Relevant bibliographies by topics / Renzulli

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Renzulli'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Renzulli"

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Renzulli, Joe, Sally Reis, and Michael F. Shaughnessy. "A reflective conversation with Joe Renzulli and Sally Reis." Gifted Education International 30, no. 1 (March 20, 2013): 24–32. http://dx.doi.org/10.1177/0261429413480419.

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In this reflective conversation, Dr. Joe Renzulli and Dr. Sally Reis respond to questions about the newly developed Renzulli Learning System. They discuss the system in light of the Schoolwide Enrichment Model (SEM) and provide information regarding it's use with curriculum compacting and Renzulli's “Three Ring Conceptualization of Giftedness”. Lastly, the “new literacies” in gifted education are discussed.
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Bawden, Terri, and James R. Delisle. "Au Contraire, James Delisle." Gifted Child Today 25, no. 3 (July 2002): 14–16. http://dx.doi.org/10.4219/gct-2002-74.

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Over the past few years, James Delisle has become more and more bold in his attacks on Howard Gardner's theory of Multiple Intelligences (MI) and Joseph Renzulli's Schoolwide Enrichment Model (SEM). He has made numerous presentations at state and national conferences and written articles claiming that Gardner and Renzulli have advocated that all children are gifted and that services to identify gifted children have been diluted or eliminated as a result.
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Kirschenbaum, Robert J. "Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented." Gifted Education International 8, no. 3 (September 1992): 139–45. http://dx.doi.org/10.1177/026142949200800304.

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The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.
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Brigandi, Carla B. "Fidelity of Implementation for an Evidence-Based Enrichment Practice." Journal of Advanced Academics 30, no. 3 (July 11, 2019): 268–97. http://dx.doi.org/10.1177/1932202x19862686.

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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.
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Diah, Saputri, and Rochmat Wahab. "EFFECTIVENESS OF IMPLEMENTATION ENRICHMENT MODELRENZULLI TYPE III TO INCREASE LEARNING OUTCOME HIGH ACHIEVING STUDENTS GRADE V IN SD 1 TRIRENGGO AT THEME 8 THE MATTER OF SCIENCES." JPK (Jurnal Pendidikan Khusus) 15, no. 1 (May 10, 2019): 34–44. http://dx.doi.org/10.21831/jpk.v15i1.24956.

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This research aimed to examine the effectiveness of implementation Enrichment Model Renzulli Type III to increase learning outcome high achieving students grade V in SD 1 Trirenggo at theme 8 the matter of IPA. This research used quantitative approach with quasi experimental research type. The research design used was one group pretest-posttest design. The subjects of the study used three high achieving science students of grade V elementary school. Data collection using tests, observations, and documentations. Analysis of data used using non parametric statistics Type Wilcoxon Sign Rank Test. The results of the Wilcoxon Sign Rank Test results obtained T count = 0 (α = 0,05), then T count ≤ Tα and H0 rejected and Ha accepted. This means that Enrichment Model Renzulli Type III is effective to improve learning outcome of the high achieving science students of class V elementary school in SD 1 Trirenggo. The effectiveness of Enrichment Model Renzulli Type III is indicated by an increase in the score of pre-test and post-test results. The average pre-test score is 45 and average post-test score is 74.67. Where there is a score increase of 29.67%.
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Renzulli, Joseph. "Expanding the umbrella: An interview with Joseph Renzulli." Roeper Review 26, no. 2 (January 2004): 65–67. http://dx.doi.org/10.1080/02783190409554243.

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Vantassel-Baska, Joyce. "Response to Renzulli Advocating the Pull-Out Model." Journal for the Education of the Gifted 10, no. 4 (June 1987): 267–69. http://dx.doi.org/10.1177/016235328701000405.

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Kirschenbaum, Robert J. "An Interview with Dr. Joseph Renzulli and Dr. Sally Reis." Gifted Child Today 18, no. 4 (July 1995): 18–25. http://dx.doi.org/10.1177/107621759501800408.

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Callahan, Carolyn M. "The “Multiples” of Howard Gardner, Joseph Renzulli, and Robert Sternberg." Gifted Child Quarterly 55, no. 4 (September 27, 2011): 300–301. http://dx.doi.org/10.1177/0016986211421871.

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Ferbezer, Ivan. "Validity and Reliability of Teachers' Judgment in Identification and Follow-Up of Gifted Pupils." Gifted Education International 12, no. 3 (January 1998): 190–91. http://dx.doi.org/10.1177/026142949801200310.

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According to the compatibility between definition, identification and programming of giftedness (Renzulli) we wanted to contribute to the psychometrical improvement of teachers' observation of gifted children; to contribute to the operationalisation of / information of action, to the pedagogical extension of conceptions of giftedness, to talent identification as a component part in educational programming.
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Dissertations / Theses on the topic "Renzulli"

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Navarro, Lozano Juan. "Mejora de la creatividad en el aula de primaria." Doctoral thesis, Universidad de Murcia, 2008. http://hdl.handle.net/10803/11009.

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Tesis desarrollada en cinco capítulos. Dos que recogen la teórica directamente relacionada con la investigación en torno a los cuatro elementos de la creatividad (persona, proceso, producto y contexto), su génesis y la evaluación de los mismos. Dos capítulos dedicados a los "espacios creativos" (uno de ellos al espacio educativo): factores que mejoran o dificultan la creatividad y su desarrollo. El quinto dedicado al estudio empírico: hipótesis, objetivos, metodología, resultados y análisis. Una reflexión final, y un decálogo que busca resumir algunos tópicos relacionados con la creatividad. La parte teórica La investigación se realiza con una muestra de 90 alumnos de 1º y 3º de Educación Primaria, 45 en grupo experimental. Se busca comprobar la influencia del programa de mejora de la creatividad de Renzulli y Col. (1986) en los incrementos de creatividad, y su relación con los rasgos de personalidad de los sujetos, o con su inteligencia.
This thesis is made up of five chapters, besides a final reflection and a decalogue that summarizes some topics related to the creativity. The first two chapters are the theory related to the investigation about the four elements of the creativity (person, process, product and context) and their evaluation. The following two chapters are about the "creative spaces" (one of them about the educative space): factors that improve or make difficult to the creativity and its development. Finally, the fifth chapter is dedicated to the empirical study: hypothesis, objectives, methodology, results and analysis. That study is made with a sample of 90 students of first and third of primary school (45 in experimental group). The purpose is to verify the influence of the program of creativity improvement, of Renzulli and Col. (1986), in the increases of the creativity and their relation with the personality traits of students or their intelligence.
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Pereira, Carlos Eduardo de Souza. "Identificação de estudantes talentosos: uma comparação entre as perspectivas de Renzulli e Güenther." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2523.

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Para comparar as perspectivas de Güenther – Sistema de Observação Longitudinal por Educadores (SOLE) – e de Renzulli – Modelo das Portas Giratórias (RDIM) –, implantou-se um Programa de Identificação de Estudantes Talentosos em um colégio de uma universidade pública. Participaram da investigação 21 educadores e 393 alunos do quinto ao oitavo ano do ensino fundamental, bem como os pais desses estudantes. Para o RDIM, empregaram-se testes de inteligência, escalas e questionários. No caso do SOLE, foi usado somente um roteiro de observação para professores. Constatou-se que a nomeação por testes identifica apenas uma parcela reduzida dos estudantes mais capazes. Houve sobrenomeação, especialmente no caso dos professores. O RDIM é mais inclusivo que o SOLE e tende a abarcar mais domínios de superdotação. As dotações acadêmicas e intelectuais continuam a ser as mais enfatizadas. O uso de múltiplos critérios não evitou que distorções da abordagem tradicional de identificação de talento ocorressem. Estudos adicionais, especialmente aqueles que analisem as evidências de validade dos instrumentos e que contem com amostras mais representativas da população de estudantes brasileiros, são recomendados.
In order to compare Güenther ‟s prospects - Longitudinal Observation System for Educators (SOLE) - and Renzulli „s - Model of Revolving Doors (RDIM) – A program for identification of talented students was implemented in a school at a public university. 21 educators participated in the research and 393 students from fifth to eighth grade of elementary school and their parents. Intelligence tests, scales and questionnaires were employed for RDIM. In the case of SOLE was used only an observation guidelines for teachers. Only a small fraction of the talented students was appointmented by testing identifies. There were over nomination, especially by teachers. The RDIM is more inclusive than the SOLE and tends to cover more areas of high abilities. The academic and intellectual skills remain the most emphasized. The use of multiple criteria did not prevent from distortion of the traditional approach of identifying talents. Further studies, especially those who examine the evidence of validity of the instruments and with samples containing more representative of Brazilian students‟ population are recommended.
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Andersson, Tobias, and David Evertsson. "Särskild begåvning och matematik – Hur yttrar det sig? : Vad uppfattar pedagoger som kännetecken på särskild begåvning och hur kommer det till uttryck?" Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44722.

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Studien syftar till att undersöka vilka kännetecken pedagoger uppfattar att de särskilt begåvade eleverna uppvisar och hur de kommer till uttryck i matematikundervisningen. Detta görs med förhoppningen att fler pedagoger ska kunna uppmärksamma sina särskilt begåvade elever. Studien bygger på semistrukturerade intervjuer med fem pedagoger samt två observationer av särskilt begåvade elever. Resultatet visar dels att pedagoger uppfattar vissa kännetecken som tecken på särskild begåvning trots att kännetecknen inte har koppling till särskild begåvning. Resultatet visar också att de särskilt begåvade eleverna utnyttjar sina mer välutvecklade förmågor på olika sätt beroende på om de har intresse för ämnet och känner sig motiverade. Studiens implikation på yrkesutövandet blir att det behövs mer kunskap hos pedagoger om hur kännetecknen kan komma till uttryck för att säkerställa att fler av de oidentifierade eleverna uppmärksammas.
The purpose of the study is to examine what traits educators perceive that the gifted students exhibit and how it shows in mathematics teaching. This is done with hope that more educators will be able to notice their gifted students. The study is based on semi structured interviews with five educators as well as two observations of gifted students. The result shows that some of the traits that educators perceive as signs of giftedness aren’t connected to giftedness. The result also shows that the gifted students utilize their above-average abilities in different ways based on interest for the subject and feelings of motivation. The study implicates that educators need more knowledge about how the traits can be expressed to make sure that more of the unidentified gifted students come to educators’ attention.
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Sant’Ana, Luana de André. "A individualização do ensino nos enriquecimentos educacionais de Renzulli e Reis: ampliando o empenho e o desempenho." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19341.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
The commitment to enhance the engagement of students and teachers in the teaching-learning process in the Brazilian educational scene has been a constant concern of educators, as well as in the achievement of higher school's scores. American researchers Joseph Renzulli and Sally Reis have been excelling in the world scenario to achieve these goals through personalized “educational enrichments”, adapted to each reality, applying the "gifted education pedagogy" through the "The Schoolwide Enrichment Model" - SEM. The present research intended to study the Model in order to identify contributions to inspire Brazilian school managers and educators. The purpose was achieved by consulting specialized literature, as well as information, articles and videos available online and through personal attendance at the event Confratute (2014, EUA). The researcher had the opportunity to collect testimonies of eight highly qualified individuals of the educational field, which were involved with the Model. The results suggest that "educational enrichments” on the basis of the "gifted education pedagogy" offered to the entire school, may benefit the Brazilian Educational System. This pedagogy aims at expanding the autonomy and creative capacity of the person, respecting and highlighting the differences and the diverse human skills. It promotes the global development of the individual and reinforces his contribution to society
Tem sido preocupação constante de educadores e gestores educacionais brasileiros, o envolvimento e a ampliação do compromisso de estudantes e professores no processo de ensino-aprendizagem visando, inclusive, a conquista de melhores índices educacionais. Os pesquisadores norte-americanos Joseph Renzulli e Sally Reis vêm se destacando no cenário mundial ao alcançarem essas metas através de “enriquecimentos educacionais” personalizados e adaptados a cada realidade escolar, aplicando a “pedagogia da superdotação” através do “Modelo de Enriquecimento para Toda a Escola” (SEM – The Schoolwide Enrichment Model). A presente pesquisa buscou conhecer o Modelo em questão, identificando contribuições que pudessem inspirar as práticas de gestores e educadores brasileiros. O objetivo proposto foi atingido com base em levantamento bibliográfico, informações, artigos e vídeos disponíveis online e através da participação presencial da pesquisadora no evento Confratute (2014, EUA), ocasião em que foram coletados depoimentos de oito sujeitos altamente qualificados na área educacional e que faziam uso do Modelo. Os resultados sugerem que “enriquecimentos educacionais” com base na “pedagogia da superdotação” oferecidos para toda a escola no contraturno, podem beneficiar o Sistema Educacional Brasileiro. Esta pedagogia visa ampliar a autonomia e a capacidade criativa das pessoas, respeitando e enaltecendo as diferenças e as mais diversas habilidades humanas. Favorece o desenvolvimento integral do indivíduo e sua contribuição para a sociedade
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Miller, Amy Beigel. "The effects of the personal success plan by Renzulli Learning on the achievement of seventh grade students with giftedness." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3963.

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This study tested a method for increasing student achievement in a seventhgrade gifted classroom. Literature on underachievement supports various methods for avoiding underachievement, including developing interests, identifying heroes and utilizing adult helpers, discovering careers, creating academic and personal goals, naming short-term and long-term plans, and completing student interest projects. Renzulli Learning created a Personal Success Plan (PSP) with the intention of creating a tool to increase student achievement of students with giftedness and lower the underachievement in students. Pretest data was taken on the 23 students before the intervention of the PSP was begun. Posttest data was then taken after the intervention was completed according to the timeframe indicated by Renzulli Learning. Through observation of the data, it is evident that there is a positive correlation with utilizing the Personal Success Plan intervention 100% of the recommended time and increased academic achievement. For students who completed the intervention as recommended, academics did increase.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum & Instruction.
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Humble, Stephen Paul. "An application of Renzulli's three ring concept in a low income setting in Dar es Salaam, Tanzania." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3910.

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Some research suggests that in developing country contexts school stakeholders typically believe that children from poor backgrounds are incapable of learning or having ability. This results in children struggling to achieve their potential. In order to dispel such myths this thesis utilizes a universally recognized concept to measure qualities through pen and paper tests. The thesis describes and analyses data from 847 children from class 4 and 5 in seven government schools in Kinondoni, Dar es Salaam, Tanzania. The overriding research interest is the application of Renzulli’s three-ring concept. Seven questions are considered to explore each of Renzulli’s rings – schoolhouse giftedness, creativity and commitment. The findings show relationships between student test scores and the likelihood of being nominated by peers, teachers and self as gifted. The school identification indicators tended to correlate with each other. Teachers believe that a child’s ability is inherited and that poor parents are not interested in their child’s schooling. However, irrespective of teacher beliefs, this study found very little relationship between family background and the indicators of giftedness. There was an increased likelihood of girls rather than boys reporting themselves as self confident and positive towards learning. Creativity was found to be a multidimensional construct with regards to divergent thinking with the total creativity index score correlating significantly positively with teacher experience, gender and self-confidence. No creativity measure was related to family wealth. Commitment was multidimensional, intrinsic and extrinsic factors being the two primary scales. Extrinsic motivation and creative strengths were found to be positively associated. The overall findings inform school stakeholders that disadvantaged children from poor settings have the potential to be creative, committed and possess ability. This ii could allow for a change in policy so that children can be encouraged, nurtured and provided opportunities to attain their levels of capability.
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Books on the topic "Renzulli"

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Renzulli, Joseph S. Reflections on gifted education: Critical works by Joseph S. Renzulli and Colleagues. Waco, Texas: Prufrock Press Inc., 2016.

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Renzulli, William. William Renzulli Celebrates Wilmington. William Renzulli & Studio Press, Ltd., 1985.

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Identifikasi keberbakatan intelektual melalui metode non-tes dengan pendekatan konsep keberbakatan Renzulli. Jakarta: Gramedia Widiasarana Indonesia, 2002.

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Book chapters on the topic "Renzulli"

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Hébert, Thomas P. "A Biographical Portrait of Joseph S. Renzulli." In Reflections on Gifted Education, 457–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237693-27.

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Conference papers on the topic "Renzulli"

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Fitriah, Nurlaeli, and Afif Auliya Nurani. "“Enrichment” Learning Model to Identify the Talented Preschoolers based on Renzulli Approach." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009916229132917.

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Sorrentino, Clarissa. "THE USE OF THE RENZULLI-HARTMANN RATING SCALES (2010) WITH ITALIAN TEACHERS PRELIMINARY DATA FROM A CORRELATION ANALYSIS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end039.

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"Burn extent and severity mapping by spectral anomaly detection in the Landsat data cube." In 23rd International Congress on Modelling and Simulation (MODSIM2019). Modelling and Simulation Society of Australia and New Zealand, 2019. http://dx.doi.org/10.36334/modsim.2019.h7.renzullo.

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"Improving soil water representation in the Australian Water Resources Assessment landscape model through the assimilation of remotely-sensed soil moisture products." In 20th International Congress on Modelling and Simulation (MODSIM2013). Modelling and Simulation Society of Australia and New Zealand (MSSANZ), Inc., 2013. http://dx.doi.org/10.36334/modsim.2013.l14.renzullo.

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