Catherine B. Bruch

Modification of Procedures for Identification of the Disadvantaged Gifted

Dr. Bruch is Professor of Education at the University of Georgia. * Figure omitted because of space limitations; available from the author, Educational Psychology, University of Georgia, Athens, 30601. The discovery and enhancement of talent in atypical cultural groups is a major issue in education of the gifted today. I nvestigators concerned with the question of how to identify gifted or potentially gifted children from disadvantaged populations have offered several methods utilizing test and observational approaches.

Assessment of Creativity in Culturally Different Children.

Montagu (1974) notes complex societal changes needed of the highly developed majority population is to be effective in stimulating creativity in people from different cultural backgrounds. He views necessary conditions in every culture before latent potentialities for achievement can be expressed as: (1) a cultural background of respect for achievement in the child’s family; (2) encouragement and rewards within the family and culture; and (3) societal conditions in which individual development has not physically hampered his ability to learn. He states that the necessary components for basic opportunity for achievement include freedom from a continuous

What Makes a Creative Person a Creative Teacher

* Now of the University of Georgia. There has been a good deal of speculation about what can be done in the classroom to make children more creative. One of the stock answers to this question is &dquo;creative teachers&dquo;. This answer leads to the next question: &dquo;How do you tell that the teachers are, in fact, creative?&dquo; and if they are not ;;How do you make them more creative?&dquo; Some lines of reasoning have lead to a more or less loosely enunciated hypothesis which looks something like the following:

Recent Insights On the Culturally Different Gifted

* A modification of a paper presented at the 24th Annual Convention of the National Association for Gifted Children, San Diego California, October 21, 1977. For some time I have been concerned with identification and development of the gifted and talented from culturally different populations (Bruch, 1970, 1971, 1974, 1976). I have been writing on this topic, in a sense, since an early effort published in my senior year in college, many years ago. At that time, the discrepancy became apparent between my experiences in a traditional Southern family as a child, and an initial exposure to educated black adults and middle class black children. But, times have changed since then, and I returned to the Southeast from California over ten years ago. i

Initial Study of Creative (Productive) Women under the Bruch-Morse Model.

* This study is supported in part by the Georgia Studies of Creative Behavior through the provision of data from the long-range predictive studies of E. Paul Torrance. It appeared herein, Winter, 1972. Relatively little attention has been devoted to research concerned with creativity in women. While Ravenna Helson (1966, 1967, 1968) has made some efforts in this area, her studies have dealt with but two groups of women creative women mathematicians and creative college seniors as nominated by their faculty in a small private college. In both groups, the number studied were relatively small, so that generalization to the concept of creative women outside of the

Use of the DGG Model for Differential Guidance for the Gifted

was developed. The Differential Guidance for Gifted Model (DGG) presented in Figure 1 represents a proactive, mental health approach that deals with problems, but focuses on processes. Variables chosen-the type of giftedness, the socioeconomic status (SES) and value orientation (VO) of the family, and the grade or developmental level of the child-appear to be crucial for determination of guidance and counseling procedures for the gifted child. To use this model one first identifies the category (or categories) of giftedness of the individual child. Then the socioeconomic status of the family and its value orientation toward education are considered, along with the developmental level expressed as grade level. Last,

Improving Predictions of the Adult Creative Achievement of Gifted Girls by Using Autobiographical Information.

While there has been much discussion in the literature about the relative merits of measures of creative thinking ability and biographical and personality data as predictors of creative achievement (Holland, 1961; MacKinnon, 1962; Taylor and Holland, 1964), it seems fairly obvious to the present authors that both types of measures are important. For creative achievement, a person must have not only the required abilities but the motivation and background experiences necessary to make use of these abilities.

Increasing Children's Creativity Through a Combination of Teacher Training Approaches

With current educational emphasis on releasing childrens creativity as a national concern, a summer institute of four weeks was designed for this specific purpose. This institute was held in August of 1964 on the campus of San Fernando State College in Northridge, California. The primary objective was that of training teachers for encouraging childrens creativity. An associated objective was the release of creativity within gifted children.

Schooling for the Gifted: Where Do We Go From Here?

During World War II, trainees sang a marching song containing the phrase, &dquo;Where do we go from here?&dquo; We knew we would receive specific assignments based upon our qualifications resulting from intensive training, but still did not know where we would be. Some would be trained further in advanced skills; some would be immediately placed in roles necessary for meeting the crises of war. Many years after WW II, an educational crisis was perceived by the nation when Sputnik was launched (Bonham, 1983). A new crisis now looms in the form of A Nation at Risk,

Personal Learnings: A Current Synthesis on the Culturally Different Gifted.

*An adaptation of a paper presented at the Mississippi State Conference for the Gifted, Starkville, Miss., March 29, 1978. (by C.B. Bruch). **James A. Curry is a doctoral student at the Univ. of Ga. and a member of LTI . This presentation will be an &dquo;artistic&dquo; one rather than strictly academic. The major content will come from statements by those who can be considered &dquo;culturally different&dquo;, or &dquo;culturally diverse&dquo; (Frasier, 1977), for they are black, native American, or Chicano, and gifted. Although the sources for the presentation are also derived from the literature, foremost will be viewpoints from the people-children and adults--most concerned, the culturally different gifted.