The National Research Center on the Gifted and Talented (NRC/GT) Newsletter. Fall 1994-Spring 1995

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)