Donna Rae Clasen

The Multidimensionality of Peer Pressure in Adolescence.

A sample of 689 adolescents (grades 7–12) from two Midwestern communities who had been identified by peers as members of one of three major peer groups responded to a self-report survey measuring perceptions of peer pressure in five areas of behavior: involvement with peers, school involvement, family involvement, conformity to peer norms, and misconduct. Perceived pressures toward peer involvement were particularly strong, whereas peer pressures concerning misconduct were relatively ambivalent. Perceived pressures toward misconduct increased across grade levels and pressures to conform to peer norms diminished; grade differences in perceived peer pressures concerning family involvement were community specific. Compared to druggie-toughs, jock-populars perceived stronger peer pressures toward school and family involvement, and less pressure toward (stronger pressure against) misconduct; patterns of perceived pressure among loners were more variable across communities. Results elaborated the process of peer influence in adolescent socialization and identity development.

Project stream: A 13‐year follow‐up of a pre‐college program for middle‐ and high‐school underrepresented gifted

This current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow‐up of minority and low‐income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high‐school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem‐solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a long‐term, university/school pre‐college partnership program for middle‐ and senior‐high‐school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes.

Double Mentoring: A Process for Facilitating Mentorships for Gifted Students.

Mentorships, one of the favored procedures for meeting highly individualized needs of the gifted, will occasionally falter or fail because the student requires cognitive and affective support beyond which the mentor is prepared to provide. Double mentoring is a process for responding to this limitation of mentoring when it occurs. Double mentoring involves two mentors, an expert mentor who focuses on his or her discipline, assuring maximum academic or skill growth, and a teacher mentor who assesses and attends to the developmental needs of the student, thus maximizing the possibility of the greatest benefit accruing to all involved from the mentorship.

Using telecommunications to meet the staff development and networking needs of educators of the gifted in small or rural school districts

These are the facts of the problem facing Wisconsins educational system: Four hundred and thirty districts (two‐thirds rural) across an area 160 miles wide and 330 miles long. Fifty thousand educators, very few of whom have had course work in meeting the needs of the gifted. A state Jaw requiring that the gifted (intellectually, academically, creatively, artistically, and in leadership) be identified and served appropriately. Problem finding resulted in the need to provide a mix of credit and noncredit learning opportunities at times and in places convenient to teachers. The solution is a blending of new technologies (computers and television) with older technologies (telephone and federal mail) in developing a statewide learning community.

Changing Peer Stereotypes of High-Achieving Adolescents

It is important for principals to under stand the impact of peer pressure on academic achievement, says this writer. She looks at how peer pres sure can influence academic achieve ment, and suggests ways in which principals can mitigate the negative effects of such pressure.

Understanding Peer Pressure in Middle School

Many perceptions of adolescent peer pressure come through adult interpretation. This study focused on how adolescents themselves perceived peer pressure. A sample of 368 middle school students who ...

Book Reviews: VanTassel-Baska, Joyce; Feldhusen, John; Seeley, Ken; Wheatley, Grayson; Silverman, Linda; and Foster, William. (1988). Comprehensive Curriculum for Gifted Learners. Boston, MA: Allyn and Bacon, Inc.,

One of the salient characteristics of any book is the extent to which it keeps its promises. This book on curriculum for gifted learners is designed &dquo;to give practitioners in gifted education an overall grasp of the theoretical bases and practical applications for curriculum work with the gifted.&dquo; While avoiding a cookbook approach, it also &dquo;seeks to provide specific procedures to follow and concepts to consider in creating curriculum experiences.&dquo; The book keeps these promises. The book evolves developmentally. It begins with the authors’ philosophy regarding the role of curriculum in the education of the gifted, moves through the processes of how