A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning1

Gifted Child Quarterly

Volumn 36, Issue 4, 1992, Pages 170-182

  Renzulli, Joseph S ^a  

^a UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84965920490     PISSN: 00169862     EISSN: 19349041     Source Type: Journal    
DOI: 10.1177/001698629203600402     Document Type: Article

References (72)

1. Albert, R.S., & Runco. M.A. (1986). The achievement of eminence: A model on a longitudinal study of exceptionally gifted boys and their families. In R. J. Sternberg & J. E. Davidson, (Eds.). Conceptions of giftedness (pp. 332-357). New York: Cambridge University Press.
2. Amabile. T.M. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal, 2, 231-253.
3. Barbe. W.B., & Swassing, R.H. (1979). Teaching through modality strengths: Concept and practices. Columbus, OH: Zaner-Bloser.
4. Bishop, W.E. (1981). Characteristics of teachers judged successful by intellectually gifted high school students. In W. B. Barbe & J. S. Renzulli (Eds.), Psychology and education of the gifted (pp. 422-432). New York: Irvington.
5. Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.
6. Board, J. (1991). A special relationship: Our teachers and how we learned. Wainscott, NY: Pushcart Press.
7. Briggs, J. (1990). Fire in thecrucible. Los Angeles. CA: Jeremy P. Tarcher.
8. Chambers, J.A. (1973). College teachers: Their effect on creativity of students. Journal of Educational Psychology, 65, 326-339.
9. Dewey. J. (1913). Interest and effort in education. New York: Houghton Mifflin.
10. Dewey, J. (1929). The quest for certainty. New York: Milton, Balch, & Co.
11. Dunn, R., Dunn, K., & Price, G.E. (1975). Learning style inventory. Chappaqua, NY: Rita Dunn & Associates.
12. Feldhusen, J.F., & Hansen. J. (1988). Teachers of the gifted: Preparation and supervision. Gifted Education International. 5, 84-89.
13. Feldhusen. J.F., Hobson, S., & Treffinger, D.J. (1975). The effects of visual and verbal stimuli on divergent thinking. Gifted Child Quarterly, 19, 205-209. 263.
14. Feldman, D.H. (1988). Creativity: Dreams, insights, and transformations. In R. J. Stemberg (Ed.). The nature of creativity (pp 271-277). Cam bridge, MA: Cambridge University Press.
15. Gage, N. (1963). Handbook of educational research on teaching. A project from the American Educational Research Association. Chicago, IL: Rand McNally.
16. Gage. N. (1973). Handbook of educational research on teaching (2nd ed.). A project from the American Educational Research Association. Chicago, IL: Rand McNally.
17. Gear, G. (1979). Teachers of the gifted: A student's perspective. Roeper Review. 1(3). 18-20.
18. Goertzel, M.C., Goertzel, V., & Goertzel, T.G. (1978). Three hundred eminent personalities. San Francisco, CA: Jossey Bass.
19. Gowan. J.C. & Brunch. C. (1967). What makes a creative person a creative teacher? Gifted Child Quarterly, 11, 157-159.
20. Gregorc. A. (1985). Inside style: Beyond the basics. Maynard, MA: Gabriel Systems.
21. Gruber. H.E. (1986). The self-construction of the extraordinary. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of gi ftedness (pp. 332-357). New York: Cambridge University Press.
22. Gruber, H.E. & Davis, S.N. (1988). inching our way up Mount Olympus: The evolving systems approach to creative thinking. In R. J. Sternberg. (Ed.). The nature of creativity (pp. 247-263). Cambridge. MA: Cambridge University Press.
23. Hébert. T.P. ( in preparation). A developmental examination of young creative producers.
24. Herbart, J.F. (1965). Outline of education lectures. In J. F. Herbart (Ed.). Writing on education (Vol. 3, pp. 157-300). Dusseldorf: Kuepper. (Original work published 1841)
25. Herbart, J.F. (1965). General theory of pedagogy, derived from the purpose of education. In J. F. Herbart (Ed.). Writing on education (Vol. 2. pp. 9-155). Dusseldorf: Kuepper. (Original work published 1806)
26. Hunt, D.E. (1971). Matching models in education: The coordination of teaching methods with student characteristics. Toronto. Canada: Ontario Institute for Studies in Education.
27. Hunt. D.E. (1975). Person-environment interaction: A challenge found wanting before it was tried. Review of Educational Psychology, 45, 209-230.
28. James, N.E. (1962). Personal preference for method as a factor in learning. Journal of Educational Psychology, 53, 43-47.
29. James, W. (1885). On the functions of cognition. Mind, 10, 27-44.
30. James, W. (1890). The principles of psychology. London: Macmillan.
31. Kolb, D., Rubin, I., & McLntyre, J. (1971). Organizational psychology: An experimental approach, Englewood Cliffs. NJ: Prentice Hall.
32. Krapp, A. (1989). The importance of the concept of interest in education research. Empirische Pädagogik, 3, 233-255.
33. Lindsey, M. (1980). Training teachers of the gifted and talented. New York: Teachers College Press.
34. McGreevy, A. (1982). My book of things and stuff: An interest questionnaire for young children. Mansfield Center, CT: Creative Learning Press.
35. McNary, S.R. (1967). The relationship between certain teacher characteristics and achievement and creativity of gifted elementary school students. Washington. DC: United States Department of Health. Education. and Welfare. (ERIC Document Reproduction Service No. Ed 060 479)
36. Maker, C.J. (1975). Training teachers for the gifted and talented: A comparison of models. Reston. VA: Council for Exceptional Children.
37. Mönks. F.J., van Boxtel, H.W., Roelofs, J.J.W., & Sanders, M.P.M. (1985). The identification of gifted children in secondary education and a description of their situation in Holland, In K. A. Heller & J. F. Feldhusen, Identifying and nurturing the gifted: An international perspective (pp. 39-65). Lewingston, NY: Hans Huber.
38. Mulhern, J.D., & Ward. M. (1983). A collaborative program for developing teachers of gifted and talented students. Gifted Child Quarterly, 27, 152 156.
39. Myers, I.B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press.
40. Pascal, C.E. (1971). Instructional options, option preferences, and course outcomes. The Alberta Journal of Educational Research, 17, 1-11.
41. Phenix, P.H. (1964). Realms of meaning. New York: McGraw Hill.
42. Piaget, J. (Ed. and Trans.). (1981). Inielligence and affectivity. Their relationship during child development. Annual Reviews Monograph. Palo Alto, CA: Annual Review.
43. Pierson, D.M. (1985). Effective teachers of the gifted: Their characteristics and the relationship of self-selection. Dissertation Abstracts International, 46, 1596A. (University Microfilms No. DA85-17-550)
44. Reis, S.M., & Renzulli, J.S. (in preparation). A follow-up study of high creative producers who participated in an Enrichment Triad based program.
45. Renninger, K.A. (1989). Individual patterns in children's play interests. In L. T. Winegar (Ed.). Social interaction and the development of children's understanding (pp. 147-172). Norwood, NJ: Ablex.
46. Renninger. K.A. (1990). Children's play interests, representation, and activity. In R. Fivush & J. Hudson (Eds.). Knowing and remembering in young children (pp. 127-165). Emory Cognition Series (Vol. III). Cambridge, MA: Cambridge University Press.
47. Renzulli. J.S. (1977a). The interest-a-lyzer. Mansfield Center. CT: Creative Learning Press.
48. Renzulli. J.S. (1977b). The enrichment triad model: A guide for deueloping defensible programs for the gifted. Mansfield Center, CT: Creative Learning Press.
49. Renzulli. J.S. (1978a). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184, 261.
50. Renzulli, J.S. (1978b). What makes a problem real? Stalking the illusive meaning of qualitative difference in gifted education. Gifted Child Quarterly, 26, 148-156.
51. Renzulli, J.S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 53-92). New York: Cambridge University Press.
52. Renzulli, J.S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32. 298-309.
53. Renzulli. J.S., & Reis, S.M. (1985). The school-wide enrichment model: A comprehensiue plan for educational excellence. Mansfield Center. CT: Creative Learning Press.
54. Renzulli, J.S., & Smith, L.H. (1978). The learning style inventory: A measure of student preference for instructional techniques. Mansfield Center, CT: Creative Learning Press.
55. Schiefele, U. (1988). Motivated conditions of text comprehension. Zeitschrift für Pädagogik, 34, 687-708.
56. Schwab, J.J., & Brandwein, P.F. (1962). The teaching of science. Cambridge, MA: Harvard University Press.
57. Smith, L.H. (1976). Learning styles: Measurement and educational significance. Unpublished doctoral dissertation. University of Connecticut.
58. Smith. L.H. & Renzulli, J.S. (1984). Learning styles preferences: A practical approach for classroom teachers. Theory into Practice. 23, 44-50.
59. Sternberg, R.J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.
60. Sternberg, R.J., & Davidson, J.E. (1986). Conceptions of giftedness. New York: Cambridge University Press.
61. Sternberg, R.J., & Lubart, T.I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-31.
62. Story, C.M. (1985). Facilitator of learning: A micro-ethnographic study of the teacher of the gifted. Gifted Child Quarterly, 29. 155-159.
63. Tannenbaum, A.J. (1983). Gifted children: Psychological and educational perspectiues. New York: Macmillan.
64. Tannenbaum. A.J. (1986). Giftedness: A psychological approach, In R. J. Sternberg & J. E. Davidson (Eds.). Conceptions of giftedness (pp. 21-52). New York: Cambridge University Press.
65. Thorndike; E.L. (1935). Adult interests. New York: Macmillan.
66. Torrance, E.P. (1981). Predicting the creativity of elementary school children (1958—80)—and the teacher who “made a difference.” Gifted Child Quarterly. 25, 55-62.
67. Walberg. H.J., Rasher, S.P., & Parkerson, J. (1980). Childhood and eminence. Journal of Creative Behauior, 13. 225-231.
68. Ward, W.C. (1969). Creativity and environmental cues in nursery school children. Deuelopmental Psychology, 1, 543-547.
69. Whitehead. A.N. (1929). The rhythm of education. In A. N. Whitehead (Ed.), The aims of education (pp. 46-59). New York: Macmillan.
70. Whitlock, M.S., & DuCette, J.P. (1989). Outstanding and average teachers of the gifted: A comparative study. Gifted Child Quarterly, 33, 15-21.
71. Wittrock, M.C. (1986). Handbook of educational research on teaching (3rd ed.). New York: Macmillan.
72. Yando, R.M. & Kagan, J. (1968). The effect of teacher tempo on the child. Child Development, 39, 27-34.