The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students' performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed. Copyright ©Sage Publications Ltd.

Gifted education has the mission of providing a favorable learning environment and opportunities for the developmental trajectory of gifted students in quality education. In this chapter, researchers from four Asian societies share evidence on the policies, research and practices of gifted education in China, Hong Kong, Singapore and Taiwan. They examine current gaps and the potential for future development of gifted education by analyzing formal policy documents, administrative and research units established by the government and the education bureau or related organizations. The researchers analyze gifted education in these countries with regards to clarity, comprehensiveness, connectedness, feasibility for implementation, research-based nature, gaps in policy, practice, and research on gifted education and provide a discussion of the implications of each. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

Background: Recognizing that arts education is important in facilitating learning and in enhancing creativity in students, recent education reform in Hong Kong has sought to promote arts education and efforts to encourage creative expression through different art forms. Among different modes of creative arts expression, drawing has been suggested as the best choice for allowing creative expression by students with high ability in visual arts. Therefore, the connection between students' drawing and creativity warranted investigation.
Aims: This study explored the drawing abilities and creativity of Chinese students in Hong Kong based on their drawing performance, and examined their connection in relation to students' self-perceived artistic characteristics and involvement in drawing activities.
Sample: 105 Hong Kong Chinese primary and secondary school students, nominated by their schools to participate in the gifted programs of the Chinese University of Hong Kong, participated voluntarily in this study.
Method: Students completed two drawing tasks adapted from Clark's Drawing Abilities Test and a self-report questionnaire that included the Artistic Characteristics Scale of the Scales for Rating the Behavioral Characteristics of Superior Students and the Drawing Activity Checklist. The drawings were rated on students' drawing abilities and creativity by three Chinese visual artists as expert judges.
Results: Judges agreed more on their ratings on students' drawing abilities than on students' creativity. Judged drawing abilities and creativity were found to be moderately but significantly correlated. While judged drawing abilities were found to correlate significantly with students' self-reported artistic characteristics and drawing activities, judged creativity was found to correlate minimally with these variables.
Conclusion: This study provided supportive evidence on the connection between drawing abilities and creativity. The findings

Teachers' implicit theories of creativity were elicited by requesting 204 Hong Kong primary and secondary school teachers to list the characteristics of either creative or uncreative students. Their responses, an average of about 4 to 5 creative or uncreative characteristics by each teacher, were categorized into 42 creative and 33 uncreative attributes, traits, or trait adjectives. The most frequently mentioned creative attributes were "imaginative," "always questioning," "quick in responding." "active," and "high intellectual ability," whereas the most frequently mentioned uncreative attributes were "conventional," "timid," "lack of confidence," and "conforming." Unlike results of U.S. studies, this study yielded findings that suggested that Chinese teachers regarded some characteristics of creative students as socially undesirable and other characteristics as associating highly with intellectual functioning. Cultural differences on the perception of creativity in students are discussed.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15326934crj1203_3]