Previous studies have provided equivocal results regarding the use of teacher and parent ratings in identifying gifted students. This study explored their use through identifying those student behavioral characteristics on which such judgments were based, assessing their correspondence with student self-report data, and evaluating the differences between teacher and parent ratings. Teachers and parents of 109 gifted students (45 boys and 64 girls) provided ratings using Chinese versions of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) (Renzulli, Smith, White, Callahan & Hartman, 1976). Results show a greater relevance for measuring leadership and motivation characteristics, and less relevance on creativity characteristics. Also, scales appear not to be good predictors of student self-report data on IQ, creativity and leadership. However, the Chinese SRBCSS was nevertheless demonstrated to be a viable instrument, yielding important data not available by self-report instruments for identifying gifted students.
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http://dx.doi.org/10.1080/13598130050032190]

Based on the data of a school-referred sample of Cantonese-speaking Chinese children who met the Hong Kong criterion of dyslexia, the authors estimated for developmental dyslexia of Chinese children aged between 6 and 10 in Hong Kong an incidence rate of 0.66 percent and a gender ratio of 3.29 boys to 1 girl over a four-year period. They also explored the differences in estimates based on this Hong Kong criterion that emphasizes cognitive markers with more conventional discrepancy- based criteria. In view of the possible biases in self-selection and underreporting in the data of the school-referred sample, the authors compared the figures with those derived from the sample of the normative study of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing, which yielded an estimate of 9.7 percent in prevalence rate and boy-girl gender ratio of 2 to 1 over a one- year period. The differences in estimates based on the two samples and implications of the findings are discussed in light of the limitations of the study.
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http://dx.doi.org/10.1080/19404150802093695]

The relationships among emotional intelligence, social coping, and psychological distress were investigated in a sample of 624 Chinese gifted students in Hong Kong. A mediation-effect model specifying that emotional intelligence had an effect on psychological distress mediated by social coping was hypothesized and tested using structural equation modeling procedures. For comparison, a direct-effect model and a direct-and-mediation-effect model were also fitted to the data. The results indicated that the mediation-effect model provided an adequate and good fit, suggesting that the effects of self-relevant and other-relevant emotional intelligence on psychological distress were mediated by avoidant coping and social-interaction coping, respectively. Implications of the findings for enhancing emotional intelligence of students and in promoting the use of adaptive social coping strategies for their psychological well-being are discussed.
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http://dx.doi.org/10.1080/13598163060617589]

Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instruction, worked example instruction, and cognitive strategy instruction. A cross‐subjects experimental design was used to compare the effects of the three instructional approaches on immediate and delayed tests. Results Students presented with worked example and cognitive strategy instruction solved more problems correctly and generally outperformed students presented with conventional instruction in both immediate and delayed tests. In addition, learners receiving worked example and cognitive strategy instruction were more able to maintain and generalise their previous knowledge and skills to solve novel problems than those receiving conventional instruction. Conclusions The findings indicate that learners can profit from worked example and cognitive strategy instruction which can promote problem‐solving skills and mathematical learning.
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http://dx.doi.org/10.1080/13668250500349409]

The development of gifted education in Hong Kong, and the rationale for leadership training for gifted and talented students are briefly described. The Creative Leadership Training Program for gifted and talented students at the Chinese University of Hong Kong incorporates the components of teaching leadership characteristics, teaching component leadership skills, and putting students into leadership roles in activities that emphasize creativity and a futuristic orientation. Based on the notion that leaders empower others to lead themselves, following training, students are supported to practice their skills in leadership, and transfer these knowledge and skills to their peers in their respective schools in school-based programs of peer tutoring and peer counseling. While favorable feedback regarding the training program has been received from participants, their experiences in practicing their leadership skills in school-based peer support programs have yet to be reviewed in future program evaluation studies.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190009554009 ]