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These two newsletters on gifted education from spring and fall of 2000 include the following articles: (1) "NRC/GT: Developing Expertise Using the 'Big Red Notebook'" (E. Jean Gubbins), which discusses the creation of a professional development module as an intervention tool to foster expertise in using the pedagogy of gifted education in general education classrooms; (2) "Counseling Gifted and Talented Students" (Nicholas Colangelo), which explores the psychological characteristics of gifted students and suggests counseling techniques for promoting positive self-concept, reaching at-risk students, and helping with the transition from high school to college and career counseling; (3) "Challenging Schools' Expectations of Native American Students" (James Raborn), which examines the identification and placement of Native American students in gifted and talented programs; (4) "Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists" (Nancy M. Robinson), which discusses the kinds of advocacy a psychologist can offer; (5) "NRC/GT Query: Are Programs and Services for Gifted and Talented Students Responsive to Beliefs?" (E. Jean Gubbins), which explores beliefs about abilities and the impact on gifted programming; (6) "Recurring Themes in Career Counseling of Gifted and Talented Students" (Meredith J. Greene), which discusses the specific challenges faced by gifted and talented females and unhealthy perfectionism; and (7) "Dealing with the Needs of Underachieving Gifted Students in a Suburban School District: What Works!" (Ceil Frey), which describes a program that targets underachieving gifted students. (Articles include references.) (CR)

This document contains the spring and fall 2001 newsletters of the National Research Center on the Gifted and Talented (NRC/GT). The spring 2001 issue contains the following featured articles: (1) "Using Gifted Education Strategies with All Students" (E. Jean Gubbins and NRC/GT Research Team); (2) "New Center for the Pyschology of Abilities, Competencies, and Expertise (PACE Center) Announced by Yale University"; (3) "Suicide among Gifted Adolescents: How to Prevent It" (Denise de Souza Fleith); (4) "The Emotional Journey of the Gifted and Talented Adolescent Female" (Suzanne Blakeley); and (5) "Extending Gifted Education Pedagogy to the Regular Classroom" (M. Sue Whitlock and E. Jean Gubbins). The fall 2001 issue contains the following featured articles: (1) "NRC/GT Looks at Responses: Youre Having a Test!" (E. Jean Gubbins); (2) "The National Research Center on the Gifted and Talented" (describes a research agenda that centers on the theme of transitions from potential to performance and provides abstracts of the NRC/GT research studies on promoting the achievement of low income, gifted, middle school students; the Schoolwide Enrichment Reading Framework; factors inhibiting enrollment in advanced placement and the International Baccalaureate programs; state standardized testing programs; differentiated instruction; talent identification; and transitions of giftedness); (3) "Effective Coaching: Helping Teachers Address Academic Diversity" (Catherine M. Brighton); and (4) "NRC/GTs Work in the Past Five Years" (Robert J. Sternberg). Most articles contain references. (CR)

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

These two newsletters of The National Research Center on the Gifted and Talented (NRC/GT) present articles concerned with research on the education of gifted and talented students. The articles include: "NRC/GT: Making Decisions and Determining Next Steps" (E. Jean Gubbins); "Free Summer Programs for Talented Teens" (D. Betsy McCoach); "High End Learning in the Diverse Middle School: Investigating the Possibilities" (Catherine Brighton and Holly Hertberg); "Gender Issues in Gifted Education" (Lynn Rose); "NRC/GT through the Year 2000" (E. Jean Gubbins); "What's in a Word?" (Susan T. Dinnocenti); "Inventive Differentiation" (Julie Rossbach); "Mentorship at Its Best" (Nancy Lashaway-Bokina); "Extraordinary Gifts Often Come in Plain Brown Wrappers" (Fred A. Bonner, II); and"Curriculum Compacting: A Necessity for Academic Advancement." (Each article contains references.) (DB)

These two newsletters of The National Research Center on the Gifted and Talented (NRC/GT) present articles concerned with research on the education of gifted and talented students. The articles are: "NRC/GT's Suggestions: Evaluating Your Programs and Services" (E. Jean Gubbins); "Professional Development Practices in Gifted Education: Results of a National Survey" (Karen L. Westberg and others); "Preaching to the Choir: TV Advisory Ratings and Gifted Children" (Robert Abelman); "Gifted and Learning Disabled: Twice Exceptional Students" (Dawn Beckley); "Differentiation: Definition and Description for Gifted and Talented" (Susan T. Dinnocenti); "Underachieving Gifted Students: A Mother's Perspective" (Pamela Hunter-Braden); "An Independent Study Model for Secondary Students" (Del Siegle); "Evolution of NRC/GT Products: Resource Toolkits" (E. Jean Gubbins); "I Learn, Therefore I Am: Descartes Ideology in Cyberage" (Siamak Vahidi); "Distinguishing Myths from Realities: NRC/GT Research" (Marcia Gentry and Karen Kettle); and "Academic Decathlon and Secondary Students" (Carol L. Tieso). (Each article contains references.) (DB)

These two newsletters of The National Research Center on the Gifted and Talented (NRC/GT) present articles concerned with research on the education of gifted and talented students. The articles are: "NRC/GT: Research Should Inform Practice" (E. Jean Gubbins); "Building a Bridge: A Combined Effort between Gifted and Bilingual Education" (Valentina I. Kloosterman); "Talent Development for Everyone: A Review of 'Developing the Gifts and Talents of All Students in the Regular Classroom'" (Bruce N. Berube); "Gender Differences in High School Students' Attitudes toward Mathematics in Traditional versus Cooperative Groups" (Lisa A. Drzewiecki and Karen L. Westberg); "NRC/GT: The Parent Connection" (E. Jean Gubbins); "A Parent's Guide to Helping Children: Using Bibliotherapy at Home" (Mary Rizza); "Parents, Research, and the School Curriculum" (Mallory Bagwell); and "Cluster Grouping Coast to Coast" (Patricia A. Schuler). Also included are the following brief research summaries: "The Effectiveness of Peer Coaching on Classroom Teachers' Use of Differentiation for Gifted Middle School Students" (Caroline Sarah Cohen); "Effects of Teaching Problem Solving through Cooperative Learning Methods on Student Mathematics Achievement, Attitudes toward Mathematics, Mathematics Self-Efficacy, and Metacognition" (Edna Leticia Hernandez Garduno); "A Gender Study of Students with High Mathematics Ability: Personological, Educational, and Parental Influences on the Intent To Pursue Quantitative Fields of Study in College" (Mary Katherine Gavin); "Characteristics and Perceptions of Perfectionism in Gifted Adolescents in a Rural School Environment" (Patricia Ann Schuler); "Gifted, but Gone: High Ability, Mexican-American, Female Dropouts" (Nancy Lashaway-Bokina). (Individual papers contain references.) (DB)

These 15 newsletters from the National Research Center on the Gifted and Talented (NRC/GT) contain the following articles: (1) "National Research Needs Assessment Process" (Brian D. Reid); (2) "NRC/GT: Update of Year 2 Activities" (E. Jean Gubbins); (3) "Parents: Their Impact on Gifted Adolescents" (Julie L. Sherman); (4) "Cluster Grouping Fact Sheet: How To Provide Full-Time Services for Gifted Students on Existing Budgets" (Susan Winebrenner and Barbara Devlin); (5) "'But You're a Man!!!' Exploring the Role of Identification in Role Model and/or Mentor Relationships" (Jonathan Plucker); (6) "Thinking Skills in the Regular Classroom" (Deborah E. Burns); (7) "Dynamic Assessment and Its Use with High Ability Students" (Robert J. Kirschenbaum); (8) "When 'Differentiated' Becomes Disconnected from Curriculum" (E. Jean Gubbins); (9) "Changing the Way We Perceive 'Creativity'" (Jonathan A. Plucker); (10) "Examining a Tool for Assessing Multiple Intelligences" (Cheryll M. Adams and Carolyn M. Callahan); (11) "Gender Differences between Student and Teacher Perceptions of Ability and Effort" (Del Siegle and Sally M. Reis); (12) "Motivating Our Students: The Strong Force of Curriculum Compacting" (Heather Allenback); (13) "Extending the Pedagogy of Gifted Education to All Students" (Sally M. Reis, Marcia Gentry, and Sunghee Park); (14) "Valuing, Identifying, Cultivating, and Rewarding Talents of Students from Special Populations" (David St. Jean); and (15) "A Parent's Guide to Helping Children: Using Bibliotherapy at Home" (Mary Rizza). (AA)

Two newsletters from the National Research Center on the Gifted and Talented (NRC/GT) include the following major articles: (1) "Everything You Need To Know about the NRC/GT: Web Site, Videos, and Texts" (E. Jean Gubbins); (2) "A. Harry Passow: Scholar and Friend" (E. Jean Gubbins and Joseph S. Renzulli); (3) "Learning How New Teachers Relate to Academic Diversity in Mixed Ability Classrooms" (Carol Ann Tomlinson); (4) "Total School Cluster Grouping: An Investigation of Achievement and Identification of Elementary School Students" (Marcia Gentry); (5) "Valuing, Identifying, Cultivating, and Rewarding Talents of Students from Special Populations" (David St. Jean); (6) "NRC/GT through the Year 2000 (E. Jean Gubbins); (7) "Still Searching..." (Julie D. Swanson); (8) "A Tribute to Paul F. Brandwein" (E. Jean Gubbins and Joseph S. Renzulli); (9) "Extending the Pedagogy of Gifted Education to All Students" (Sally M. Reis and others); (10) "Stimulating Student Creativity: A Review of 'Creativity in the Classroom'" (Bruce N. Berube). (Individual papers contain references.) (DB)

This document consists of three consecutive but unnumbered issues of a newsletter from the National Research Center on the Gifted and Talended (NRC/GT) containing articles on the education of gifted and talented students: "NRC/GT Destination: Around the Corner" (E. Jean Gubbins); "New NRC/GT Studies for Year 5" (on implementing enrichment clusters, underachievement among Black youth, instructional practices in middle schools, and achievement among American Indian students); "Examining a Tool for Assessing Multiple Intelligences" (Cheryll M. Adams and Carolyn M. Callahan); "Guiding the Development of Mathematically Talented Students" (M. Katherine Gavin); "Three Models of Curriculum for Gifted and Talented Students" (Bruce N. Berube); "Talents Unveiled and Nurtured: Words & Images" (E. Jean Gubbins); "Javits Act: Charting Directions" (E. Jean Gubbins); "Identifying Traditionally Underrepresented Children for Gifted Programs" (Dennis P. Saccuzzo and Nancy E. Johnson); "Gender Differences between Student and Teacher Perceptions of Ability and Effort" (Del Siegle and Sally M. Reis); "Unique Identification for Unique Talents" (Bruce N. Berube); "Classification Procedures for Gifted/Learning Disabled Students: A primer for Parents" (Mary Rizza); "Reaching the Destination" (E. Jean Gubbins); "Multiple Intelligences Help Teach Culturally Diverse Learners" (Carol Ann Tomlinson); "A Follow-Up Study of the Interaction Effects on the Classroom Practices Survey" (Scott W. Brown and others); "The Paradox of Academic Achievement of High Ability, African American, Female Students in an Urban Elementary School" (Jann Harper Leppien); "Effects of Teacher Training on Student Self-Efficacy" (Del Siegle); "Regular Classroom Practices with Gifted Students in Grades 3 and 4 in New South Wales, Auystralia" (Diana Ruth Whitton); "The Successful Practices Study" (Karen L. Westberg and Francis X. Archambault, Jr.; and "Motivating Our Students: The Strong Force of Curriculum Compacting" (Heather Allenback). Some articles contain references. (DB)

This newsletter focuses on six Year 1 research projects associated with the National Research Center on the Gifted and Talented (NRC/GT). The updates address: "Regular Classroom Practices With Gifted Students: Findings from the Classroom Practices Survey" (Francis X. Archambault, Jr. and others); "The Classroom Practices Study: Observational Findings" (Karen L. Westberg and others); "The Curriculum Compacting Study" (Sally M. Reis); "Investigations into Instruments and Designs Used in the Identification of Gifted Students and the Evaluation of Gifted Programs" (Carolyn M. Callahan and Paula Pizzat); The Learning Outcomes Study" (Marcia A. B. Delcourt and Lori Bland); and "A Theory-Based Approach to Identification, Teaching, and Evaluation of Gifted" (Robert J. Sternberg and Pamela R. Clinkenbeard). Additional commentaries consider the impact of parents on gifted adolescents (Julie L. Sherman) and academic summer camp for gifted minority students (Richard Chandler). (MDM)

This document consists of the first two issues of a newsletter designed to disseminate information about the National Research Center on the Gifted and Talented, to serve as a forum for the research activities of scholars and practitioners in the field, and to reach other interested professional and parent groups. The first issue (which is also the premier issue of the newsletter) highlights the overall organization and mission of the Center. It summarizes research in progress and describes a needs assessment study designed to identify research needs, prioritize them, and develop a list of recommendations. The study resulted in a list of 21 research recommendations on topics including regular classroom practices for gifted students, regular curriculum modification, giftedness in economically disadvantaged and limited English proficient students, ability identification, program evaluation, and theory. The issue also identifies the Center's Collaborative School Districts, defined as those districts across the United States where the Center's research projects will be carried out. Research summaries are provided on the talented and gifted in rural Alaska, gifted education in the world community, scientific hypothesis forming ability of gifted ninth graders, early reading as predictive of giftedness, a longitudinal study of a pullout enrichment program, early assessment, cultural diversity and second language learning, and a statewide (Indiana) model bridging research, theory, and practice. The November issue reports on a learning outcomes project and describes year 2 research into successful classroom practices, gifted students with learning disabilities, cooperative learning, assessing giftedness in economically disadvantaged students, and motivation and underachievement. Other summaries examine grouping practices, five specific Javits Gifted and Talented Education programs, stage and structure in child development, home environments, social development, and gifted teachers. Commentaries address creativity and young gifted children. (DB)