Jan B. Hansen

Comparison of Trained and Untrained Teachers of Gifted Students

Leaders in the field of gifted education have presented models for both instructional programs for gifted students and correlated teacher training, but research on or evaluation of the effects of these training models is meager. This study showed that teachers trained in gifted education demonstrated greater teaching skills and developed more positive class climates than did teachers who had no training in gifted education. Students of GT trained teachers reported greater emphasis on higher level thinking skills and on discussion, and less emphasis on lecture and grades than did students of untrained teachers.

Teachers of the Gifted: Preparation and Supervision

Paralleling the growing societal awareness of the educational needs of gifted youth, there is a related concern regarding the teachers of the gifted and talented. Who should teach gifted students? What traits and competencies should the teacher possess? How should the teacher be selected? This article reviews the research on characteristics of the effective teacher of the gifted, expected competencies, and the appropriate administrative strategies necessary for selecting teachers of the gifted. Illustrations of the research applied to practice within the framework of Purdue Universitys Super Saturday Program are then presented.

Self‐concept gains by gifted middle school students during a summer program

The study reported here was conducted to determine the relationship between a 2‐week Gifted Students Institute summer program and the self‐concepts of 37 gifted middle school students, ages 10 to 14. To assess the relationship between the GSI program and the students’ self‐concepts, the Me Scale (Feldhusen) and the Self‐Esteem Inventory (Coopersmith) were administered on the first and final days of the 2‐week program. Students also completed a program evaluation, and writing samples describing their personalities. The results of the study indicated that it is possible to enhance gifted students’ self‐concepts through provision of a supportive educational and social environment of a summer program on a university campus.

Selecting instruments for identifying gifted and talented students

Proponents of the American educational system deliberately and frequently seek to evaluate the aptitudes and traits of students in an effort to provide educational opportunities consistent with the identified traits and aptitudes. As a result of these evaluations, the tests administered in schools have great impact upon the lives of students. Linden and Linden (1968) suggested that the students’ concepts of self and their motivations, as well as others’ perceptions of students, are affected by test results.

Book Reviews: SMITH, F. (1990). To Think. New York: Teachers College Press, hardcover,

Bruce Shore and his colleagues have done an admirable job with a massive undertaking. The purpose of their work was to develop a list of recommended practices in gifted education based upon the current literature. The authors surveyed 100 books in gifted education to glean 101 recommended practices, then examined thousands of articles to determine the level of support for those practices. The majority of the book contains a list of the practices, along with a summary of current knowledge, implications for action, and needed research. Recommended practices are grouped by topic, including advocacy and administration, identification and assessment, curricular and program policies, advice to educators, advice to parents, advice to professionals, social and emotional adjustment, and special groups of gifted children. Each recommended practice is reviewed concisely, and a number of refer-

34.95, ISBN 0-8077-3062-9, 192 pp.; paperback,

is heartily applauded. Another real strength of the book is chapter 4, &dquo;Gifted Girls,&dquo; by VanTassel-Baska. We have slighted or ignored this important half of our population for too long. VanTasselBaska includes sections on early and consistent identification, programming for gifted girls, counseling, mentors, career development, early systematic intervention in mathematics and science programs, to mention only a few. Also included are two pages of references on working with gifted girls. The