baffling during a series 'writing, photography, or any class where close of whimsical, surreal adventures as logic gives way observation is a virtue will benefit from viewing to the absurd. Open to symbolic _interpretation this film. It can also be used to stimulate creativity as well as simple enjoyment, this "accidrit" (as and help individuals realize that there is always its creators have calledit)isin fact carefully more that they can "see," if they have the knowl- planned and produced With wit and technical edge of how-to go about it. excellence. Wondering aboutThings (1970),22 minutes, Koestler on Creativity (1971), 40 minutes, color, color, $20 rental, Pyramid Films. $12.45 rented, University of Michigan. Wondering about Things is a film designed to

A. probing interview with Arthur .Koestler, explore 'the nature of creativity,especiallyin famous author and philosopher, analyzing some regard to science. Its intent is to confront society's of the processes underlying the creative act. The fear of science and technology. It poses the follow- film is based on his book The Act of Creation. ing series of questions to a wide variety of creative Although the main emphasis is on the scientist people: Why are you interested, in your work? rather than the artist, Koestler tries to indicate What practical benefits ,to 'mankind do you fore- thattheconscious and unconsciousprocesses see as a result of your work? po you regard your- underlying the creative act are based in both cases self as having a-highly active curiosity? What is on much the same pattern. creativity? Are your,concerned about the possible misuse of sciencerAfe you satisfied with life as it The Searching Eye (1964), 18 minutes, color, $15 is today?r,15o you think further scientific investiga- rented, Pyramid Films. tion should be stopped while we learn to deal with Many different instruments have been divised to what wealready know? extend the limits of the eye, the "window to the The individuals who answer the questions are a mind":the telescope to penetrate the infinite rock singer, a cosmologist, a filmmaker, a bio- limits of space, the microscope to penetrate the logist, a folk singer, a boat builder, an astronomer, finite limits of matter, and the camera to record a sculptor, a song writer, a chemist, a columnist, what "the searching eye," aided or unaided, has an organizer for A tenants' Union, a computer ex- found. All learning,all, thinking,all doing of pert, an environmental planner, and a symphony human beings starts first with sight. conductor. The ,several' answers to each question Throughout this film, the simple actions of a JO are edited together ror emphasis or contrast.

81 4

/--Gifted and Talented- kducation: A Topical Bibliography

THE -leritries in this bibliography have been PlOwman, P. D., & Rice, J. P. Demonstrationof dif- organized into several subseotions according ferential programming in enrichment; acceleration, to subject area. While the bibliOgraphy is byno means counseling, and special classes for' gilled pupils in haustive, we have tried to make it broadly grades 1-9. Sacramento: California State Department represerOtiVe of sent-al fields of interest withinthe ,Of Education, 1967. education of the gifted amitalented. Presley, SI L. Educational acceleration:,Appraisals and Acceleration', basic problems. Columbus:- Ohio State University Press, 1949. Albright, A. D. etal. High school programs for , advanced standing and accelerated collegeprepara- Reynolds, M. C. (Ed.). Early school admission for mentally advanced children. Washington DC: The tion. Fulton County GP:: Southern.Association of Colleges and Secondary Schools, 1960. Council for Exceptional Children, 1962. Arends, R., & Ford, P. M. Acceleration and enrichment in the junior high school: A follow-up study. Creativity Olympia: Washington State Department of public Aschner, M. J., & 'Bish, C. (Eds.). Productive think- Instruction, 1964. ing in education. Washington DC: National Educa- Beegle, H., & Press, B. Guide for 'planned acceleration Association, 1965. tion. for gifted second graders.Working, .Draft. Barron, F. The psychology of imagination. Scientific Pasadena: Pasadena 'City Unified School District, American, 1958199, 151-166. 1963. Barron, F. Creativity and psychological health. New Bergstrom, H. E. et al. An early admissionsprogram: York: D. Vah Nostrand, 1963. A committee report on schjol planning for adopting Clark, C., Veldman, D., & Throne, J.-Convergent and . ( an early admissions' policy in .the public schools of divergent thinking abilities of talented adolescents. Minnesota. St. Paul: Minnesota State Department of Journat of Educational Psychology, 1965, 56,-137- - Education, 1962. 183. Birch, J. W. Early school admission for mentally Cropley,, A. J. Creativity and intelligence. British Jour- advanced children. Exceptional Children, 19M, 21,. nal of Educational Psychology, 1966, 36(3.), 259-266: 84-87. Drevdahl, J. E. Factors of importanceto creativity. Birch, J. W. the effectiveness and feasibility of early Journal of Clinical Psychology, 1956, 12, 21-26. adMission to school for mentally advanced children. Getzels, J. W., & Jackson, T. W. Creativity and Intel- Pittsburgh: University of Pittsburgh, 1962. . ligence: Braga, J: L. Analysis and evaluation of early admis- F.41orations with giftedstudents. New ,. York: John Wiley & Sons, 1962: sion to school for mentally advanced children. Jour- 4 *. nal of Educational Research,'1969, 63(3), 103-108. Guilford, J. P., & Hoepfner," R. Creative potential as Buccellato, L. A., & Bruch, C. B. Tire-current status to measures of IQ and verbal comprehension., Of acceleration for the gifted.TAG; Gilled Children Indiana Journal of Psychology, 1966, 41(1), 7-16. Newsletter, 1970, 12(2),28-39. Mandans, A. B. What is creativity? Some approachesto DeHaan,' lt, F. Accelerated learning programi. New the problem of creativity. New York: Pfychological York: !Center fpApplied Research in Education, Corp., Transactions of the New York Acaderhy of I;tc y1963. r Sciences, Vol. 28, No. 7 (1964), pp. 781-87. GibiOn, A. le, `3z Stepharis, T. M. Acceleration and the, Merrifield,P.R. et al. Aptitudis and personality gifted.- Columbus: Ohio State Department of Edu- N measures related to creativity in seventh grade chil- cation, 1963. dren. Los Angelei: University of Southern California \-; 1{ rau's, P. E. the accelerated. GiftedChild Quarterly, Press, 1964. (psychological Laboratory Reports, No., 38-47;" 28). ' Parn,.. S., & Harding, H. (Eds.). A source book on Jenkins,\--e M. D. :A. social - psychological study of Negro creative thinking. New York: Charles Scribners Sons, children of superior intelligence. Journal of Negro . 062. Education, 1936,5, 175-190. Schmadel, E., Merrifield, P., & Bonsal, M. A Compari- Jenkins, M. D. Case studies of Negro children of Binet _soof periormances....oigifted.and_nonzgifted,children IQ of 180 and above. Journal of Negro Education,_ on selected measures of creativity. California Journal 1943, 12, 159-166. . . ofEducational Research, 1965, 16, 123-128. Jenkins, M. The upper limit of ability ''among Ameri- Taylor, C.Creativity,progress and potential. New can Negroes. In J. L. French (E0; Educating the York: McGraw -Hill, Inc. 1964. gifted: A book of readings (Rev. ed.). New York: Thorndike, R. L. Measurement of creativity. Teachers Holt, Reinhart, & Winston, 1964. College Record, 1963; 64, 422-424. Jensen, A. How much can we boost IQ and scholas- Torrance, E. P. A three year study of a creative-aesthetic achievement? Harvard Educational Review, 1969, _ tic. approach to school readiness and beginning read- 39(1), 1-124. ing and arithmetic on creative development. Athens: Katz, I. Review of evidence relating to effect of desegre- University of Georgia Research and Development gation on the intellectual performance of Negroes. Center, 1969. American Psychologist, 1964, 19, 381-399. Torrande, E. P. Guiding creative Talent. Englewood Lesser, G. S., Fifer, G., & Clark, D. H. Mental abili- Cliffs NJ: PrenticeHall, 1962. ties of children from different social class and cul- Torrance, E,P. Gifted children in the classroom. tural groups. Monograph of the Society for Research New York: Macmillan &to., 1965. in Child Development, Vol. 30, 1965. TorranceE. P. Rewardihg creative behavior. Engle- Miller, L. (Ed.). Guidance for the underachiever with wood Cliffs NJ: Prentice-Hall, 1965. superior ability. Washington DC: DHEW, Office of Vernon, P. E. Creativity and intelligence. Educational Education Bulletin No. 25, 1961., Research, 19'64, 6(3),, 16'3:196. " - Plaut,R. earthing and salvaging Wen} among , Wallach, M. A. .Creativity: 'fh Manual of child socially d advantaged populations. New York : Na- psychology (3rd ed.): New York: John Wiley & Sons, tional Se rice Scholarship Fund for Negro Students, 1970. 1963. Wallach, M. A., & Kogan, N. .Modes of thinking in Ralph, J., Goldberg, M., & Passow, H. Bright unde young. children: A study of the creativity-intelligence achievers.New York:TeachersCollegePress, distinction. New York: Holt, Reinhart, & Winston, ,Columbia University, 1966. 1965: Sato, I. S. The culturally different gifted child:

Wallach, M. A., tr Whig, C. W., Jr. The talented sty- dawning of his day. Exceptional Children, 197/1, 40, , .dent:- A validation of the, creativity-intelligence dis- 572-576. tifrctionNew-Yo,rk: Winstoni- Shaw, M..C., & Alves, G. J. The self-concept of bright 1969. academic underachievers. Personnel end GUidance 2.dep, S. M. Intelligence, creativity and inxiety among Journal, 1963, 42(4), 401-403. college students. Psychological Reports, 1966, 19(2). Thorndike, R. L. The concepts of' over and \under n.R. achievement. New -York: Bureau ofPublica\tions, Teachers College,'Columbia University, 1963. Culturally Diffeient, Disadvantage Witty, P. L., & jen ns, M. D. Intra-race testing and Negro intelligen Journal of Psychology, 1934, 1, and Underachievers - . . Bachtold, L. M. & Werner, E. E. Personality profiles 179-192. of. gifted watnen: Psychologists. American Psycholo- I gist, 1070, 25(3), 2$4-243., Curriculum Fashback, S. et -al. A training, dembnstration,-and Fliegler, L. (Ed.). Curriculum planning or the gifted.

research program for remediation. of learning dis- , Englewood Cliffs NJ: Prentice-Han, Inc.1961. orders among culturally disadvantaged youth. Sac- Martinson, R. A. Curriculum enrichment for the gifted ramento: California State Department of Education, in primary grades. Englewood Cliffs NJ: Prentice- 1969 (two parts). Hall, Inc., 1968.. Finney, B. C., & Van D'alsern, E. Group counseling for gifted -underachieving; high school students. Journal ..o4CounselingPsychalogy,,1969, 16(1), 135-1v. - Elementary, School Gfilooly., W. B., & Thorda,- C. L. The effects of fa- Baibe, W. 'B.'Dne in a thousand-A comparative study matrizettion on the verbal intelligence testerf or of at, oderately gifted and highly gilled elementary ' ".manee 4. socially `disadvantaged youth. NeW,Bruns- school children. Columbus: Ohio State Departinent,

. wick NJ: Rutgers, The State 1J,niversity, 1970. of Education, ,1964.

4,:t, 83 Barbe, W. B. As if: the Oen were jiveri (Report of French, J. L. (Ed.): Educating the gifted:' A book of a demonstration project //for gifted country; elementary Readings. New York: Holt, Reinhart, & Winston, school children). ColunibuS: .0nio.State Department 1964, , . of Education, Divisioeof Special Education, 1963. Frierson,E.6C. The gifted. Reviewof Educational ______Itesearch,_1969 ,3_2(1),..25.--37 grams for disadvantaged children. Washington DC: Gallagher, J. J. Peer acceptance of highly gifted chil- National Institute of Chad Health and Human De- dren in elementary school. Elementary Schoolfournal, velopment, 1970: MiMeographed report. 1959, 58, Cutts, N. E., & Moseley, N. Providing for individual Gallagher, J. J. Researcummary on gifted child edu- differences inthe elementary school: Englewood cation. Springfield, IL: to Department of PUblic Cliffi NJ: Prentice-Hall; Inc., 1960. Instruction, 1966. Gallagher, J. J. Peer acceptance of highly gifted chil- Gallagher, J. J: (Ed.). Teaching gifted students. A book dren in elementary school. Elergentaly School Journal, of readings. Boston: Allyn & Bacon, 1965.. 1959, 58,465-470. Gallagher, J. J. Teaching the-gifted child (2nd ed.). Hauck, B. A. comparison of gains and evaluation Boston: Allyn & Bacon, 1975. ability between gifted and nongifted sixth grade stu- Gallagher, J. J., Aschner; M. J., & Janne', W. _Produc- dents. Gifted Child Quarterly, 1967, 11, 166-171. tive thinking of gifted children in classroom inter- Lewis, G. M. Educating the more able children in action. Washington DC: The Council for Exceptional grades four, five and six. Washington, DC: DHEW, Children, 1967. US Office of Education Bulletin No. 1, 1961. `Gallagher, J. J., & Crowder, T. The adjustment of Saunders,D.C.Elementaryeducation andthe Ngifted children in the regular classroom. Exceptional academically talented ,student. Washington DC: Na- Children, 1'961, 23, 317-319. tional Education Association, 1961. Gallagher, J. J., & Rogge, W. The gifted. Review of Educational Research, 1966, 36(1), 1963-1965. Galton, F. Hereditary genius, an inquiry into its laws and consequences. New York: The World Publishing Co., 1962. General Readings Gardner, J. W. Excellence: Can we be equal and Bagley: W. C. Educational determinism or democracy excellent too? New York: Harper & Row, 1961. and the IQ. School and Society, 1922, 15, 374-384. Getzels, J.Varieties of giftedness in the classroom. Barbe, W. B. Psychology and the education of the Washington DC: US Department of Health, Edu- gifted- _SelectedLteadings_New__York' Appletonz.Oen, cation,_and_Welfare,_Officeof_Education,..1961. tury-Crofts, 1965. Goertzel, V., & Goertzel, M. Cradles of eminence. Bish, C. E. Administration: Procedures and school Boston: Little, Brown and Co., .1962. practices for the academically talented. Washington Gold, M. J. Education of the, intellectually gifted. DC: National Education Association, 1960. Columbus OH: Charles Merrill Books, Inc., 1965. Boston, B. 0. (Ed.). Resouice manual of information Goldberg, M. L., Passow, H., '& Justman, J.The on gifted education. Reston VA: ERIC Clearinghouse effects of ability grouping. New York: Teachers Col- on Handicapped and Gifted Children, 1975. lege Press, 1966... Brarrdwein, P. F. The gifted student as future scien'-' Gowan, J. C. Annotated bibliography. fin creativity and fist. New York: Harcourt, Brace & Co., 1955. giftedness. Washington DC: US Office of Education, Crow, L., & Crow, AEducating the academitally able. 1965. New York: David McKay, Inc., 1963. Guilford, J. P. The structure of intellect. Psychologi- DeHaan, R. F., & Havighurst, R. J. Educating gifted cal Bulletin, 1956, 53, 267-293. children. Chicago: University of Chicago Press, 1961. Guilford, J.P. Three faces of intellect. American `;D'Heurle, A., & Haggard, E. A. Personality, intellec- Psychologist, 1959, /48), 469-479. tual, and achievement patterns in 'gifted children. Hildreth, G. Introduction to gifted children. New Psychological Monographs, 1959, 73(13). York: McGraw-Hill Books, 1966. Drews, E. The creative intellectual style in gifted ado- Hollingsworth, L. Children above 180 IQ. In Stan-, lescents.East Lansing: Michigan State University ford-Binet :Origin and development. New YOrk: Press, 1964. World Book Company, 1942. Dunn, L.. M. (Ed.). Exceptional children in the schools. Kenmare, D. The nature of genius. London: Peter New Yolk:-Holt-, Reinhart, & Winston, 1963: Owen, Ltd., 1960. Fine; B. Stretchiog their minds. New, York:,E. P. Kreuger, M., & Neuman E. (Eds.). Perspectivei on Dutton, 1964. gifted and talented:` Arts and humanities. -1S85r1: Freehill, M. F. Gifted children. New York: Macmillan VA: ERIC Clegingliouse -Ha_ ndicip-ped and 1961; Gifted' Chilli- en,-1974.

84 r Lyon, H. C., Jr. Talent down the drain. In American Williams, J. C. .Education of the gifted and talented: Education. Washington DC: US Office of Education, A role for the private sector. Washington DC: US- 1972. ,Office of, Education, 1974. Lyon, IL C., Jr. The other minority. Washington DC: Witty, P. (Ed.). The gifted child. Boston: D. C. Heath --US-Office-of-Educatiori, undated, Mar land,S.P.,Jr.Education of the gifted and Wolfle, D. (Ed.). The discovery of talent. Cambridge: talented: Report to the Congress of-the United States Harvard University Press, 1969. by the US Commissioner of Education. Washington DC: US Office of Education, 1971. Martinson, R., & Seagoe M. V. The abilities of young. Grouping children. Sacramento: California State Department of Education, 1967. Bent, L. G., et al. Grouping of the- gifted, an expert; C. C. Gifted children. ,In L. Carmichael (Ed.), mental approach. Peoria IL: Bradley University and - Manualof child psychology. New York: John Wiley the Illinois State Department of Public Instruction, & Son's, Inc., 1954. 1969. National Society for the Study of Education. 57th year- Goldberg, M. L., Passow, A. H.', & Justman, J. The book, Part I.Education for the gifted. Chicago: effects of ability grouping. New York: Teachers Col- University of Chicago Press, 1958. lege Press, 1966; Nichols, R. C., & Davis, J. A. Characteristics of students of iiigh academic aptitude. Personnel and Guidandeldurnal, 1964, 42(8), 794-800. Guidance and Counseling H. The fulfillment of promise: 40 year fol- Oden, Drews, E. Guidance for the academically talented. low-up of the Terman gifted group. Stanford: Stan- Washington DC: National Education Association, , ftiNd:University Press, 1 968. H. & Goldberg, M. The gifted. In S. Kirk Drews, E. Being and becoming: A cosmic approach ,Il. Woiner, (Eds.). Behavioral research on excep- !Rota liffirildren. Washington DC: The Council for to counseling and curriculum. Part 2. Washington DC: DHEW, US Office of Education, 1965. &Oinking Children, 1963. Gowan,,,J. C., & Dem6s, G. The education and guid- Preisey,rS. Two `basic neglected psycho-educational ance of theablest.Springfield,IL:Charles C. problems. American Psychologist, 1965, 20(6), 44-56. Thomas, 1964. , Rice, J. P. The gifted: Developing total talent. Spring- (Nilsen, Appraisals group counseling for --field-IL: -Charles-C:Thomas; -1970. underachieving bright fifth graders and their parents. Rosenthal, R., & Jacobson L. Pygmalion in the. class- Urbana IL: University of Illinois Press, 1964. roo;n. New York: Holt, Reinhart & Winston, 1968. Smith, D. C. Personal and social adjustment of gifted adolescents. Washington DC: The Council for Ex- ceptional Children, 1962. Identification Sumptun, M., & Luecking, E. Education of the gifted. Blumenfeld, W. S. Selecting talented Negro students: New York: The Ronald Press, 1960. Nominations vs. test performance. In National Merit Terman, L. M. et al. Genetic studies of genius (5 vols.). Scholarship Corpdration 'research reports. Evanston Stanford: Stanford Univeiiify 11ess; IL: National Merit Scholarship Corporation, '1969, Vol. I: Mental and 'physical traits of a thousand Hobson, J. Lit. Mental age as a workable criterion for gifted children, 1925. school admission. Elementary School Journal, 1948, Vol. II: The early mental traits of three hundred 53, 312-321. geniuses, 1926. Holland, J. L Some limitations of teacher ratings as Vol. III: The promise of youth, 1930. predict'orsx-ofcreativity. Journal of Education'al Vol. IV': The gifted child grows up, 1959. Psychology, 1959, 50, 219-223; Vol. V: The gifted group at mid-life, 1959. Martinson, R. A., & Lessinger,..L. M. Problems in the Thomas, G. I., & Crescimbeni, J. Guiding the gifted identification of intellectUalti giftedpupils. Excep- child..New,York: Random House, 1966. tional Chil4ren(1960,.26; 227-2421 Torrance, E.P.Gifted childrenin the classroom- Martinson, It. A.:,The.ifientification of the gifted and New York: Macmillan & Co., 19,65::, _ talented,' Ventura 20ffice of the Ventura County 74, --Vernon-,E.--` P: 7nidligence and cultural and environ- Superintendent orScloals; 1974. ment. London:. Methuen & Co.: Ltd., 1969. ilkl!filliMellnian, Jt "Sr plo901..13. Trends the measure- Ward, V. S. Education of th'e gifted. An axiomatic ment ofcgen4arznentaability. RevieW of Educa- approach. Columbus.:,-Charles E. Merrill, 1961. tionalResea;'6100;,35(1.), 1444.

85 ieX 0 .0" .

'4 Renzulli, J. S. et al. Teacher Identification of Superior Syphers, D. F. Gifted and taltnted. Practical program- Students, Exceptional Children, 1971, 38, 211-214. ing for teachers and principals. Arlington VAI The Rothney, J. W. M. Studies in the discovery and guid- Council for Exceptional Children, 1972. of superiorudents- Madison: University. of Vassar, _W..G., J.-.S.--(Eds.)The-gifted- Wisconsin Press, 191. child in ConnectkutPractical suggestions for program development. Hartford: Connecticut State De- Parents partment of Education, 1968. Winston, C. M. Meeting the needs of the gifted: A Brumbaugh, F. N., Rostico,a B. Your gifted child: non-structured summer program, 1962-1963 school A guide for parentcNeYork: Henry Holt & Co., year. Springfield: Illinois State Department of Public 1959. Instruction, 1963. Delp, J. & Martinson,R. A. The gifted and talented: A handbook for 'parents. Ventura CA: Office of the Ventura County Superintendent of Student Attitudes Schools, 1975, Bachtold, L. M. interpersonal values of gifted junior Strang, R. Helping your gifted' child. New York: E. P. high school students. Psychology in the Schools, 1968, Dutton & Co., Inc., 1960. 5, 368-370. Gallagher, J. J., & Crowder, T. The Adjustment of Programing Gifted Children in the Regular Classroom. Excep- tional Children, 1961, 23, 317-319. Boston, B, 0. (Ed.). Gifted and talented.- Developing Tannenbaum, A. Adolescent attitudes toward academic elementary and secondary school programs.' Reston brilliance. New York: Teachers College, Columbia VA : ERIC Clearinghouse on Handicapped and Gifted University, 1962. Children, 1975. Torrance, E. P: Identity: The gifted child's major prob... Bryan, J. N. Building a program for superior tznd lem. Gifted Child Quarterly, 1971, 15, 147-155. talented high school students. Chicago: STS Project, North Central Association of Colleges and Secondary Schools, 1963. Teachers and Teacher Training Fredrickson, R. H., & Rothney,J. W. M. Statewide im- Bishop, W..E. Successful teachers of the gifted. Excep- plementation of classroom practices for superior stu- tional Children, 1968, 34, 317-325. dents. Exceptional_Children, -1968, 35, 135-140. Cutts, N., & Mogely, Nth_Teaching the _bright _and_ Gotkin,L. G., & IVlassa, N. Programmed instruction" gifted.Englewoqd Cliffs NJ:Prentice-Hall,Inc., and the a 'cademically..gifted. New York: Columbia 1957. ' UniversityInstitute 'forEducational Technology, Gallagher, J. J. Teaching the gifted child. Boston: Allyn 1963. & Bacon, 1975. Kaplan,SsProviding programs for the gifted and Maker, C. J.Training teachers for the gifted an talented: A _handbook. Ventura CA: Office of the talented. A comparison of models. Reston VA; ERIC: Ventura County Superintendent of Schools, 19n,, Clearinghouse on Handicapped and Gifted Children Martinson, R. A. Educational programs for 4iftec 1. 1975. pupils. SaCramento: California State Department of Martinson, R. A., & Wiener, J. The improvement of Education, 1961. teaching procedures wiat gifted elementary *and . Munsey, C., & kittleson7 0. (Eds.)x,Prograinss for the secondary school students. Dominguez Hills CA; gifted bulletin. San Diego: San Diego Unified School California State College, 1968 (Mimeographed final District, 1071. - report,Project" No.6-1244, -US Department of Runyon, J. (Ed.): Florida's state resource manual for Health, Education, and Welfait). gifted child education. Tallahassee: Florida State De- Rothney, J. M., A Sanborn, M. P. Promising practices partment of Education, 1973. in the education of superior students: A demonstra- Southern Regional Education Board. The gifted stu- tion program. Madison: Uniiiosity of Wisconsin, ; dent: A manual for program improvement. Atlanta: 1968. Southern Regional Education Board, 1962. Smith, J. .Setting conditions for creative teaching in the Stovall, B. J., & Tongue; C. The itinerant resource elementary schOOL Boston: Allyn & Bacon, 1966. teacher. A manual for programs with gifted chil- Woolcock, C. W. New approaches to the education dren. Raleigh: North Carolina State Deparugent of of the gifted. MOrristown, NJ; Silver Burdett Co.,I, Public Instruction, 197.0.

86 _fe- -

1 State Levd-Paren Organizations for the 1-- Gifteda/nd Talenied.

; = -4;- omF...of tho following groups are not composed California Parents for the Gifted . solely of parents but are a combination of pro- Beverly King ._f,essionals and parents. --i 4821 Don Juan Place 0 :- Woodla0 Hills California 91.3642 Alabama . . (213) 348-1605 Parents Organization for Programs for - Academically Talented Students Wilhclmina Champlin Colorado Barton Academy Colorado Association for the Gifted 594 Government Street-, c/o Rita M. Dickinson . Mobile. Alabama 36602 Route 1, Box 553. ,(205) 438.6011 (office)° Evergreen, Colorado 80439 (205.) 342-7134 (home) (303) 674-5212 Marvin Golii ALATACt Mobile Chapte r Connecticut Special Education Department Connecticut Association for the Gifted Instru,ctional Laboratory Building, Room230' Acaderny Street School. University of South Alabama Madison, Connecticut 06443 Mobile, Alabama 36688 Thomas Jokubaitis, President (05160:6460 (office) . (203) 245-2761

Arizona,* Arizona AssOciation for the Gifted and Talented Delawares .-_Bobbie(Shbob Gifted Child-Association SecreearY/TreaSwer (organizational stage.) 225 West Orchid Lane Mtiriel Miller; Organizer Phoenix', Aritona 85021 1107 Linda Road '. . Darby Woods Scottsdale Citizens Committee on, the Wilmington, Delaware 19893 Education orthe sifted 02).4/5-6473 Kathy Kolbe. Member Chairman 4131; North 51st Place .Florid ; Phoenix, AritOna 850;18- Florida Askciation forthe,Gifted', 0 ,,= (602),959-4026 - Dorothy A. Sisk, President University of South Florida '. California Special Education FAO 163; O. California Association for-the Gifted Tampa,- Florida 33620 . c/o Don -K. Duncan , r4-2 . Los Angeles County gdut4tional Ce ter ".. " *- 9300 East Imperial Flightvay ; ..; t !? N :Downey, California 90242} rgira :Association kir qifte4EducailOW+," N.. ; Jnana MOdAng,..Pie§ident l A-4.79;;AKYalclaiiii * Throughout this section, an asterisk wi! ean lizeri,,zs . -,.,-; ,i. t 4-: pigye,rsi teorijra, _,30, .20:1, no statewide parents' group. 4: ....175&/)_0_4-5521-Aote '; .,, ..F.', .,,. es,,, .1 'e- *, . ' ,:-.., ,.. - ' , ":- 1. '.:: _,k1Alt. ,..:k ,.-e, ts t ;(..-4 ; -!. -i- `41'"... ; - ' . ..:: 4 -..: ,t 1; ,: - - s 1 ...%1 It," : ..,e,...,.ct;t ;.: ... ..;- t. 11 2 ,;(..1:. '' \ ,:1,, ..1.. 1%.,, It.,..A.,c...... - .e c -; cs,,. ., .1 . V... .`1. \ e. t ,;* e-.

Proarnfor the Gifted Louisiana , earlene-Brown,-Goordinator -Association -fo-the-Gifted-and T-alenied- Richmond County Board of Education in-Lotnstatra 3146 Lake Forest Drive Kay Coffey, President Augusta, Georgia 30904 1627 Frankfort New Orleans, Louisiana 70122 Illinois , . (504)-288-3612 illinois-Parents Associatibn for the ...--Education of Gifted/Talentedudents Maine* Fitter, ACting-President Parents for Progress 2916 Grand Avenue . Elaine Crosby Granite City, Illinois 62040 Salmon Falls School (618) 876-7256 Cape Road Hollis, Maine 04042 Indiana (207) 727-3118 Parents for Enrichment Program - Ben Morgan, SuperviSor Maryland* Indianapolis Public Schools Montgomery County PTA 120 East Walnut &rset Committee for the Gifted Indianapolis, Indiana 46204 Katherine Rigler, Chairman (317) 266-4721 5008 River flip Road Bethesda, Maryland 20016 "Iowa t- (301)229-5355 Iowa Association for the Gifted Harry Budinseik Parents for Academic and Creative Director of Educational Services Enrichment Area Educatioa Agency 7, Deborah P. Clayman, President. 3712 Cedar Heights Drive 9402 North Penfield 0 Cedar Falls, l8wa 50613 Columbia, Maryland 21045 (319) 217-3330 (301) 997-1676 Massachusetts* Kansas* Boston Parents Council for the Gifted Manhattan,Association foi Gifted, Angela Heffernan, Chairman Talented, and Creative Children 186 Park Street keitiiWe4chairman _West Roxbury; Massachusetts 02132 1509 Uni4sitY Drive "(617) 323-2424 . Manhattan, Kansas 66502 Massachusetts Commission for the , (913) 537-0301 Academically Talented --7- 1 --Kansas A'siociation-for Gifted, Talented N 4:4' Joseph Plouffe, Chairman ...."! , and Creative Children, Wichita Chapter Brockton Public Sch49ls _- \ 1. Wien-Davis, Chairman ,..- .,,-, Brockton, Massachusetts 02402i,. -\ 1013 N.: Vassar, Avenue . (617) 588.7800 - .Wichita. Kansas 67220 l Franklin County Task-F6rce Tor - : -(316) 683-7241 Giftedand Talented Children, Inc t333eita AssOciation for Gifted, . .,Aciciiird--giaud, -President ;Talented,- and Creative Children --7;P:O. Box 807 - Chairman., , Greenfield, Massachusetts d13011 1422 Orlians- .. -` . (413) 77e2342.", T cka. Katitas 66604

1 , . :.- .,,., Michigan I', c- i ao 1 c a t ed:-,,... MichiganAssociation for the ..,. :-,n ,And 6eittpre _ ., if,Acacirmic-;f1/3.lented, in '.---.:---.1-.:- tbreri44at",t a petson .._ Partt$InIp§on; President ,f , 51.7 Chamberlain Strict =' : .; 62, -' .--n-7-es. 1O ',:''' '-,.-,-':-i- fayi:Cansai61601 --'-..-N &.,,#:-`,:- 4--'''' * /4 Flushingi_Mtichiian 18433 6. 2,84 WO. (343),65-1X5126 Alv ..-$'".... \ 0 M.k ->,-- -.

.2"*-..?"a---xII 7-788- . 2. Z.L . -: df ' , ,- .4. ,*. Of- Cr -

ational Association for Gifted Children,

Jeanette- Newman-Rosenfeld, President Ruth Clifton, MCGT Coordinator 78 Hall Avenue 411 Rehnberg Place New City, New York 10956 West St. Paul, Minnesota 55118 (914) 634-8015 ; (612) 22-6959 North Carolina . Nebralka Parents for th; AdvanceiOnt Nebraska Association for the Gifted of Gifted Education .1 Coni Schwartz, President Leroy Martin, President Lincoln Public Schools 5015 Glenwood Avenue Arnold.School Raleigh, NoVhiCarolina.27612 Lincoln, Nebraska 68508 (919) 787-3610 (402) 799-2244 (919) 737-2517 , 1 Nevada -Parents of the Gifted and Talented North Dakotai Association for High' Katherine Sylvester, President Potential ghildren t. 255 Skyline Drive Ellen FiedlerOPtesident Elko, Nevada 89801 1434-2nd Street N. (702) 738-7211 Fargo, North Dakota 58102, Nevada State PTA (701) 293-9293 Board of Managers Cominittee for Awareness of the Ohio e Academically Talented Ohio Assodiasion for Gifted Children 'Pat Schank, President Rilth B. Olson, President 413 Falcon Lane 18960 Coffinbe7 Road ' Las Vegas, Nevada 89107 Clevq,1;.nd, Ohio;;14126 -(702)-878-S81_1 - (2-16)1531,280- New Jersey

The Gifted Child Society, Inc. .- Oklahoma Gina Ginsburg, Executive Director Oklahomans krGifted-filAted 59 Glen Gray Road c/a 4tila Arn t,iConsultant Oakland, New Jersey 07436 Guthrie Public Schools .. (201) 337-7058 802 East Vilas OklAholna 73044 New York* - (m) 282:1372 (home) Queens Association for the Education,: (405) 282-1930 (office) of Exceptionally Gifted Children 1 p, : Margy B. McCreary, Founder Oregon i . , 4 111-30 198th Street - Oregon Associatwn for.Edfcation s,.. v Hcillis, New York 1.14i2 EnrichmenAt7 .. ,.% f (212)465-0950 ..,. Ray Lauder4ile; President. N i 'if The,New York State Association for the- - Vista Post Office 5104' - - e Salem, Oregon 97302 ck I!, Gifted and Talented - . . 74r Berhice Ellis, President , ','f ? 628-Go1f Drive Pennsylvania .... . North Wciodmere, New York rise Pennlylvania ciation fttir the c 4 , (5.16) 70-8732 .Study an Eda tioigittlie I.:4 . ''' _Foundationfor the Education of the -Mentallyifttd - ' , .-- . 1 ,. q AcademicallyTilented -Tini4na:.Ross Preidei-i -' . '' .' Katherine Kielich Scranton Sctoi Distrit ? 157 Windsor Avenue- 425 N. Was Alton Avenue " ..... Buffalo, NewYpk 54209 '- Scranton, Pennsylvania18,501k-mk, . et ., . (7M) 880,0616 . f- ' ...... , (717)- 90-2411 ...... \:I K t - . :. " ,,.A i.,, 89

t44 _ 8t) a. Rhode The National Foundatir for Gifted Fairfax County Association for the Gifted and Creative Childrent. Len Deibert, President John E Vriedel; President:" 870 Norfolk Avenue 395 Diamond Hill Road Annandale, Virginia 22003 Warwick, Rhode Island 02886 (703) 280-2545 (401) 737-7481 Virginia Asiaciation for the Gifted Sara Smith, President Elect Tennessee* 42j04 Mason Hill Drive AssOciation for t4 Education of exandria, Virginia X2306 Gifted Students, Memphis (703) 768-2181 01 Harry Krieger, President . 13964.ynnfield Street Program to Enrich the Gifted, Inc. Memphis, Tennessee 38138 Viann rowers, President (901) 767.7867 4514/6ngsley Road Woodbridge, Virginia 22191 Tekas , (703) 5/0-2369 (Association for Gifted Education Washington Carroll Lockhart, Acting President State Advisory Committee for the .e1300 Spyglass No. 161 Gifted and Talented Austin, Tekas 78746 Donnajaitiror Richard Mould (512) 327-2069 \State Department of ?ublic Instruction Utih Gifted Program Sectibn Utah Parents Organization for Gifted Old Capitol.Building and Talented Olympia, Washington 98504 {206) 753-1140 Jeanette N,saka, Acting Chairman of " Task Pbrce Northviest Gifted Child Association

- -Special-Education-DePartment- _ _ Uniiirsity of Utah r 26441 137th'AverE. Saltake City,i.Utah 84112 Kent, Washington 98031 e FortunaAssociiti4for Gifted and (206) 854-9327 Wisconsin Ceen Morris, President Wisconsin Council for the lifted F una did Talented/ 4680 Fortuna. Way Jane Nolte, President Salt,Lake'City, 46117 6833 West Wills Street (70f) 271-2:61114tice.);.. Wauwatosa.;tWisconsin 53213 (702) 277-9922 (homt (414)7717.6624 l/,/ - I

, 4 ,e

*;Therej u no statewide parents' group, although the ,.... /1rgiuia Association ...for the Gifted covers several coun-

90. 8-6