A Rising Tide Lifts All Ships Developing the Gifts and Talents of All Students

Phi Delta Kappan

Volumn 80, Issue 2, 1998, Pages 105-111

  Renzulli, Joseph S ^a  

^a UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040609495     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (13)

1. Benjamin S. Bloom, ed., Developing Talent in Young People (New York: Ballantine Books, 1985); Howard Gardner, Frames of Mind (New York: Basic Books, 1983) ; Joseph S. Renzulli, "What Makes Giftedness? Reexamining a Definition," Phi Delta Kappan, November 1978, pp. 180-84; and Robert J. Sternberg, "Toward a Triarchic Theory of Human Intelligence," Behavioral and Brain Sciences, vol. 7, 1984, pp. 269-316.
2. Benjamin S. Bloom, ed., Developing Talent in Young People (New York: Ballantine Books, 1985); Howard Gardner, Frames of Mind (New York: Basic Books, 1983) ; Joseph S. Renzulli, "What Makes Giftedness? Reexamining a Definition," Phi Delta Kappan, November 1978, pp. 180-84; and Robert J. Sternberg, "Toward a Triarchic Theory of Human Intelligence," Behavioral and Brain Sciences, vol. 7, 1984, pp. 269-316.
3. Benjamin S. Bloom, ed., Developing Talent in Young People (New York: Ballantine Books, 1985); Howard Gardner, Frames of Mind (New York: Basic Books, 1983) ; Joseph S. Renzulli, "What Makes Giftedness? Reexamining a Definition," Phi Delta Kappan, November 1978, pp. 180-84; and Robert J. Sternberg, "Toward a Triarchic Theory of Human Intelligence," Behavioral and Brain Sciences, vol. 7, 1984, pp. 269-316.
4. Benjamin S. Bloom, ed., Developing Talent in Young People (New York: Ballantine Books, 1985); Howard Gardner, Frames of Mind (New York: Basic Books, 1983) ; Joseph S. Renzulli, "What Makes Giftedness? Reexamining a Definition," Phi Delta Kappan, November 1978, pp. 180-84; and Robert J. Sternberg, "Toward a Triarchic Theory of Human Intelligence," Behavioral and Brain Sciences, vol. 7, 1984, pp. 269-316.
5. For descriptive information about the School Enrichment Model and about related research, see Joseph S. Renzulli and Sally M. Reis, "Research Related to the Schoolwide Enrichment Model," Gifted Child Quarterly, vol. 38, 1994, pp. 2-14; and idem, The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence, 2nd ed. (Mansfield Center, Conn.: Creative Learning Press, 1997).
6. For descriptive information about the School Enrichment Model and about related research, see Joseph S. Renzulli and Sally M. Reis, "Research Related to the Schoolwide Enrichment Model," Gifted Child Quarterly, vol. 38, 1994, pp. 2-14; and idem, The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence, 2nd ed. (Mansfield Center, Conn.: Creative Learning Press, 1997).
7. Peter M. Senge, The Fifth Discipline (New York: Doubleday, 1990), p. 312.
8. Joseph S. Renzulli, "A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning," Gifted Child Quarterly, vol. 36, 1992. pp. 170-82.
9. Richard M. Jaeger, "World Class Standards, Choice, and Privatization: Weak Measurement Serving Presumptive Policy," paper presented at the annual meeting of the American Educational Research Association, San Francisco, 1992. A version of this paper appeared under the same title in the October 1992 issue of the Kappan.
10. George F. Madaus, The Influence of Testing on Teaching Math and Science in Grades 4-12 (Chestnut Hill, Mass.: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1992).
11. Roland S. Barth, Improving Schools from Within (San Francisco: Jossey-Bass, 1990).
12. F. Richard Olenchak and Joseph S. Renzulli, "The Effectiveness of the Schoolwide Enrichment Model on Selected Aspects of Elementary School Change," Gifted Child Quarterly, vol. 32, 1989, pp. 44-57.
13. Milbrey W. McLaughlin and Joan E. Talbert, Contexts That Matter for Teaching and Learning (Stanford, Calif.: Center for Research on the Context of Secondary School Teaching, Stanford University, 1993), p. 6.