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Reflections at graduation: The long‐term impact of elementary school experiences in creative productivity
Abstract
The research presented in this article reports the first phase of a longitudinal study of young creative producers involved in a pilot program in Torrington, Connecticut based on the Enrichment Triad Model and the Revolving Door Identification Model. Nine senior high school students from the program underwent extensive interviews concerning their educational experiences ten years after their involvement in the program. The students selected for the study were chosen because of the creative productivity (Type Ills) they exhibited during their elementary Talented and Gifted Program experience. Student products and management plans provided information about the creative productivity experiences of the students. Interviews with the students concerning their Type III experiences were analyzed resulting in five major findings which provide insightful information for educators responsible for implementing programs for high ability students.
... The most important of these principles is the belief that the creative and productive experiences of children and young adults who participate in planned and purposeful SEM enrichment opportunities have an important influence in their later lives. For example, research suggests that students who complete in-depth, self-selected project experiences develop strong interests and will continue to seek additional creative and productive experiences (Delcourt, 1993;Hébert, 1993;Westberg, 2010). Reis (2014, 2017) have consistently found that students who experience the joys, challenges, and intensities of creative productivity in elementary, secondary school, and college are more likely to pursue creative work and challenges in their adult lives, regardless of the field, major, domain, or career they choose. ...
... From the earliest publications on the SEM, the focus has been on the use of strengths and interests to increase student achievement, engagement, and enthusiasm in school Renzulli, 1977;Renzulli and Reis, 1985). Varied research summaries have demonstrated that the use of SEM enriched and accelerated content can increase achievement, enthusiasm, and engagement for learning (Beecher and Sweeny, 2008;Delcourt, 1993;Hébert, 1993;Renzulli, 1992b), reverse underachievement (Baum et al., 1994;Renzulli et al., 1999), positively influence students' attitudes toward learning (Olenchak and Renzulli, 1989), enhance students' social and emotional development and enhance the educational experiences of students with a combination of talents and disabilities (Baum, 1988;Baum et al., 2014;Reis et al., 2013). In one comprehensive study, Olenchak (1990) studied the effectiveness of a year-long implementation of the SEM in 11 schools, with 1,698 elementary grade students, 236 teachers, 120 parents, and 10 principals, finding positive changes in student and teacher attitudes, numerous student creative products, and favorable changes in attitudes toward gifted students in classroom teachers and the general student population. ...
... Components of the SEM have been implemented to infuse creative productivity into other important models for gifted and talented youth, including International Baccalaureate (Carber and Reis, 2004). Participation in the SEM has also resulted in increased creativity and creative productivity in children and young adults (Delcourt, 1993;Hébert, 1993;Westberg, 2010). SEM extensions in reading (SEM-R) have led to the implementation of differentiated reading instruction embedded in the reading curriculum as well as higher reading engagement (Reis and Boeve, 2009;Reis and Housand, 2009;Reis et al., , 2008Reis et al., , 2011, comprehension and fluency Reis et al., , 2008Reis et al., , 2011, and self-regulation . ...
... Research on students who engaged in Type III Enrichment indicated a positive relationship between students' early and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993;Taylor, 1992), career choices (Delcourt, 1994;Starko, 1988), goal valuation (Brigandi et al., 2016), environmental perceptions (Brigandi et al., 2018), self-efficacy (Schack, Starko, & Burns, 1991;Starko, 1988), and self-regulation (Baum, 1988;Brigandi et al., 2018;Hébert, 1993). ...
... Research on students who engaged in Type III Enrichment indicated a positive relationship between students' early and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993;Taylor, 1992), career choices (Delcourt, 1994;Starko, 1988), goal valuation (Brigandi et al., 2016), environmental perceptions (Brigandi et al., 2018), self-efficacy (Schack, Starko, & Burns, 1991;Starko, 1988), and self-regulation (Baum, 1988;Brigandi et al., 2018;Hébert, 1993). ...
... Research indicates the use of the management plan supports students' ability to successfully self-regulate (Hébert, 1993 The SPAF (Reis, 1981;Reis & Renzulli, 1991;Renzulli & Reis, 2014) The SPAF is a reliable and valid instrument for evaluating the process and quality of final products. ...
Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher’s fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and component of Renzulli’s Enrichment Triad Model and Renzulli and Reis’s Schoolwide Enrichment Model. Findings indicated the gifted education teacher implemented Type III Enrichment with fidelity; she adhered to recommended structures and processes, which she skillfully implemented, and student participants were responsive and engaged in the learning process. Audience impact was adversely affected by duration of the one-semester program. In addition, findings indicated the teacher supplemented recommended processes and these supplemental activities influenced student engagement in positive ways.
... Considerable research has been conducted linking participation in Type III Enrichment with positive academic and nonacademic outcomes (Baum, 1988;Delcourt, 1988Delcourt, , 1994Hébert, 1993;Schack, 1986;Starko, 1988;Westberg, 2010). Hébert conducted a longitudinal study on the retrospective perceptions of nine high school seniors regarding their elementary school Type III Enrichment projects. ...
... Comparatively, results of a longitudinal study conducted by Westberg (2010) to investigate the relationship between students' early interests and their subsequent vocations indicated a relationship between students' early interests as depicted in their elementary school Interest-A-Lyzer (Renzulli, 1977) and subsequent interests 15 years later. Findings from both Hébert (1993) and Westberg (2010) supported those of two earlier studies conducted by Delcourt (1988Delcourt ( , 1994, which indicated a link between participation in Type III Enrichment and high school students' career aspirations. ...
... This review of literature provided insight into the complex relationship between academic acceleration and academic enrichment and how both supported the special academic, social, and emotional needs of gifted and talented students. Furthermore, this review of literature indicated that failure to develop achievement orientation attitudes in gifted and talented students can manifest as underachievement, that there may be a relationship between Type III Enrichment and achievement orientation attitudes (Delcourt, 1988(Delcourt, , 1994Hébert, 1993;Schack, 1986;Schack et al., 1991;Starko, 1988;Westberg, 2010), that there is a scarcity of current research pertaining to Type III Enrichment, and that there is a scarcity of current research on secondary school enrichment programs. Overall, information garnered from this review of literature supported the need to build understanding regarding the effects of student participation in academic enrichment, secondary school enrichment, and the focus of this research, Type III Enrichment and achievement orientation. ...
Gifted and talented students have special needs that require interventions, such as academic acceleration and academic enrichment. Additionally, without appropriate modifications gifted and talented students are at risk of underachievement. Grounded in the Schoolwide Enrichment Model and the Achievement Orientation Model, the purpose of this qualitative case study was to build understanding of the relationship between participation in academic enrichment, achievement attitudes, and the resultant behavior (self-regulation) of gifted secondary school students. Achievement attitudes include self-efficacy, goal valuation, and environmental perceptions. Participants included 10 students enrolled in one distinctive enrichment program, their parents, and their classroom teacher. The enrichment program was distinctive because it emphasized Type III Enrichment activities, which are individual and small-group investigations of real-world problems. Data included student, parent, and teacher responses in semi-structured interviews, student work, and project assessments. Data were analyzed thematically. Findings indicated a relationship between participation in Type III Enrichment and achievement orientation attitudes and the resultant behavior of secondary school gifted and talented students. Specifically, students engaged in Type III Enrichment perceived their projects as meaningful, viewed their environment as supportive, and were proud of their efforts and the outcome of those efforts. Additionally, students credited participation in Type III Enrichment with helping them to self-regulate. These findings can be used to inform gifted secondary school educational practices and specifically, how to design interventions that optimize learning experiences for secondary school gifted and talented students.
... 59). While studies have investigated gifted students' responses to various environments and settings (Adams-Byers, Whitsell, & Moon, 2004;Eddles-Hirsch et al., 2010;Hébert, 1993Hébert, , 2010Hertzog, 2003;Moon, Swift, & Shallenberger, 2002;Westberg, 2010), there is still much to understand about how gifted students respond to certain environments and settings, and how interactions among gifted students influence behavior, performance and perspectives. ...
... Researchers have conducted follow-up studies of student characteristics and perceptions of gifted programming (Delcourt, 1993;Eddles-Hirsch et al., 2010;Hébert, 1993;Hertzog, 2003;Westberg, 2010). Eddles-Hirsch et al. (2010) provided a clear overview of three differing programs and presented students' perceptions while in the program. ...
... Several of these studies have described students' experiences within the Enrichment Triad Model (Renzulli, 1977). Delcourt's (1993) study focused on understanding the characteristics of Grade 9-12 students who completed independent or small group investigations, and Hébert (1993) interviewed students at the end of high school to better understand the influence of participating in independent or small group investigations as elementary students. Westberg (2010) investigated former students' perceptions 25 years after students participated in a program. ...
In social cognitive theory, the development of self-perceptions is a complex process involving personality and environment. While educators may have little influence on students’ personality traits, they can attend to environmental components that support the development of positive self-perceptions. Developing positive self-perceptions has been identified as a key precursor to developing achievement behaviors. Achievement orientations are viewed as positive learning orientations with students focused on learning new material in comparison to a standard of excellence. Motivational variables such as achievement goals, self-efficacy beliefs, and intelligence beliefs have been connected to the development of an achievement orientation. These motivational variables have been found to decline during transition periods such as from elementary to middle school. This basic, interpretive qualitative study presents 6 students’ retrospective self-perceptions of the development of their motivational variables and achievement orientation while participating in a gifted middle school program. Participants’ responses led to the development of the following conclusions: (a) challenging curricula within a supportive environment led to the development of positive self-efficacy beliefs and achievement behaviors (e.g., seeking help, studying, taking good notes) and (b) holding multiple achievement goals and/or fixed mindsets did not prevent the development of positive achievement orientations or behaviors.
... And yet, there are indications that acceleration alone does not meet the needs of all academically capable secondary school students (Delcourt, 1988;Foust et al., 2009;Hébert, 1993;Hertberg-Davis & Callahan, 2008). In addition to perceived benefits, students enrolled in AP programs also reported experiencing stress and fatigue as a result of a challenging workload and lamented limitations on social interactions and extracurricular activities (Foust et al., 2009). ...
... Research on students who engaged in Type III Enrichment indicated a relationship between students' early interests and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), and career choices (Delcourt, 1988(Delcourt, , 1994Starko, 1988). In addition, research indicated that students who engaged in Type III Enrichment had increased levels of self-efficacy (Schack, 1986;Schack, Starko, & Burns, 1991;Starko, 1986Starko, , 1988) and were better able to self-regulate (Hébert, 1993). ...
... Research on students who engaged in Type III Enrichment indicated a relationship between students' early interests and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), and career choices (Delcourt, 1988(Delcourt, , 1994Starko, 1988). In addition, research indicated that students who engaged in Type III Enrichment had increased levels of self-efficacy (Schack, 1986;Schack, Starko, & Burns, 1991;Starko, 1986Starko, , 1988) and were better able to self-regulate (Hébert, 1993). ...
Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.
... Several research studies have evaluated the impact of this model on talent development and its impact on all students. These studies have found that implementations of this model, or models derived from the SEM, have a positive impact, especially in relation to students' creativity and productivity (Delcourt, 1993;Hébert, 1993). Despite these positive findings, the literature review suggests a lack of investigation concerning what students think about these programmes, what positive outcomes they may see, and what challenges teachers and schools may face in implementing them. ...
... There have been several research studies evaluating the impact of this model on both gifted and non-gifted children. These studies have found that the model, or models derived from SEM, have a positive impact, especially in relation to student creativity and productivity (Delcourt, 1993;Hébert, 1993). In his article Houghton (2014) aimed to capture the voice of 16 gifted students from school years 8 to 11 who had participated in an enrichment cluster in their first two years of primary school. ...
This thesis reports on a case study of the design and implementation of an enrichment programme at a private bilingual school in Italy. The approach was based upon the Schoolwide Enrichment Model discussed in the scholarly work of Joseph Renzulli but customised to address the specific context of the case study school. During the research, I had the dual role of lower school principal and researcher. Within this dual role, I sought to investigate participants' conceptualisations of giftedness, experiences of innovation, and the extent to which the implementation facilitated change to school practices. The theoretical perspective of constructive alternativism guided the study's methodological approach and the qualitative process to gather and analyse data relating to the perspectives of students and teachers. The key findings of the study contribute to expanding the broader literature on the Schoolwide Enrichment Model (SEM) and Giftedness by highlighting the following: • Teachers' identification of gifted behaviours as contextual identification of needs to promote talent development versus external specialists identifying gifted children through IQ testing. The study claims how IQ testing creates a counterproductive divide and does not consider the learning context of the individual in the classroom. • Evidence emerging from this study suggesting that dialogue, student-student talk, and teacher-student talk could be developed as a coherent pedagogical approach to stimulate sequential knowledge and interest development between Type 1, 2 and 3 activities. These factors would also sustain the enrichment triad within implementations of SEMs, and should be used as a basis for further study of such pedagogical approaches. • Leadership limiting factors and challenges related to the needs of independent school contexts. Although financial and organisational resources are present in independent schools, specific aspects of parents' voice influence and challenge SEM's design, development, implementation and opportunities for change. The recommendations that emerge from this study are the following: • Professional development of designated staff members is needed, while establishing a team that will support the model's development. • Research should be conducted into how teachers' development and planning for enrichment triad activities can include strategies to support dialogic discourse practices. • An assessment of contextual factors and the commitment of all stakeholders involved in the model is needed.
... Brigandi (2019) documented the fidelity of Type III Enrichment implementation at the classroom level. Other research supports benefits of Type III Enrichment on students' early and subsequent interests (Westberg, 2010), as well as their postsecondary school plans (Hébert, 1993) and career choices (Delcourt, 1993). Students who engaged in Type III Enrichment had increased goal valuation (Brigandi et al., 2016), self-regulation (Baum, 1988;Brigandi et al., 2018;Hébert, 1993), and more positive perceptions of their learning environment (Brigandi et al., 2018). ...
... Other research supports benefits of Type III Enrichment on students' early and subsequent interests (Westberg, 2010), as well as their postsecondary school plans (Hébert, 1993) and career choices (Delcourt, 1993). Students who engaged in Type III Enrichment had increased goal valuation (Brigandi et al., 2016), self-regulation (Baum, 1988;Brigandi et al., 2018;Hébert, 1993), and more positive perceptions of their learning environment (Brigandi et al., 2018). Students also reversed patterns of underachievement (Baum et al., 1995). ...
... La investigación longitudinal sugiere que este es el caso. Hébert (1993) encontró que los proyectos creativos de estudiantes en edad escolar tuvieron un impacto en sus decisiones y planes posteriores a la secundaria. También descubrió que las altas oportunidades creativas en los programas SEM de primaria, alentaban a los estudiantes a buscar salidas creativas en la secundaria. ...
... Es difícil medir la creatividad, ya que es un reto establecer relaciones entre las evaluaciones y pruebas de creatividad y los logros creativos posteriores a lo largo de toda la vida. Existe cierta investigación sobre experiencias escolares que han aumentado la creatividad y han tenido un impacto en la productividad creativa posterior (Delcourt, 1993;Hébert, 1993;Westberg, 2010). Aunque los estudios de caso no representan el tipo de datos fidedignos que corresponden a la moda actual en la investigación y la evaluación, al examinar una "marca" de aprendizaje diferente, debemos estar abiertos a marcas o evaluaciones igualmente diferentes. ...
The theory presented in this chapter describes the ways in which three different kinds of knowledge interact with one another to produce what is referred to as “blended knowledge.” Received and analyzed knowledge form the basis for most traditional learning situations; however, the assertion emphasized in this chapter is that these two types of knowledge have limited value so far as investigative and creative productivity are concerned unless they are applied to a real problem. Real problems differ from other types of teacher-assigned problems in that: (1) students select the specific problem they want to pursue, (2) they address the problem using the authentic methodology of practicing professional, (3) there is no predetermined solution or teacher-prescribed “right answer” to the problem, and (4) the work is intended to influence an audience(s) other than or in addition to the teacher. The theory has relevance to the teacher training pedagogy that should be advocated in gifted education programs because it is argued that the major goal of such programs should be to increase the world’s reservoir of creative and productive individuals.
... Learners should be presented with material that is slightly beyond their current stage (moderate novelty) yet not too far beyond thereby creating frustration (Byrnes, 1996), and not too simple that it causes disengagement (Csikszentmihalyi et al., 1993). In regard to interest, short-term and long-term learning is affected by motivation (H ebert, 1993;Renninger, 1993;Tobias, 1994). Tasks that are interesting are more likely to increase learner engagement, reward, creativity, productivity, autonomy and intrinsic motivation (H ebert, 1993;Renninger, 1993;Tobias, 1994). ...
... In regard to interest, short-term and long-term learning is affected by motivation (H ebert, 1993;Renninger, 1993;Tobias, 1994). Tasks that are interesting are more likely to increase learner engagement, reward, creativity, productivity, autonomy and intrinsic motivation (H ebert, 1993;Renninger, 1993;Tobias, 1994). The learning profile "refers to a student's preferred mode of learning that can be affected by a number of factors, including learning style, intelligence, preference, gender, and culture" (p. ...
Purpose – This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.
Design/methodology/approach – This study utilizes an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.
Findings – The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.
Research limitations/implications - The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.
Practical implications – Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.
Originality/value – This paper offers an exploratory overview of differentiated instruction with guidance for management faculty in designing and implementing these approaches in their courses.
... Criticisms of the Enrichment Triad Model include Renzulli's emphasis on nonintellective traits (VanTassel-Baska, 2005) and lack of attention to school-based assessment procedures (Olszewski-Kubilius, 1999). However, research on students who engage in Type III Enrichment indicate a positive relationship between students' early interests and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), career choices (Delcourt, 1994), goal valuation (Brigandi et al., 2016), environmental perceptions (Brigandi et al., 2018), levels of self-efficacy (Schack, Starko, & Burns, 1991), and self-regulation (Brigandi et al., 2018;Hébert, 1993). ...
... Criticisms of the Enrichment Triad Model include Renzulli's emphasis on nonintellective traits (VanTassel-Baska, 2005) and lack of attention to school-based assessment procedures (Olszewski-Kubilius, 1999). However, research on students who engage in Type III Enrichment indicate a positive relationship between students' early interests and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), career choices (Delcourt, 1994), goal valuation (Brigandi et al., 2016), environmental perceptions (Brigandi et al., 2018), levels of self-efficacy (Schack, Starko, & Burns, 1991), and self-regulation (Brigandi et al., 2018;Hébert, 1993). ...
The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.
... Type III investigations are a component of the Schoolwide Enrichment Model (SEM; Renzulli & Reis, 2014) and the Enrichment Triad Model (Renzulli, 1977) and are often the result of an interest sparked through the student's participation in a general exploratory activity (Type I Enrichment) and involve training in cognitive and affective skills (Type II Enrichment). Research on students who engaged in Type III Enrichment suggests a relationship between students' early and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), career choices (Delcourt, 1994;Starko, 1988), goal valuation (Brigandi, Siegle, Weiner, Gubbins, & Little, 2016), levels of self-efficacy (Schack, Starko, & Burns, 1991;Starko, 1988), and ability to self-regulate (Hébert, 1993). ...
... Type III investigations are a component of the Schoolwide Enrichment Model (SEM; Renzulli & Reis, 2014) and the Enrichment Triad Model (Renzulli, 1977) and are often the result of an interest sparked through the student's participation in a general exploratory activity (Type I Enrichment) and involve training in cognitive and affective skills (Type II Enrichment). Research on students who engaged in Type III Enrichment suggests a relationship between students' early and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), career choices (Delcourt, 1994;Starko, 1988), goal valuation (Brigandi, Siegle, Weiner, Gubbins, & Little, 2016), levels of self-efficacy (Schack, Starko, & Burns, 1991;Starko, 1988), and ability to self-regulate (Hébert, 1993). ...
Up to 50% of gifted children underachieve at some point in their school career; therefore, it is an important issue for parents and educators to address. Underachievement affects children from high as well as low socioeconomic groups. It affects urban as well as rural students. In this chapter, I review factors associated with underachievement and suggest strategies to address the underachievement of gifted children. While no single strategy works with all underachievers, a combination of counseling and instructional interventions show the greatest promise.
... Many nations have difficulty coordinating educational activities for gifted education with overarching societal goals because they lack specific goals for gifted education and talent development [39]. Education programs and practices benefit gifted and talented children over time by raising their goals for college and careers, assisting them in making post-secondary and career plans, and assisting them in obtaining more advanced degrees [40][41][42]. The goal of educational programs for gifted and talented students is to prepare them to contribute to society as independent, creative, and productive learners [43][44][45]. ...
The goal of this study was to identify conceptions towards early academic studies in computer science. We focus on a program which offers high school students the unique opportunity to earn a B.Sc. degree in parallel to their studies, resulting in them holding a prestigious degree at an early age. Activity theory framed the design of this study. Fifteen voluntary participants representing three distinct research groups participated in this study: students, parents, and lecturers. The data were collected using a qualitative research paradigm through semi-structured interviews. The findings demonstrated that the research groups mostly held distinctive conceptions. Little similarity may be detected. We argue that high school students are more likely to succeed in early academic programs when they have a rigorous curriculum, an on-staff educational consultant, and lessons that are exclusively attended by other students in their peer group. These types of programs, in our opinion, are well positioned to develop exceptional and gifted individuals' educational potential.
... Az oktatási rendszerek fejlesztésének alapjául azok a problémák szolgálnak, melyeket az oktatás működésére és eredményességére vonatkozó refl exióban azonosítanak és megoldandónak ítélnek. Az utóbbi évek tehetséggondozásra vonatkozó Egyesült Államokbeli kutatások azt jelezték, hogy a tehetségesként azonosított kiváló tanulók egy része sikeresen halad az oktatási rendszerben, és életútját, karrierútját tekintve is eredményesebbnek bizonyul másoknál (Hebert, 1993). Egyéb, az iskolai faktorokra vonatkozó kutatások arra hívják fel a fi gyelmet, hogy azoknak a tanulóknak egy része, akik kiváló tehetségek az általános és középiskolában, alulteljesítenek a felsőfokú oktatásban, vagy akár lemorzsolódnak onnan (Reis-McCoach, 2000). ...
Tanulmányunk az oktatásban érvényre jutó tehetséggondozáshoz kapcsolódó nyomon követés, értékelés, elszámoltatás és eredményességmérés funkciókat vizsgálja, azonban a rendszerben való gondolkodás elvárása megköveteli, hogy egészében áttekintsük, a tehetségügy mentén az oktatási rendszerek jelenlegi működésében mely opciók milyen mértékben kidolgozottak (Bangó, 2005; Luhmann, 2009). Az eredményesség kérdésköre mellett ezért a leírás kitér a tehetségügy közpolitikai alakítását befolyásoló tényezőkre, érték-választásokra, szupranacionális hatásokra és néhány ország inspiratív gyakorlatára is. Az oktatási rendszerekre kitekintő írásunk elsősorban az angolszász országok (Egyesült Államok, Anglia, Ausztrália) elveire és gyakorlatára koncentrál. Ennek az az oka, hogy az oktatáskutatás és -fejlesztés terén az utóbbi évtizedekben meghatározó jelentőségű audit kultúra leginkább éppen az angolszász országokban vált elterjedtté (Meyer–Benavot, 2013). Az Egyesült Államok tagállamainak gyakorlatára azért koncentrálunk, mert megállapítható, hogy a globálisan terjedő audit kultúra egyik kisugárzó centrumaként napjainkban Észak-Amerika jelölhető meg, ahol a társadalomtudományok kvantitatív szcientizmusa már a korábbi évtizedekben előkészítette a metodikai alapokat az iskolai teljesítmények és a tanulói adottságok, képességek – azonosított tehetségek – összefüggéseinek vizsgálatára (Tröhler, 2013:144)2. A más országok oktatási rendszereire történő kitekintés azonban nem öncélú, mert mindeközben a hazai rendszer működésére vonatkozó utalások is megfogalmazódnak. Hangsúlyozni kívánjuk, hogy jelen írás leszűkítetten kezeli a tehetségügyet, ugyanis csupán a tehetségügy oktatási vonatkozásaira koncentrál. Az írás mindössze annak felvázolására törekszik, hogy jelen körülmények között a tehetség kérdésköre az oktatás terén milyen metodikákkal és milyen mértékben kidolgozott.
... Foram realizados vários estudos sobre os efeitos desse modelo na educação de crianças com e sem AH/SD. Eles demonstraram que o SEM, e os métodos derivados desse modelo, melhoram a criatividade e a produtividade (Delcourt, 1993) com efeitos duradouros (Hébert, 1993) e que o método de identificação do modelo tem resultados positivos na produtividade criativa e na autoeficácia dos alunos (Starko, 1986). Foi também estabelecido que o modelo pode responder às necessidades educacionais das crianças com AH/SD (Olenchak, 1991) e, além disso, pode também ser benéfico para diferentes grupos de alunos, incluindo jovens com Síndrome de Williams . ...
A educação de indivíduos com altas habilidades/superdotação (AH/SD) e o desenvolvimento de talentos são considerados atualmente como elementos-chave para o desenvolvimento do capital humano e para o aumento da competitividade na educação e na economia. Nesse contexto, um número crescente de países começou a investir uma quantidade considerável de recursos para descobrir e desenvolver seus alunos mais capazes. À medida que as fronteiras e as diferenças entre culturas se tornam menos pronunciadas em um mundo global, os modelos educativos para orientar a educação de pessoas com altas habilidades/superdotação (AH/SD) e o desenvolvimento de talentos estão também tornando-se cada vez mais aplicáveis. Nesse contexto, o Modelo de Enriquecimento para toda a Escola (SEM) apresenta-se como um modelo flexível que permite às escolas de diferentes regiões do mundo proporcionar aos indivíduos oportunidades para identificar suas potencialidades e ajudá-los a atingir os seus níveis mais elevados de competência. Este artigo fornece uma visão geral do SEM e da extensa gama de regiões em que o modelo é atualmente implementado, bem como uma análise das razões para a sua ampla aceitação entre os educadores de todo o mundo. Além disso, este trabalho inclui uma entrevista com o Dr. Joseph Renzulli, inventor do SEM, na qual são discutidas várias questões relacionadas com a adaptação cultural do SEM. Por fim, o documento apresenta uma introdução à Rede Internacional SEM, um projeto recém-desenvolvido criado para conectar os utilizadores do SEM em todo o mundo e facilitar a partilha e o acesso a ideias e recursos para o desenvolvimento de talentos.
... It is seen that these were published between 1988 and 2012. Most of them include two or more authors, except the study made by Hébert (1993), Tieso (2003), and (Renzulli, 2012). Experimental studies seem to receive many citations. ...
Gifted students are exceptional learners who need differentiated education. Enrichment is the most prevalent differentiation strategy including supplementation learning experiences of the depth, breadth, or intensity of content and process as appropriate to the student's abilities and needs. Given the importance of assuring such education, the aim of this study is to investigate the trends related to enrichment in recent years by focusing on the bibliometric results of previous studies in the literature on enrichment in gifted education. For this goal, a total of 296 publications on enrichment gathered from Scopus and Web of Science databases were analyzed in terms of different bibliometric variables, and they were presented with visuals and tables. The PRISMA model was used for data collection and RStudio was employed for data analysis and image/table creation. The results of the study showed that the most frequently used keywords in research in both databases were "enrichment program" and "gifted students". In both databases, the countries that had the highest number of publications were determined as USA and Germany. Furthermore, it was also determined that the top three most cited authors in scientific creativity studies in both databases were Joseph Renzulli, Sally M. Reis, and Marcia Gentry. The highest number of published contributions to the field was made by the University of Connecticut and Purdue University. The most active journals in the field are Gifted Education International and Roeper Review. Researchers interested in enrichment for gifted students can benefit from the results of the present study.
... It is seen that these were published between 1988 and 2012. Most of them include two or more authors, except the study made by Hébert (1993), Tieso (2003), and (Renzulli, 2012). Experimental studies seem to receive many citations. ...
Gifted students are exceptional learners who need differentiated education. Enrichment is the most prevalent differentiation strategy including supplementation learning experiences of the depth, breadth, or intensity of content and process as appropriate to the student’s abilities and needs. Given the importance of assuring such education, the aim of this study is to investigate the trends related to enrichment in recent years by focusing on the bibliometric results of previous studies in the literature on enrichment in gifted education. For this goal, a total of 296 publications on enrichment gathered from Scopus and Web of Science databases were analyzed in terms of different bibliometric variables, and they were presented with visuals and tables. The PRISMA model was used for data collection and RStudio was employed for data analysis and image/table creation. The results of the study showed that the most frequently used keywords in research in both databases were “enrichment program” and “gifted students”. In both databases, the countries that had the highest number of publications were determined as USA and Germany. Furthermore, it was also determined that the top three most cited authors in scientific creativity studies in both databases were Joseph Renzulli, Sally M. Reis, and Marcia Gentry. The highest number of published contributions to the field was made by the University of Connecticut and Purdue University. The most active journals in the field are Gifted Education International and Roeper Review. Researchers interested in enrichment for gifted students can benefit from the results of the present study.
... Reis (1982) et Olenchak et Renzulli (1989) ont également montré que la qualité des productions des deux groupes de sujets dans le cadre de leur recherche personnelle (activités d'enrichissement de type III) était en moyenne du même ordre (pas de différence de qualité). Il existe deux recherches longitudinales sur les effets du SEM (Delcourt, 1993 ;Hébert, 1993) mais ces dernières portent sur de faibles effectifs (respectivement 18 et 9 participants) et ne comportent pas de groupe contrôle, ce qui les rend difficilement exploitables (Lautrey, 2004c). Malgré la rareté des recherches entreprises sur cette question, on peut souligner que le fait de consacrer une partie du temps scolaire à la pratique 37 Ce programme SEM comporte trois types d'activités d'enrichissement. ...
La situation des élèves à haut potentiel intellectuel (E.H.P.I.) suscite depuis quelques années un vif intérêt qui va de pair avec un certain esprit polémique. Bien que très médiatisée, cette question reste encore relativement peu explorée sur le plan scientifique en France. Malgré le fait d’être identifié sur la base d’un Q.I. supérieur à la moyenne (≥130), certains élèves rencontrent des difficultés d’adaptation scolaire et psychosociale. Une des hypothèses actuellement privilégiée pour expliquer ce « phénomène» souligne l’inadaptation du contexte socio-pédagogique aux caractéristiques cognitives
et socio-affectives et aux modes d’apprendre particuliers de ces élèves. Au rang des mesures pédagogiques spécifiques alors proposées figure la scolarisation en classes homogènes (où les E.H.P.I. sont scolarisés entre eux).
Notre recherche se propose d’appréhender, dans le contexte scolaire français, les effets du mode de scolarisation d’élèves à haut potentiel intellectuel en classes homogènes (versus classes hétérogènes) sur leur expérience scolaire et leurs représentations de soi et du haut potentiel.
Un protocole de recherche a été mis en place auprès d'un échantillon de 255 collégien(ne)s à haut potentiel intellectuel (48 filles - 207 garçons), âgés de 9 à 15 ans (M = 12,5 ; ET = 1,51), scolarisés dans des classes hétérogènes (classes où ils sont scolarisés avec des élèves tout-venant ; n=51) ou dans des classes homogènes (n=204).
Six instruments de conception et de visées différenciées ont été utilisés : un questionnaire
relatif à l’expérience scolaire, le bilan de savoir (Charlot, Bautier & Rochex, 1992), la technique Genèse des Perceptions de Soi (L’Ecuyer, 1990), l’Échelle Toulousaine d’Estime de Soi (Sordes-Ader, Lévêque, Oubrayrie & Safont-Mottay, 1998), une grille d’hétéro-évaluation des compétences et des conduites scolaires et une question ouverte sur les représentations du haut potentiel.
Nos résultats révèlent que les E.H.P.I. scolarisés en classe homogène présentent des niveaux d’estime de soi scolaire et sociale plus faibles que leurs homologues scolarisés en classe hétérogène.
Par contre, les effets sur l’expérience scolaire sont plus contrastés. Ils permettent également de souligner l’hétérogénéité des formes du rapport au savoir et à l’apprendre de ces adolescents. Les stratégies de représentation de soi apparaissent fortement modulées par l’âge et les contextes familiaux. Enfin, les représentations du haut potentiel s’organisent autour de la question de la différence soit relativisée soit revendiquée.
... 75) Research Related to the SEM. Previous research has focused on creative productivity of students (Hébert, 1993;Reis & Renzulli, 1984), reversing underachievement of gifted students through Type III projects (Baum, Renzulli, & Hébert, 1995), curriculum compacting and achievement test scores (Reis, Westberg, Kulikowich, & Purcell, 1998), and the effect of SEM participation on students' and teachers' attitudes toward gifted education (Olenchak & Renzulli, 1989) and students' attitudes toward learning (Olenchak, 1990). ...
... Likewise, students are heterogeneous, whose unique personalities have their own influence on studies (Duff, Boyle, Dunleavy, & Ferguson, 2004). Success in previous education levels (Busato, Prins, Elshout, & Hamaker, 2000), including even experiences in elementary school, direct performance in university studies, as well (Hébert, 1993). These experiences in students' learning and study history can either strengthen or ISSN 1822-7864 is a much researched topic. ...
Fast graduation, smooth studies, and fluent study progress are the goals of today’s university education. How do students themselves perceive their study processes and what do they think about the factors hindering them from succeeding? The purpose of this research was to find out from the first-year-students of one Finnish university their experiences and opinions. The research investigated what the most difficult issues the students have faced during their first year of university studies have been and what factors have hindered their study progress according to their own perceptions. The students (N=186) answered to an internet-based open-ended questionnaire. The data were analysed in a qualitative data-based manner which resulted in seven most frequently mentioned hindrances in the questionnaire data. The main hindrances were deficiencies in study skills, difficulties in adjustment to academic studies, unclear directions in studies, difficulties in making study plans and scheduling, lack of guidance in studies and difficulties in finding help, lack of community, and overlapping courses and busy study periods. Based on the findings, it is possible to pay attention to the difficulties mentioned by students. Key words: university education, study process, smooth studies, university teaching, study skills.
... For example, research projects can prepare students of all ages to actively seek out and solve the messy and often ill-defined problems (Frederiksen, 1984) they may encounter now or in their future education experiences, careers, professions, and personal lives. Relatedly, research from the gifted education field on students who engaged in Type III Enrichment (Renzulli, 1977) suggests a relationship between students' early and subsequent interests (Westberg, 2010), postsecondary school plans (Hébert, 1993), and career choices (Delcourt, 1994;Starko, 1988). For example, Brigandi et al. (2016Brigandi et al. ( , 2018 found that secondary school students engaged in Renzulli's (1977) Type III Enrichment were not only capable of conducting research, but that engaging in research afforded them with unparalleled opportunities for cognitive and intrapersonal growth. ...
The purpose of this article is to assist classroom teachers in discerning qualitative differences between a student-written report and student-led research. There are many connotations to the terms “report” and “research,” and they can have implications on how teachers effectively or ineffectively differentiate instruction to challenge students who have high academic ability. In this article, we present what we coin the Report-Research Continuum (R-RC), which is a differentiation decision-making tool for selecting student projects of varied levels of complexity. We also discuss the benefits of student-led reports and research and how they align with national standards. After reading this article, teachers will have an expanded understanding of similarities and differences between the terms “report” and “research” and will be able to use the R-RC to guide their selection of appropriately challenging projects that align with students’ readiness levels and interest areas.
... The literature on gifted children is predominantly with older children, and the youngest of gifted children have been referred to as "forgotten children" (Radue, 2009). Te Whāriki, the New Zealand early childhood curriculum, states that activities should be "developmentally appropriate" (Ministry of Education, 1996); young gifted children also need appropriately challenging learning experiences and curriculum differentiation (Department of Education and Early Childhood Development, 2013;Harrison, 1995;Moltzen, 2011;Porter, 1999). "A curriculum that also matches a child's abilities also promotes a sense of well-being" (Department of Education and Early Childhood Development, 2013). ...
... The Triad Model was initially implemented in school districts as a gifted and talented program before it became integrated into whole school programming. Research on the use of the Enrichment Triad Model, and its integration into the SEM, has consistently shown the positive outcomes of the use of this approach with urban students, finding that the enriched and accelerated content can reverse underachievement and increase achievement (Baum, 1988;Baum et al., 1999;Delcourt, 1993;Hébert, 1993;Reis et al., 2007;Reis et al., 2008). ...
The SEM and related services and programs described in this article focus on the development of both academic and creative talents through enrichment and engaging learning experiences. The research that provides compelling evidence has been summarized in the hope that urban educators will consider implementing this approach. The research supports the use of enrichment and gifted education pedagogy to provide enjoyable learning experiences as well as increased achievement scores for urban students and also presents evidence that this approach may be more effective than the use of other types of programs. Overemphasis on test preparation and mechanistic instruction and the use of remedial materials has made many urban classrooms dreary places to learn. When enrichment pedagogy is extended to urban students, these high-end opportunities can provide more advanced and enriched learning experiences that promote creativity and engagement, as well as enable students to apply thinking skills and use knowledge in an integrated, inductive, and problem-oriented manner. In urban classrooms where students are using Renzulli Learning, both engagement and wonder emerge when they take a virtual field trip to a world-famous museum, research a topic in their area of interest, complete a self-selected independent study, or apply critical and creative thinking skills in areas of choice. The SEM integrates advanced opportunities for talent development in different types and levels of enrichment, and differentiation for students in all learning opportunities, such as enrichment clusters, the SEM-R, Renzulli Learning, and the Enrichment Triad Model.
... Long-term benefits were also found by Delcourt (1993), Hébert (1993), and Westberg (1999Westberg ( , 2010 who each conducted follow-up studies of former students who participated in Enrichment Triad Type III independent investigations. All three found that students maintained their interests and dispositions toward creative productivity after participating in investigations either in elementary or secondary school. ...
Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focusing, product focusing, and audience focusing. Progression through these stages leads to real-life learning experiences with lasting effects for students.
... Hine added that two factors: strong family bonds and a family centered environment contribute to high achievement in high potential children (Hine, 1994). In research conducted by researchers at The National Research Center on the Gifted and Talented, Hébert (1993) found that Puerto Rican families living in the United States had a strong sense of cultural identity as Puerto Ricans, demonstrate a strong attachment to the members of their family, and a real concern for members of the immediate family. Hebert also stated that the degree of parental involvement, parental education, educational environment in the home, socioeconomic status were factors that contribute to the student's high academic achievement. ...
Puerto Rican Students’ Perspectives of Socio-cultural Characteristics of Giftedness and Talent Development Miriam Morales Taylor University of Connecticut, 2013 This qualitative study was conducted to investigate the social and cultural characteristics of gifted and talented students and their perceptions of the educational factors that have contributed to the development of their gifts and talents. Twelve Puerto Rican English Language Learner (PR-ELL) students who are identified as gifted and attend a full-time academy for gifted and talented students were selected for the study. Both ethnography and comparative case methodology were used as the participants completed a questionnaire with 67 questions and then were interviewed and observed in their school. Students’ cumulative records were also reviewed and analyzed. Interesting findings emerged in the study as participants identified the following characteristics that would identify them as gifted and talented: high potential, motivation, commitment, perseverance, self-confidence, maturity, and hard work. The participants believe that they work harder, expend more effort in their academic studies, take school more seriously, and have more enthusiasm for learning than students from other cultures who are identified as gifted and talented. They also reported that their parents encouraged their children to work hard and do well in school. All students agreed that the Gifted & Talented Academy they attended and their teachers provide them with a rigorous, enriched curriculum. The participants also indicated that they loved being challenged and encouraged by their parents and teachers to work hard and excel. They enjoy being exposed to new curriculum and learning new content, as opposed to the lack of challenge they experienced in their previous schools. This research contributes to new understandings regarding the characteristics of PR-ELL gifted students, family characteristics and educational factors that support and sustain high academic achievement; however, additional research is needed relative to the identification and characteristics of gifted ELL students.
... Differentiation of curriculum and instruction as a response to student interest is linked to motivation, short-and long-term impacts on learning, productivity, achievement, creativity, student autonomy, acceptance of challenge, and persistence with tasks. A small sampling of the researchers cited in the Tomlinson et al. article includes Amabile (1996); Bruner (1961); Csikszentmihalyi, Rathunde, and Whalen (1993); Hébert (1993); Sharan and Sharan (1992); and Torrance (1995). ...
The National Research Center on the Gifted and Talented (NRC/GT) is funded by the U.S. Department of Education, Institute of Education Sciences. This special issue of the Journal for the Education of the Gifted highlights a few of the research studies conducted from 1995-2000. These selected studies have a common thread as they all address teaching and learning from the perspective of changing behaviors, strategies, and practices. Each study is also responsive to our commitment to quantitative and qualitative studies that are problem based, practice relevant, and consumer oriented. More information about our research studies is available from http://www.gifted.uconn.edu.
... -Sustenta o conceito de que os adolescentes e adultos jovens podem ser tanto produtores como consumidores de informações. Hébert, 1993 Reflexões na graduação: o impacto de longo prazo de experiências de produtividade criativa no ensino fundamental. ...
O presente artigo oferece as reflexões sobre os 25 anos de trabalho do autor, focalizando as evoluções de modelos concebidos para ajudar a identificar e atender as necessidades dos alunos superdotados e talentosos1. Os modelos citados incluem a Concepção de Superdotação dos Três Anéis, o Modelo Triádico de Enriquecimento e o Modelo de Enriquecimento para Toda a Escola, concentrando-se no referencial teórico que sustenta cada modelo e incluem as suas aplicações práticas em diversas situações escolares e as pesquisas subjacentes. O autor também reflete sobre possíveis modificações e o futuro desenvolvimento dos modelos.
The purpose of this paper is to assess the quality of the planning and implementation of the evaluations of programs for gifted students, the findings obtained, and their validity. We conducted a thorough investigation and an international comparative analysis of foreign content starting points in the field of evaluation of programs of gifted education programs, in which we have presented modern didactic mechanisms that strive to renew the evaluation of program implementation, based on the tendency to improve the situation in the case of implementation of programs, for the gifted students. The literature search identified 713 documents (program evaluation), of which 485 were substantively relevant (evaluation of gifted programs). In the meta-analysis, the descriptive method was supplemented by a content analysis of the gifted programs. The evaluation found that coordinators are dissatisfied with the approach to identifying gifted students and that they have difficulty interpreting policy requirements and respond very pragmatically, and that the implementation of curriculum adaptations is poor. Based on the research findings, four suggestions were made: (i) increase the use of differentiated instruction and personalized learning, (ii) clearly define expectations for instruction for gifted children and align these expectations with the roles and responsibilities of gifted coordinators, teachers, and principals; (iv) develop and implement a plan for clear and regular communication with parents and students.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
People known for their world-changing accomplishments are often recognized for their creativity, personal courage, belief in self, and perseverance. In this chapter, we explore how co-cognitive traits such as courage, optimism, vision, and a belief in one’s power to make change should be developed in programs that serve gifted and high potential students. A brief review of the theory underlying these traits is followed by case studies that describe the work of young people who have used their talents to promote social capital. Our focus is on the opportunities, resources, and encouragement provided by educators who use the strength-based teaching strategies embedded in Schoolwide Enrichment Model to help students develop a socially constructive product or service to others that brings about positive change locally and in larger audiences. The chapter concludes with a series of guidelines for teachers designed to help young people internalize the attitudes, values, and behaviors that promote the use of one’s talents to make the world a better place.KeywordsCreative productivityBelief in selfType III enrichmentPerseveranceSchoolwide enrichmentTalent development
The Schoolwide Enrichment Model is widely implemented as a both an enrichment program used with academically gifted and talented students and as a magnet theme/enrichment approach for all students. The theme of the SEM is to develop the strengths and talents of all students. The SEM provides enriched learning experiences and higher learning standards for all children through three goals: developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and providing advanced follow-up opportunities for young people based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, and preferred modes of expression.
Creative, motivated, and high-achieving students are found in every college and university, but not all of these students participate in honors programs which might support their talent development. This comparative case study investigated the perceptions of 10 participants who completed university-level “Type III experiences.” It extends the sparse research on enrichment and gifted education pedagogy in undergraduate students, framed on Renzulli’s Four-Part Theoretical Model for Gifted Education in the 21st Century. Interviews explored students’ perceptions of the experience and effects on their executive functions and future plans. Using Strauss and Corbin’s technique of open, axial, and selective coding, one overarching theme of this study emerged: support provided for creative productivity led to autonomy and enabled students to complete advanced and creative projects.
This chapter focuses on creative-productive giftedness and proposes that young people showing creative potential and an investigative mindset should also have access to special opportunities, resources, and encouragement. It also describes the evolution of the Three Ring Conception of Giftedness, with its three interacting clusters of traits: above average (not necessarily superior) ability, task commitment, and creativity. Various considerations that have guided the development of the Three Ring Conception of Giftedness include the differences between two kinds of assessment. The first, assessments of learning, focuses on what students already know based on cognitive and achievement test scores. This approach to the development of giftedness and talents in all areas of human productivity takes into consideration factors related to another type of student data called assessment for learning. Factors include sensitivity to traits such as curiosity, interests, preferred instructional styles and expression styles, enjoyment of learning, collaboration, communication, cooperation, planning, and self-regulation. Recurring questions about the Three Ring Conception of Giftedness are discussed, as is the overall goal of both this definition and the recommended programming approach called the Schoolwide Enrichment Model. That goal is to increase the world’s reservoir of creative and productive young people who will contribute to the scientific, economic, social, and cultural development of mankind and to preserve the earth’s resources for future generations.
The process of talent development with children and young adults who have participated in programs based on the Enrichment Triad and the Schoolwide Enrichment Model (SEM) has been the focus of research by Renzulli and Reis, as well as other scholars and colleagues, for over four decades. Periodic summaries of this extensive research have been completed and have informed the evolution of the SEM approach. In this research synthesis, we describe almost four decades of research on this model, focusing primarily on the most important syntheses and research that has been published in peer reviewed journals. This synthesis of research suggests that the SEM is broadly and widely used across the globe and leads to positive outcomes for academically talented and high potential students, in addition to being a source of schoolwide enrichment that provides challenging, strength-based opportunities for all students.
Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.
http://dx.doi.org/10.5902/1984686X14285The Schoolwide Enrichment Model (SEM) is widely implemented as an enrichment program used with academically gifted and talented students and a general enrichment approach for all schools interested in developing the strengths and talents of all learners. The major goal of the SEM is the application of gifted education pedagogy to total school enrichment and joyful learning. The SEM provides enriched learning experiences and higher learning standards for all children through three goals: developing talents in all children, providing a broad range of enrichment experiences for all students, and providing advanced level follow-up opportunities for young people based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, learning styles, and preferred modes of expression.
This entry highlights some of the major issues associated with promoting high levels of creative potential and achievement in talented adolescents. It summarizes recent research about the environmental factors, and school and home programs, that are more likely to result in the realization of creative talent.
Placing gifted and talented students together organizationally is not a substitute for appropriate services. The placement or program model fundamentally serves as a vehicle to group or organize students together but programming, in practice, sometimes referred to as a service delivery model, is not the same thing as service. Placement is a management strategy. It must be coupled with curriculum and instructional modifications in order for substantial and positive academic and social emotional effects to occur for gifted and talented students. Specifically, the program placement model is only as good as the curriculum and instructional models provided within that placement. This chapter provides descriptions and research evidence of the macro program models used for serving gifted students and more commonly used program placement models for grouping gifted students together within the traditional school day and beyond. Non-negotiable components and future directions are also discussed within the context of placement.
Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for "differentiated" or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.
The aim of this paper is to analyse the developmental trajectory during childhood of the divergent and evaluative skills implicit in the creative process. A total of 1491 children, aged between 6 and 12 years old, from seven Spanish schools participated in the study by answering the Test de Creatividad Infantil (Child Creativity Test). The aforementioned instrument is based on the theoretical framework of “problem finding” and covers both the creative process and the product. It requires designing a model with stickers -formulation of the problem and then later on producing a drawing based on the model -solving the problem. The results show three types of developmental trajectories: ascendant, irregular (with significant ascents and descents) and stable. Global Creativity describes a fundamentally ascendant trend, as well as evaluative skills. The divergent skills are characterised by presenting greater variability and irregularity, and experience the greatest decrease during the period analysed. Studies on gender differences show that boys had higher scores on Global Creativity and girls had more irregular trajectories.
This author provides reflections on the last 25 years of his work, focusing on the evolutions of models designed to help identify and meet the needs of gifted and talented students. The cited models include the Three Ring Conception of Giftedness, the Enrichment Triad Model, and the Schoolwide Enrichment Model. Summaries focus on the rationale supporting each model, including practical applications of the model in various school situations and underlying research. Also included are insights related to potential modifications and future developments of the models.
Dr. Renzulli's Enrichment Triad and SEM models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be underrepresented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field.
Introduction the september 2007 issue of Smithsonian Magazine was dedicated to “America's Young Innovators in the Arts and Sciences” – 37 people under the age of 36 who are making names for themselves and are well on their way to eminence in their fields. Most of them can trace their passion and career focus to a few key experiences. Cristián Samper, for example, Acting Secretary of the Smithsonian Institution, says in his editorial introduction, My own love of science came from a love of nature. As a Boy Scout, I camped and hiked in Colombian rain forests, returning home eager to organize my collections of plants and animals.…At 15, I joined ornithologist Jorge Orejuela on a World Wildlife Fund (WWF) summer expedition to the remote rain forests in the Choco region of Colombia. This was my first experience in hands-on fieldwork, and as I saw scientific data, field observation, conservation biology and environmental policy all coming together, I was hooked. (Smithsonian Magazine, 2007, p. 3) The unfortunate truth is that schools are not places where youngsters gain these kinds of experiences nor places where creativity thrives, especially in the current educational climate where the emphasis is on increasing the academic achievement of underperforming students (Renzulli, 2005; Robinson, 2001). Academic achievement has become the focus of most of the thought, finances, and energy expended in education, and yet, we have an ambiguous relationship with academic achievement.
An overview of definitions of giftedness, special populations of gifted and talented children, methods of identification, and a continuum of services are summarized in this chapter. These services include organizational strategies (such as instructional grouping options), instructional strategies (such as acceleration and enrichment options), and a variety of talent development opportunities that should be included in a continuum of services that will engage and challenge all gifted and talented students. Also included in this chapter are some social and emotional challenges that may affect gifted and high potential children, such as the potential underachievement of children who do not encounter sufficient challenge in school. The chapter ends with a summary of research about the effectiveness of grouping, instructional, and talent development strategies, as well as recommendations for the creation of a continuum of services in each school district that will challenge and engage all students.
This is a reprint of an article originally published in November 1978. A new one-page introduction by the author appears in the print and digital editions. After reviewing old definitions of giftedness and research dealing with characteristics of the gifted, the author presents a definition that focuses on three clusters of traits: above-average general ability, high levels of task commitment, and high levels of creativity. The author holds copyright to this article. Distributed by Phi Delta Kappa International with permission.
Most exceptionally able children spend far too much time practising skills already mastered and repeating tasks or doing assignments which they have already covered. Joseph Renzulli proposes that, to avoid this reputation, teachers should initially ascertain, by pre-testing, what skills exceptional children already have and in what curriculum areas they are already knowledgeable and experienced. This means that teachers have to know what their aims and objectives are in, for example, mathematics, reading, science, etc. Then a pupil's learning programme can be developed from his/her level of competence and knowledge. He calls this process of assessment prior to planning ‘Compacting’. The time thus ‘saved’ by omitting unnecessary practice or repetition can then be spent on extension activities.
The triad model holds that (a) the student has complete freedom to explore problems of personal interest thoroughly, and (b) the primary teaching purposes are to help the student identify such problems and provide the skills to attack them. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Middle school philosophy as it relates to ability grouping and the gifted learner is examined. The emphasis of this philosophy on heterogeneous grouping for students of all abilities results in significant implications for gifted learners. A review of the literature indicates that the reasoning used to support heterogeneity at the middle level is based on developmental needs of young adolescents, the concern over social discrimination associated with grouping practices, and the need for positive role models. The arguments also raise some controversial issues regarding meeting the needs of gifted learners at the middle level. The need for reliable and valid research on this topic is indicated by the findings.
Contrasts the naturalistic research paradigm with the scientific model, noting that the naturalistic paradigm assumes multiple reality, subject-object interrelatedness, and contextuality. Skills required for the pursuit of naturalistic inquiry are described. (JEG)
Forty-nine state superintendents of public instruction responded to the sixth biannual assessment of U.S. gifted/talented education programs. The questionnaire addressed the following topics: certification requirements for teachers, state funding, impact of tax limitation measures, state guidelines for gifted/talented programs, student selection techniques, major problems, and needed improvements. (JDD)
Typescript (photocopy). Abstract (2 leaves) bound with copy. Thesis (Ph. D.)--University of Connecticut, 1986. Includes bibliographical references (leaves 106-111).
This study investigated characteristics related to creative/productive behavior in adolescents. These were students who consistently engaged in first-hand research of self-selected topics. The topics were related to activities both within or outside of school. Selection of students for this study was based upon the quantity and quality of their projects. Therefore, giftedness was viewed as being manifested in performances. In contrast to a static perspective of the gifted individual, this conception of giftedness focuses upon the dynamic nature of gifted behavior. Creative/productive behavior was under investigation for two main purposes. First, to describe the phenomenon, showing that students can be producers of information as well as consumers. Second, to examine student behaviors, forming a more specific set of personal and environmental characteristics related to creative/productivity. The sample consisted of 18 students in grades 9 through 12 from 4 sites in the Northeast. All sites were located in typical high schools as opposed to special schools for the gifted. These schools conducted programs for the gifted, focusing upon the development of creative/productive behavior in students. A qualitative analysis was conducted utilizing triangulated methodology of data sources and methods. Focusing upon student perspectives, sources constituted the family, the school, and the individual. Methods included document analysis, questionnaires, and a student interview. Document analysis was employed to collect school-related data pertaining to the program for gifted education and to the student's academic record. Parents responded to questionnaires about family background and their perspectives of their child's creative/productive behavior. Each student responded to several assessments of personality, a questionnaire regarding their creative productivity and a series of interview questions. A microcomputer program was employed for sorting and retrieving coded text data. Characteristics relative to family background, educational experiences and individual characteristics were analyzed. Results revealed that these students do exhibit characteristics similar to those of creative/productive adults, that these students can be producers of information as well as consumers, and that their learning processes merit closer attention if their abilities are to be better understood by parents and educators.
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