From the editor's desk.

Welcome to the Winter issue of volume 27 of the Roeper Review. This issue brings together a diverse group of subjects, from a description of an exceptional young author to a report on the effectiveness of curriculum.

Alan and Gall Edmunds give us a new perspective and an update on the writings of Geoffrey, an exceptional 9-year-old writer who we learned of in an earlier issue of Roeper Review (see Alan Edmunds & Kathryn Noel, 2003, "Literary Precocity: An Exceptional Case Among Exceptional Cases," Roeper Review, vol. 25). In this article, "Sensitivity: A Double-Edged Sword for the Pre-Adolescent and Adolescent Gifted Child," we are reminded of the incredible minds that are out there. It is important for us to be able to imagine such unique and sensitive children in the regular classroom.

The College of William and Mary has spearheaded efforts at providing curriculum developed for gifted students. Annie Xuemei Feng, Joyce VanTassel-Baska, Chwee Quek, Wenyu Bai, and Barbara O'Neill examine the success of these efforts in one school setting. They report their findings in their article "A Longitudinal Assessment of Gifted Students' Learning Using the Integrated Curriculum Model (ICM): Impacts and Perceptions of the William and Mary Language Arts and Science Curriculum."

In her article "Talents and Type IIIs: The Effects of the Talents Unlimited Model on Creative Productivity in Gifted Youngsters," Jane Newman also examines the effects of activities designed with gifted students in mind.

Students gifted in spatial abilities may not be noticed in schools that focus on more traditional, linear learning. This unique population is the subject of Rebecca Mann's article "Gifted Students With Spatial Strengths and Sequential Weaknesses: An Overlooked and Underidentified Population." This article reminds us of the significance of concentrating our educational efforts on only one type of learner.

Spatial learners are but one kind of student who may be overlooked and misunderstood in the class room. Donna Ford, James Moore III, and Richard Milner describe contemporary thinking in studies of culture and then relate these ideas to gifted education. In their article "Beyond Cultureblindness: A Model of Culture With Implications for Gifted Education," the authors offer a valuable perspective on the difficulties multicultural students may face in schools that are insensitive to their differences.

In her article "Gifted Students' Self-Perceptions of Ability in Specific Subject Domains: Factor Structure and Relationship With Above-Level Test Scores," Mary Ann Swiatek reports on the results of a study of elementary students' self-concepts. Her findings indicate an interesting relationship between students' perceptions of their own abilities and their performance on tests of certain subject domains that suggests the need for further research.

Sally Reis, Robert Colbert, and Tom Hebert revisit data from the National Research Center on Gifted and Talented (NRCGT) 1995 study of underachievement in an urban high school. In their article "Understanding Resilience in Diverse, Talented Students in an Urban High School," the authors report on the factors identified as having a protective effect on the achievement of these high ability students. Parents, teachers, and the students themselves all have a role to play in assuring success in difficult environments.

Judy Margison, our Dissertation Abstracts Section editor, provides a look at current research going on in our field. Francoys Gagne reviews ? Stout's book The Feel-Good Curriculum: The Dumbing Down of America's Kids" in the Name of Self Esteem and Kimberly McGlonn-Nelson reviews Jane Piirto's book Understanding Creativity in our book review section. I hope you will enjoy this issue of the Roeper Review. Please feel free to contact me at the address below with your comments or questions.

Dr. Tracy L. Cross, Editor

Roeper Review

Indiana Academy for Science, Mathematics and Humanities

Ball State University

Muncie, Indiana 47306

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