Renzulli's philosophy and program: Opening doors and nurturing potential

Journal for the Education of the Gifted

Volumn 23, Issue 1, 1999, Pages 117-124

  Ford, Donna Y ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033236356     PISSN: 01623532     EISSN: None     Source Type: Journal    
DOI: 10.1177/016235329902300108     Document Type: Article

References (23)

1. Beane, J. A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. New York: Teachers College Press.
2. Beane, J. A. (1995). Introduction: What is a coherent curriculum? In J. A. Beane (Ed.), Toward a coherent curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
3. Ford, D. Y. (1994). The recruitment and retention of Black students in gifted programs. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
4. Ford, D. Y. (1995). Counseling gifted Black students: Underachievement, identity, and social and emotional well-being. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
5. Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
6. Forgione, P. D., Jr. (1998). What we've learned from TIMSS about science education in the United States: Address to the 1998 Conference of the National Science Teachers Association. Washington, DC: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education.
7. Frasier, M. (1991, Fall). Eliminating four barriers to the identification of gifted minority students. Update on Gifted Education, 2-10.
8. Hale-Benson, J. (1986). Black children: Their roots, culture, and learning styles. Baltimore: The Johns Hopkins University Press.
9. Harris, J. J., III, & Ford, D. Y. (1991). Identifying and nurturing the promise of gifted Black students. Journal of Negro Education, 60(1), 3-18.
10. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: HarperPerennial.
11. Levin, H. M. (1990). The educationally disadvantaged are still among us. In J. G. Bain & J. L Herman (Eds.), Making schools work for underachieving minority students (pp. 3-11). New York, Greenwood.
12. MacLeod, J. (1996). Ain't no makin' it: Leveled aspirations in low-income neighborhood (2nd ed.). Boulder, CO: Westview.
13. Purkey, W. W., & Novak, M. (1996). Inviting school success: A self-concept approach to teaching, learning, and democratic practice. Belmont, CA: Wadsworth.
14. Resnick L. B., & Klopfer, L. E. (1989). Toward the thinking curriculum: An overview. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 1-18). Alexandria, VA: Association for Supervision and Curriculum Development.
15. Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23, 3-54.
16. Shade, B. J. (1994). Understanding the African American learner. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 175-189). New York: State University of New York.
17. Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn & Bacon.
18. Sternberg, R. J. (1997, Dec. 3). A waste of talent. Educaton Week on the Web, 1-3.
19. Suskind, R. (1998). A hope in the unseen: An American odyssey from the inner city to Ivy League. New York: Broadway.
20. Tatum, B. D. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race. New York: Basic Books
21. U.S. Department of Education. (1993). National excellence: A case for developing America's talent. Washington, DC: Office of Educational Research and Improvement.
22. VanTassel-Baska, J. (1997). Excellence as a standard for all education. Roeper Review, 20, 9-12.
23. VanTassel-Baska, J. (1998). The development of academic talent: The mandate for educational best practice. Phi Delta Kappan