The Roeper Review is an international, quarterly, refereed journal publishing scholarly articles that pertain to practice, policy, applied research, and theory in all dimensions of gifted education. Articles are thought provoking and often interdisciplinary. The Roeper Review aims to enhance the development of gifted individuals and the improvement of the world through more attention to giftedness, talent development, and creativity guided by ethical awareness. Diverse topics include: theories and philosophical analyses pertinent to giftedness, talent, and creativity; gender issues; curriculum studies; instructional strategies; educational psychology; elementary/early childhood/secondary education of the gifted; emotional, motivation, and affective dimensions of gifted individuals; differentiating instruction; teacher education; tests, measurement, and evaluation; and program development.

Special Features

Special Issues. The Roeper Review periodically runs special, themed issues on important topics in the field. Examples of past and forthcoming special issues include:

• Expanding the Conceptual Foundations for Gifted Education
• Special Programs for Gifted Students
• The Neuroscience of Giftedness
• Global Awareness and the Gifted
• Dabrowski's Theory of Positive Disintegration
• History of Gifted Education
• Gifted Teachers
• Intelligence Theories in Gifted Education
• Underrepresentation in Gifted Education
• Specialized Science, Mathematics, and Technology High Schools

Interviews. Each issue includes an engaging interview with a pioneer or a current leader in gifted education or a related field.

Column, According to Jim. Eminent pioneer, James J. Gallagher writes a brief column on hot topics in the field.

Book Reviews and Dissertation Abstracts. Synopses of recent research and writing pertinent to high ability.

Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106