Commonalities in IB practice and the Schoolwide Enrichment Model

Journal of Research in International Education

Volumn 3, Issue 3, 2004, Pages 339-359

  Carber, Steven ^a   Reis, Sally ^b  

^a CHAPMAN UNIVERSITY   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

enrichment; gifted and talented; International Baccalaureate; international school; multicultural

Indexed keywords

EID: 84990397335     PISSN: 14752409     EISSN: None     Source Type: Journal    
DOI: 10.1177/1475240904047359     Document Type: Article

References (54)

1. BAUM, S. (1985) ‘Learning disabled students with superior cognitive abilities: A validation study of descriptive behaviors’, unpublished doctoral dissertation, University of Connecticut, Storrs.
2. BAUM, S. (1988) ‘An enrichment program for the gifted learning disabled students’, Gifted Child Quarterly 32: 226-230.
3. BAUM, S.M., RENZULLI, J.S. AND HÉBERT, T.P. (1995) ‘Reversing underachievement: Creative productivity as a systematic intervention’, Gifted Child Quarterly 39: 224-235.
4. BLOOM, B. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: D. McKay.
5. BOYER, E.L. (1995) The Basic School. Princeton: Carnegie Foundation for the Advancement of Teaching.
6. BURNS, D.E. (1987) ‘The effects of group training activities on students’ creative productivity’, unpublished doctoral dissertation, University of Connecticut, Storrs.
7. BURNS, D.E. (1998) SEM Network Directory. Storrs, CT: University of Connecticut, Neag Center for Gifted Education and Talent Development.
8. COOPER, C. (1983) ‘Administrators’ attitudes toward gifted programs based on the enrichment triad/revolving door identification model: Case studies in decision making’, unpublished doctoral dissertation, University of Connecticut, Storrs.
9. COX, J. AND DANIEL, N. (1983) ‘The International Baccalaureate’, G/C/T 27: 24-30.
10. DELCOURT, M.A.B. (1988) ‘Characteristics related to high levels of creative/productive behavior in secondary school students: A multicase study’, unpublished doctoral dissertation, University of Connecticut, Storrs.
11. DELCOURT, M.A.B. (1993) ‘Creative productivity among secondary school students: Combining energy, interest, and imagination’, Gifted Child Quarterly 37: 23-31.
12. DELISLE, J.R. (1981) ‘The revolving door identification and programming model: Correlates of creative production’, unpublished doctoral dissertation, University of Connecticut, Storrs.
13. EMERICK, L. (1988) ‘Academic underachievement among the gifted: Students’ perceptions of factors relating to the reversal of the academic underachievement pattern’, unpublished doctoral dissertation, University of Connecticut, Storrs.
14. GUBBINS, E.J. (1982) ‘Revolving door identification model: Characteristics of talent pool students’, unpublished doctoral dissertation, University of Connecticut, Storrs.
15. HAYDEN, M. AND WONG, C. (1997) ‘The International Baccalaureate: International education and cultural preservation’, Educational Studies 23: 349-362.
16. HEAL, M.M. (1989) ‘Student perceptions of labeling the gifted: A comparative case study analysis’, unpublished doctoral dissertation, University of Connecticut, Storrs.
17. HÉBERT, T.P. (1993) ‘Reflections at graduation: The long-term impact of elementary school experiences in creative productivity’, Roeper Review 16: 22-28.
18. IMBEAU, M.B. (1991) ‘Teachers’ attitudes toward curriculum compacting: A comparison of different inservice strategies’, unpublished doctoral dissertation, University of Connecticut, Storrs.
19. INTERNATIONAL BACCALAUREATE ORGANIZATION (2000) Making the PYP Happen. Cardiff: IBO.
20. INTERNATIONAL BACCALAUREATE ORGANIZATION (2002) A Continuum of International Education: The Primary Years Programme, the Middle Years Programme, the Diploma Programme. Geneva: IBO.
21. INTERNATIONAL BACCALAUREATE ORGANIZATION (2003) ‘The diploma programme curriculum’. Available at www.ibo.org/ibo/index.cfm?page=/ibo/programmes/prg_dip/prg_dip_cvandlanguage=EN (accessed 26 Jan. 2003).
22. KARAFELIS, P. (1986) ‘The effects of the tri-art drama curriculum on the reading comprehension of students with varying levels of cognitive ability’, unpublished doctoral dissertation, University of Connecticut, Storrs.
23. NEWMAN, J.L. (1991) ‘The effects of the talents unlimited model on students’ creative productivity’, unpublished doctoral dissertation, University of Alabama, Tuscaloosa.
24. OLENCHAK, F.R. (1988) ‘The schoolwide enrichment model in the elementary schools: A study of implementation stages and effects on educational excellence’, in J.S. Renzulli (ed.) Technical Report on Research Studies Relating to the Revolving Door Identification Model (2nd edn), pp. 201-247. Storrs, CT: Bureau of Educational Research, University of Connecticut.
25. OLENCHAK, F.R. AND RENZULLI, J.S. (1989) ‘The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change’, Gifted Child Quarterly 33: 36-46.
26. PETERSON, A.D.C. (1987) Schools across Frontiers. LaSalle, IL: Open Court.
27. REIS, S.M. (1981) ‘An analysis of the productivity of gifted students participating in programs using the revolving door identification model’, unpublished doctoral dissertation, University of Connecticut, Storrs.
28. REIS, S.M., BURNS, D.E. AND RENZULLI, J.S. (1992) Curriculum Compacting: The Complete Guide to Modifying the Regular Curriculum for High Ability Students. Mansfield Center, CT: Creative Learning Press.
29. REIS, S.M., GENTRY, M. AND PARK, S. (1995) Extending the Pedagogy of Gifted Education to All Students. Storrs, CT: National Research Center on the Gifted and Talented.
30. REIS, S.M., WESTBERG, K.L., KULIKOVICH, J., CAILLARD, F., HÉBERT, T.P., PURCELL, J.H., ROGERS, J., SMIST, J. AND PLUCKER, J.A. (1992) Technical Report of the Curriculum Compacting Study. Storrs, CT: National Research Center on the Gifted and Talented.
31. REIS, S.M., GUBBINS, E.J., COYNE, M. AND SCHREIBER, R. REIS, S.M., GUBBINS, E.J., COYNE, M. AND SCHREIBER, R. (in press) The schoolwide Enrichment Model Reading Framework. Storrs, CT: National Research Center on the Gifted and Talented.
32. RENZULLI, J.S. (1977) The Enrichment Triad Model: A Guide for Developing Defensible Programs for the Gifted and Talented. Mansfield Center, CT: Creative Learning Press.
33. RENZULLI, J.S. (ed.) (1988) Technical Report of Research Studies Related to the Revolving Door Identification Model. Storrs, CT: Bureau of Educational Research, University of Connecticut.
34. RENZULLI, J.S. (1994) Schools for Talent Development: A Practical Plan for Total School Improvement. Mansfield Center, CT: Creative Learning Press.
35. RENZULLI, J.S. AND REIS, S.M. (1985) The Schoolwide Enrichment Model: A Comprehensive Plan for Educational Excellence. Mansfield Center, CT: Creative Learning Press.
36. RENZULLI, J.S. AND REIS, S.M. (1994) ‘Research related to the Schoolwide Enrichment Model’, Gifted Child Quarterly 38: 2-14.
37. RENZULLI, J.S. AND REIS, S.M. (1997) The Schoolwide Enrichment Model: A How-to Guide for Educational Excellence. Mansfield Center, CT: Creative Learning Press.
38. RENZULLI, J.S. AND SMITH, L.H. (1978a) The Compactor. Mansfield Center, CT: Creative Learning Press.
39. RENZULLI, J.S. AND SMITH, L.H. (1978b) The Learning Styles Inventory: A Measure of Student Preference for Instructional Techniques. Mansfield Center, CT: Creative Learning Press.
40. RENZULLI, J.S., SMITH, L.H. AND REIS, S.M. (1982) ‘Curriculum Compacting: An Essential Strategy for Working with Gifted Students’, Elementary School Journal 82: 185-194.
41. SCHACK, G.D. (1986) ‘Creative productivity and self-efficacy in children’, unpublished doctoral dissertation, University of Connecticut, Storrs.
42. SCHACK, G.D., STARKO, A.J. AND BURNS, D.E. SCHACK, G.D., STARKO, A.J. AND BURNS, D.E. (1991) ‘Self-efficacy and creative productivity: Three studies of above average ability children’, Journal of Research in Education 1(1): 44-52.
43. SHORT, K. (1997) ‘Inquiring into inquiry’, Learning 25 (May/June): 52-54.
44. SHORT, K. AND HARSTE, J. (1996) Creating Classrooms for Authors and Inquirers. Portsmouth, NH: Heinemann.
45. SINGH, N. (2002). ‘Becoming international’, Educational Leadership 60(2): 56-60.
46. SKAUGHT, B.J. (1987) ‘The social acceptability of talent pool students in an elementary school using the schoolwide enrichment model’, unpublished doctoral dissertation, University of Connecticut, Storrs.
47. SMITH, L.H. (1976) ‘Learning styles: Their measurement and educational significance’, unpublished doctoral dissertation, University of Connecticut, Storrs.
48. STARKO, A.J. (1986) ‘The effects of the revolving door identification model on creative productivity and self-efficacy’, unpublished doctoral dissertation, University of Connecticut, Storrs.
49. STEDNITZ, U. (1985) ‘The influence of educational enrichment on the self-efficacy in young children’, unpublished doctoral dissertation, University of Connecticut, Storrs.
50. STEWART, E.D. (1979) ‘Learning styles among gifted/talented students: Preferences for instructional techniques’, unpublished doctoral dissertation, University of Connecticut, Storrs.
51. TAYLOR, L.A. (1992) ‘The effects of the secondary enrichment triad model and a career counseling component on the career development of vocational-technical school students’, unpublished doctoral dissertation, University of Connecticut, Storrs.
52. THOMAS, P. (1988) ‘Students across frontiers’, Journal of College Admissions 121: 7-14.
53. USEEM, R.H. (n.d.) ‘Third culture kids: Focus of major study’. Available at www.iss.edu/pages/kids.html (accessed 3 June 2002).
54. WIGGINS, G. (1989) ‘The futility of trying to teach everything of importance’, Educational Leadership 47 (Nov.): 44-48.