Is there still a need for gifted education? An examination of current research

Learning and Individual Differences

Volumn 20, Issue 4, 2010, Pages 308-317

  Reis, Sally M ^a   Renzulli, Joseph S ^a  

^a UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

Gifted education; Need and benefits; Research

Indexed keywords

EID: 77954310676     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2009.10.012     Document Type: Article

References (66)

1. Archambault F.X., Westberg K.L., Brown S., Hallmark B.W., Emmons C., Zhang W. Regular classroom practices with gifted students: Results of a national survey of classroom teachers 1993, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT, (RM93102).
2. Baum S.M. An enrichment program for gifted learning disabled students. Gifted Child Quarterly 1988, 32:226-230.
3. Baum S.M., Hébert T.P., Renzulli J.S. Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly 1999, 39:224-235.
4. A nation deceived: How schools hold back America's brightest students 2004, The University of Iowa, Iowa City, IA. N. Colangelo, S. Assouline, M. Gross (Eds.).
5. Cunningham C.M., Callahan C.M., Plucker J.A., Roberson S.C., Rapkin A. Identifying Hispanic students of outstanding talent: Psychometric integrity of a peer nomination form. Exceptional Children 1998, 64:197-209.
6. Delcourt M.A.B. Creative productivity among secondary school students: Combining energy, interest, and imagination. Gifted Child Quarterly 1993, 37:23-31.
7. Minority students in special and gifted education 2002, National Academy of Sciences - National Research Council, Washington, DC. S.M. Donovan, C.T. Cross (Eds.).
8. Field G.B. The effects of using Renzulli Learning on student achievement: An investigation of internet technology on reading fluency, comprehension, and social studies. International Journal of Emerging Technology 2009, 4:29-39.
9. Ford D.Y., Grantham T.C. Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory into Practice 2003, 42:217-225.
10. Frasier M.M. Response to Kitano: The sharing of giftedness between culturally diverse and non-diverse gifted students. Journal for the Education of the Gifted 1991, 15:20-30.
11. Frasier M.M., Passow A.H. Towards a new paradigm for identifying talent potential 1994, University of Connecticut, The National Research Center on the Gifted and Talented, Storrs, CT.
12. Gavin M.K., Casa T.M., Adelson J.L., Carroll S.R., Sheffield L.J. The impact of advanced curriculum on the achievement of mathematically promising elementary students. Gifted Child Quarterly 2009, 53(3):188-202.
13. 3: Mentoring mathematical minds: Challenging curriculum for talented elementary students. Journal of Advanced Academics 2007, 18:566-585.
14. Gentry M.L., Owen S.V. An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly 1999, 43:224-243.
15. Gubbins E.J., Housand B., Oliver M., Schader R., De Wet C. Unclogging the mathematics pipeline through access to algebraic understanding 2007, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.
16. Harris J.J., Ford D.Y. Identifying and nurturing the promise of gifted Black students. Journal of Negro Education 1991, 60(1):3-18.
17. Hébert T.P. Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review 1993, 16:22-28.
18. Hébert T.H., Reis S.M. Culturally diverse high-achieving students in an urban high school. Urban Education 1999, 34:428-457.
19. Heller K.A., Perleth C., Lim T.K. The Munich Model of Giftedness designed to identify and promote gifted students. Conceptions of Giftedness 2005, 172-197. Cambridge University Press, New York, NY. 2nd ed. R.J. Sternberg, J.E. Davidson (Eds.).
20. Housand A., Reis S.M. Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics 2009, 20:108-136.
21. Kulik J.A. An analysis of the research on ability grouping: Historical and contemporary perspectives 1992, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT, (RBDM 9204).
22. Little C.A., Feng A.X., VanTassel-Baska J., Rogers K.B., Avery L.D. A study of curriculum effectiveness in social studies. Gifted Child Quarterly 2007, 51(3):272-284.
23. Lubinski D., Benbow C.P., Webb R.M., Bleske-Rechek A. Tracking exceptional human capital over two decades. Psychological Science 2006, 17:194-199.
24. Lubinski D., Webb R.M., Morelock M.J., Benbow C.P. Top 1 in 10,000: A 10year follow-up of the profoundly gifted. Journal of Applied Psychology 2001, 4:718-729.
25. Moon S.M., Feldhusen J.F., Dillon D.R. Long-term effects of an enrichment program based on the Purdue three-stage model. Gifted Child Quarterly 1994, 38:38-48.
26. Moon T.R., Tomlinson C.A., Callahan C.M. Academic diversity in the middle school: Results of a national survey of middle school administrators and teachers 1995, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT, (Research Monograph 95124).
27. The social and emotional development of gifted children. What do we know? 2001, Prufrock Press, Waco, TX. M. Neihart, S.M. Reis, N. Robinson, S.M. Moon (Eds.).
28. Oakes J. Keeping track: How schools structure inequality 2005, Yale University Press, New Haven, CT. Second Edition.
29. Park G., Lubinski D., Benbow C.P. Contrasting intellectual patterns predict creativity in the arts and sciences: Tracking intellectually precocious youth over 25years. Psychological Science 2007, 18:948-995.
30. Reis S.M. Feminist perspectives on talent development: A research based conception of giftedness in women. Conceptions of Giftedness 2005, 217-245. Cambridge University Press, Boston, MA. 2nd ed. R.J. Sternberg, J. Davidson (Eds.).
31. Reis S.M., Burns D.E., Renzulli J.S. Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students 1992, Creative Learning Press, Mansfield Center, CT.
32. Reis S.M., Diaz E.I. Economically disadvantaged urban female students who achieve in school. The Urban Review 1999, 31:31-54.
33. Reis S.M., Eckert R.D., McCoach D.B., Jacobs J.K., Coyne M. Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. Journal of Educational Research 2008, 101(5):299-314.
34. Reis S.M., Gentry M., Maxfield L.R. The application of enrichment clusters to teachers' classroom practices. Journal for Education of the Gifted 1998, 21:310-324.
35. Reis S.M., Gubbins E.J., Briggs C., Schreiber F.R., Richards S., Jacobs J., et al. Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress. Gifted Child Quarterly 2004, 48:309-338.
36. Reis S.M., Hébert T.P., Díaz E.I., Maxfield L.R., Ratley M.E. Case studies of talented students who achieve and underachieve in an urban high school 1995, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.
37. Reis S.M., McCoach D.B. The underachievement of gifted students: What do we know and where do we go?. Gifted Child Quarterly 2000, 44(3):152-170.
38. Reis S.M., McCoach D.B., Coyne M., Schreiber F.J., Eckert R.D., Gubbins E.J. Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. The Elementary School Journal 2007, 108:3-24.
39. Reis S.M., McGuire J.M., Neu T.W. Compensation strategies used by high ability students with learning disabilities who succeed in college. Gifted Child Quarterly 2000, 44(2):123-134.
40. Reis S.M., Neu T.W., McGuire J.M. Case studies of high ability students with learning disabilities who have achieved. Exceptional Children 1997, 63(4):1-12.
41. Reis S.M., Purcell J.H. An analysis of content elimination and strategies used by elementary classroom teachers in the curriculum compacting process. Journal for the Education of the Gifted 1993, 16(2):147-170.
42. Reis S.M., Schader R., Milne H., Stephens R. Music & minds: Using a talent development approach for young adults with Williams syndrome. Exceptional Children 2003, 69:293-314.
43. Reis S.M., Westberg K.L., Kulikowich J.K., Caillard F., Hébert T.P., Plucker J., et al. Why not let high ability students start school in January? The curriculum compacting study 1993, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT, (Research Monograph 93106).
44. Reis S.M., Westberg K.L., Kulikowich J.M., Purcell J.H. Curriculum compacting and achievement test scores: What does the research say?. Gifted Child Quarterly 1998, 42:123-129.
45. Renzulli J.S. What makes giftedness?: Reexamining a definition. Phi Delta Kappan 1977, 60:180-184.
46. Renzulli J.S. The three-ring conception of giftedness: A developmental model for promoting creative productivity. Conceptions of giftedness 2005, 217-245. Cambridge University Press, Boston, MA. 2nd ed. R.J. Sternberg, J. Davidson (Eds.).
47. Renzulli J.S. Swimming up-stream in a small river: Changing conceptions and practices about the development of giftedness. Translating theory and research into educational practice: Developments in content domains, large-scale reform, and intellectual capacity 2006, 223-253. Lawrence Erlbaum Associates, Inc, Mahway, NJ. M.A. Constas, R.J. Sternberg (Eds.).
48. Renzulli J.S., Park S. Gifted dropouts: The who and the why. Gifted Child Quarterly 2000, 44:261-271.
49. Renzulli J.S., Reis S.M. The schoolwide enrichment model: A comprehensive plan for educational excellence 1985, Creative Learning Press, Mansfield Center, CT.
50. Renzulli J.S., Reis S.M. The schoolwide enrichment model: A how-to guide for educational excellence 1997, Creative Learning Press, Mansfield Center, CT. 2nd ed.
51. Renzulli J.S., Reis S.M. Conception of giftedness and its relation to the development of social capital. Handbook of Gifted Education 2003, 75-87. Allyn and Bacon, Boston, MA. 3rd ed. N. Colangelo, G.A. Davis (Eds.).
52. Rogers K.B. The relationship of grouping practices to the education of the gifted and talented learner 1991, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT, (RBDM 9102).
53. Rogers K.B. Whatever happened to Terman's women research associates?. Gifted Child Quarterly 1999, 43:150-169.
54. Definitions and conceptions of giftedness 2004, Corwin Press, Thousand Oaks, CA. R.J. Sternberg (Ed.).
55. Sternberg R.J., Davidson J.E. Conceptions of giftedness 1986, Cambridge University Press, Cambridge, England.
56. Sternberg R.J., Davidson J.E. Conceptions of giftedness 2005, Cambridge University Press, Boston, MA. 2nd edition.
57. Taylor L.A. The effects of the secondary enrichment triad model and a career counseling component on the career development of vocational-technical school students 1992, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT.
58. Terman L.M. Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children 1925, Stanford University Press, Stanford, CA.
59. Tieso C.L. The effects of grouping and curricular practices on intermediate students' math achievement 2002, The National Research Center on the Gifted and Talented, University of Connecticut, Storrs, CT, (RM02154).
60. Tomlinson C.A., Ford D.H., Reis S.M., Briggs C.J., Strickland C.A. In search of the dream: Designing schools and classrooms that work for high potential students from diverse cultural backgrounds 2004, The National Association for Gifted Children and The National Research Center on the Gifted and Talented, Washington, DC.
61. National excellence: A case for developing America's talent 1993, U.S. Department of Education, Office of Educational Research and Improvement, U.S. Government Printing Office, Washington, DC.
62. VanTassel-Baska J., Bass G.M., Ries R.R., Poland D.L., Avery L.D. A national pilot study of science curriculum effectiveness for high ability students. Gifted Child Quarterly 1998, 42:200-211.
63. VanTassel-Baska J., Zuo L., Avery L.D., Little C.A. A curriculum study of gifted student learning in the language arts. Gifted Child Quarterly 2002, 46:30-44.
64. Vaughn V.L., Feldhusen J.F., Asher J.W. Meta-analyses and review of research on pull-out programs in gifted education. Gifted Child Quarterly 1991, 35:92-98.
65. Westberg K.L. What happens to young, creative producers?. NAGC: Creativity and Curriculum Divisions Newsletter 1999, Summer, 3:13-16.
66. Westberg K.L., Archambault F.X., Dobyns S.M., Salvin T.J. An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms 1993, The National Research Center on the Gifted and Talented: The University of Connecticut, Storrs, CT, (RM93104).