5 vol. 34 ■ no. 4 GIFTED CHILD TODAY DOI: 10.1177/1076217511418070. From 1 Baylor University. Address correspondence to: Susan Johnsen, Department of Educational Psychology, Baylor University, School of Education, One Bear Place #97301, Waco, TX 76798-7301. For reprints and permissions queries, please visit SAGE’s Web site at http://www.sagepub.com/journalsPermission.nav. Copyright © 2011 The Author(s) Susan K. Johnsen 1 W elcome to Volume 34, Issue 4 of Gifted Child Today (GCT)! With this issue, GCT has a new owner— SAGE Publications. Since 1965, SAGE has been an international publisher of journals, books, and other electronic media in a variety of academic fields. If you visit their website, you will notice that they publish more than 630 journals, which can be accessed online (see http://www.sagepub.com). While I will continue as editor for the next 3 years, we anticipate changes that will improve the journal and services to our authors and readers. GCT is proud to be a part of this new community. GCT has enjoyed an impressive list of owners and editors, beginning with Marvin Gold, editor, and his wife Fay, publisher, in 1977. Dr. Gold was active in gifted education at the university, state, and international levels, serving as President of The Association of the Gifted, traveling with the National/State Leadership Training Institute, and establishing training and educational programs for gifted students in Bulgaria (Sisk, 2002). When they decided to retire as publishers, Dr. and Mrs. Gold were very pleased when Joel McIntosh became interested in the magazine in 1993. Driving to Alabama, Joel loaded GCT and its archives in the trunk of his car and headed back to Waco to begin his first stint as a publisher of a journal for teachers and parents. Along with Prufrock Press, GCT grew in stature with the support and marketing expertise of its new owner, his prodigious Division Editors—James Kendrick and Jenny Robins, my managing editors and contributors—Krys Goree and Alex Shiu, and its illustrious columnists and advisory board members. All have made contributions to secure GCT ’s place among the premier journals in gifted education. I have indeed been fortunate to be its editor since 1997. In this inaugural issue, we have four very interesting articles. The first article by Catherine A. Little and Brian C. Housand, “Avenues to Professional Learning Online: Technology Tips and Tools for Professional Development in Gifted Education,” focuses on the characteristics of and online methods for effective professional development. Specific online methods include providing access to websites and resources, interacting with face-to-face audiences in real time, enhancing professional development with asynchronous discussion, video conferencing, and facilitating ongoing communities. Next, Michael S. Matthews, Stephanie D. Georgiades, and Linda F. Smith describe “How We Formed a Parent Advocacy Group and What We’ve Learned in the Process.” The authors share their experiences—their first steps and how they built involvement and formed an infrastructure. Cluster grouping models is the focus of the third article by Dina Brulles and Susan Winebrenner, “The Schoolwide Cluster Grouping Model: Restructuring Gifted Education Services for the 21st Century.” In response to budget cuts in gifted education programs, the authors provide seven different administrative arrangements for providing effective and consistent gifted services within a cluster group model. They emphasize that differentiation still needs to occur within the content students learn, the processes they use, the products they develop, the learning environment they experience, and the assessments teachers use to evaluate their progress. The final feature article in this issue of GCT addresses Black fathers’ important role in supporting their gifted children’s school experiences, “Black Father Involvement in Gifted Education: Thoughts From Black Fathers on Increasing/ Improving Black Father–Gifted Teacher Partnerships.” Using their personal experiences, Tarek C. Grantham and Malik S. Henfield reveal assumptions about Black fathers’ parenting involvement and provide recommendations to fathers in promoting improved relationships with teachers and becoming more engaged in their children’s learning. Along with these features, GCT offers insight from its nationally known columnists: Del Siegle (“Presentations in a Cloud With a Twist”), Sandra N. Kaplan (“Differentiating the Differentiated Curriculum”), Jennifer L. Jolly (“The Javits Act: 1988-2011”), and Tracy L. Cross (“The Necessity of Psychological Services for Students With Gifts and Talents”). As you can see, GCT continues and will continue to focus on interests of practitioners and parents—educators who advocate for and serve gifted and talented students. Reference Sisk, D. A. (2002). In memory of Marvin Gold, founder of Gifted Child Today. Gifted Child Today, 25(2), 62–63. Changes in the GCT Family From the Editor