Publications are listed alphabetically by title.
A Bird’s Eye View of Schools for Talent Development: A Practical Plan for Total School Improvement [from The School Administrator (1996)]
A Bird’s Eye View of Schools for Talent Development: A Practical Plan for Total School Improvement [from The Schoolwide Enrichment Model (1996)] *
A Brief Look at Education for Social and Emotional Learning (SEL)
A Change in Pedagogy Is the Answer
A Change in Pedagogy Is the Answer and Curricular Infusion Is the Process
A Counter Intuitive Approach to School Improvement
A Different Way of Looking at Teacher Evaluation Practices
A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning * <!– [Ref.: Renzulli, J. S. (1992). A general theory for the development of creative productivity through the pursuit of ideal acts of learning. Gifted Child Quarterly, 36(4), 170–182. https://doi.org/10.1177/001698629203600402] –>
A Powerful Tool for Powerful Learning: A Computerized Strength Assessment and Internet Based Enrichment Program * <!– [Ref.: Renzulli, J. S., & Reis, S. M. (2012). A powerful tool for powerful learning: A computerized strength assessment and internet based enrichment program. District Administration, 4–5.] –>
A Practical System for Identifying Gifted and Talented Students * <!– [Ref.: Renzulli, J. S. (1990). A practical system for identifying gifted and talented students. Early Childhood Development, 63(1), 9–18. https://doi.org/10.1080/0300443900630103] –>
A Rising Tide Lifts All Ships—Developing the Gifts and Talents of All Students * <!– [Ref.: Renzulli, J. S. (1998). A rising tide lifts all ships: Developing the gifts and talents of all students. Phi Delta Kappan, 80(2), 104–111. https://www.jstor.org/stable/20439379] –>
A Short Guide to Personalized Learning
A Suggested Approach for Reducing the DE-Professionalizing of Teaching
A Technology Based Resource for Challenging Gifted and Talented Students * <!– [Ref.: Renzulli, J. S., & Reis, S. M. (2007). A technology based resource for challenging gifted and talented students. Gifted Children, 2(1), 14. https://docs.lib.purdue.edu/giftedchildren/vol2/iss1/6/] –>
A Technology-Based Application of the Schoolwide Enrichment Model and High-End Learning Theory * <!– [Ref.: Renzulli, J. S., & Reis, S. M. (2009). A technology-based application of the Schoolwide Enrichment Model and high-end learning theory. In L. V. Shavinina (Ed.), International handbook on giftedness (Part Two, pp. 1203-1223). Springer. https://link.springer.com/chapter/10.1007/978-1-4020-6162-2_62] –>
A Theory of Blended Knowledge for the Development of Creative Productive Giftedness * <!– [Ref.: Renzulli, J. S. (2016). A theory of blended knowledge for the development of creative productive giftedness. In Reis, S. M. (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 173–192). Prufrock Press.] –>
A Time and a Place for Authentic High-End Learning * <!– [Ref.: Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for authentic learning. Educational Leadership, 62(1), 73–77. http://www.ascd.org/publications/educational-leadership/sept04/vol62/num01/A-Time-and-a-Place-for-Authentic-Learning.aspx] –>
An Internet Based Approach for Infusing Enrichment Experiences Into All Curricular Topics
Anatomy of a Type III Enrichment Project
Applying Gifted Education Pedagogy to Total Talent Development for All Students * <!– [Ref.: Renzulli, J. S. (2005). Applying gifted education pedagogy to total talent development for all students. Theory into Practice, 44(2), 80–89. https://doi.org/10.1207/s15430421tip4402_2] –>
Assumptions Underlying the Identification of Gifted and Talented Students
Attacking the Achievement Gap From a Strength Bases Perspective: A Counterintuitive Approach
Case Study of a Type III Enrichment Management Plan
Changing the Goals of a Stagnated Education System: The Why and the How
Commentary on Contemporary Issues * <!– [Ref.: Renzulli, J. S. (2016). Commentary on contemporary issues. In Reis, S. M. (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 443–456). Prufrock Press.] –>
Common Sense About the Under-Representation Issue: A School-wide Approach to Increase Participation of Diverse Students in Programs That Develop Talents and Gifted Behaviours in Young People * <!– [Ref.: Renzulli, J. S., & Brandon, L. E. (2017). Common sense about the under-representation issue: A school-wide approach to increase participation of diverse students in programs that develop talents and gifted behaviours in young people. International Journal for Talent Development and Creativity, 5(2), 71–94. https://files.eric.ed.gov/fulltext/EJ1301574.pdf] –>
Considerations for Identification of Gifted and Talented Students: An Introduction to Identification * <!– [Ref.: Renzulli, J. S., & Brandon, L. E. (2017). Common sense about the under-representation issue: A school-wide approach to increase participation of diverse students in programs that develop talents and gifted behaviours in young people. International Journal for Talent Development and Creativity, 5(2), 71–94. https://files.eric.ed.gov/fulltext/EJ1301574.pdf] –>
Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities [Summarized] * [See the full article from Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities] <!– Ref.: Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119–130. https://doi.org/10.1002/pits.10144] –>
Curricular Enrichment Infusion: A Practical Application Follow Up to the Change in Pedagogy Article
Dealing With the Differentiation Debacle
Developing Creativity Across All Areas of the Curriculum
Developing Defensible Programs for the Gifted and Talented * <!– [Ref.: Renzulli, J. S., & Smith, L. H. (1978). Developing defensible programs for the gifted and talented. The Journal of Creative Behavior, 12(1), 21–29, 51. https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.2162-6057.1978.tb00156.x] –>
Developing Giftedness for a Better World * <!– [Ref.: Renzulli, J. S., Sytsma, R. E., & Schader, R. M. (2003, December). Developing giftedness for a better world. Parenting for High Potential, 18–22.] –>
Developing Gifts and Talents to Encourage Students to Make a Better World
Developing Student Skills for Locating and Using Just-in-Time Information
Development of an Instrument to Measure Opportunities for Imagination, Creativity, and Innovation (ICI) in Schools * <!– [Ref.: Renzulli, J. S., Beghetto, R. A., Brandon, L. E., & Karwowski, M. (2021). Development of an instrument to measure opportunities for Imagination, Creativity, and Innovation (ICI) in schools. Gifted Education International, 38(2), 1–20. https://doi.org/10.1177%2F02614294211042333] –>
Differentiation and Personalized Learning the Easy Way
Dr. Renzulli on Gifted Education [by Robert Rader]
Eighteen Ways to Help Young Students Improve Their Imaginations
Engagement Is the Answer * <!– [Ref.: Renzulli, J. S. (2008). Engagement is the answer. Education Week, 27(43), 30–31. https://www.edweek.org/leadership/opinion-engagement-is-the-answer/2008/07] –>
Enhancing Student Engagement in School Learning
Enrichment Clusters for Gifted Learning
Equity, Excellence, and Economy in a System for Identifying Students in Gifted Education Programs: A Guidebook * <!– [Ref.: Renzulli, J. S. (2006, Fall). Equity, excellence, and economy in a system for identifying students in gifted education programs: A guidebook. KAGE Update, pp. 1, 8–9.] –>
Evaluating Programs for the Gifted: Four Questions About the Larger Issues * <!– [Ref.: Renzulli, J. S. (1984). Evaluating programs for the gifted: Four questions about the larger issues. Gifted Education International, 2(2), 83–87. https://doi.org/10.1177/026142948400200203] –>
Examining Joyful Reading for Underachieving and Twice-Exceptional Students
Expanding Student Identification Procedures by Adding Assessment For Learning Information
Expanding the Conception of Giftedness to Include Co-cognitive Traits and to Promote Social Capital * <!– [Ref.: Renzulli, J. S. (2002). Expanding the conception of giftedness to include co-cognitive traits and to promote social capital. Phi Delta Kappan, 84(1), 33–40, 57–58. https://doi.org/10.1177/003172170208400109] –>
Fostering Student Engagement: A Pathway to Academic Success
Gifted and Talented Students, Redefined
Giftedness as Potential for Creative Productivity: Transcending IQ Scores * <!– [Ref.: Treffinger, D. J., & Renzulli, J. S. (1986). Giftedness as potential for creative productivity: Transcending IQ scores. Roeper Review, 8(3), 150–154. https://doi.org/10.1080/02783198609552960] –>
Going Beyond Gutenberg and Skinner
How to Close Gifted Education’s Opportunity Gap: Underrepresentation Begins at the Word ‘Gifted’ [Opinion]
In Memoriam—Prof. Victor Müller-Oppliger
Involving All Students in Advanced Activities
Is There Still a Need for Gifted Education: An Examination of Current Research * <!– [Ref.: Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317. http://dx.doi.org/10.1016/j.lindif.2009.10.012] –>
Learning Styles Applied: Harnessing Students’ Instructional Style Preferences
Major Considerations for Developing Guidelines to Identify Students for Gifted Education Programs
More Changes Needed to Expand Gifted Identification and Support * <!– [Ref.: Renzulli, J. S. (2011). More changes needed to expand gifted identification and support. Phi Delta Kappan, 92(8), 61. https://doi.org/10.1177/003172171109200813] –>
Moving Around the Deck Chairs on the Titanic
Operation Houndstooth: A Positive Perspective on Developing Social Intelligence *
Personalizing Learning in Every Classroom: A Case for Implementing the Schoolwide Enrichment Model
Plan for the Dissemination of Information
Preventing Bullying—Foreword
Reexamining the Role of Gifted Education and Talent Development for the 21st Century: A Four-part Theoretical Approach * <!– [Ref.: Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st Century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150–159. https://doi.org/10.1177/0016986212444901] –>
Renzulli Learning: Helping Teachers to Provide Enriched, Differentiated Learning for All Students
Resources for Teaching Type II Enrichment
Reversing Underachievement: Stories of Success *
School Reform in the Biden Presidency: Flipping Our Thinking
Schools for Talent Development: A Practical Plan for Total School Improvement * <!– [Ref.: Renzulli, J. S. (1996). Schools for talent development: A practical plan for total school improvement. The School Administrator, 53(1), 20–22.] –>
Schools for Talent Development: Integrating Gifted Education into Total School Improvement
SEM Professional Development Delivery System
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So, You’re (Thinking of) Starting Enrichment Clusters –>
Standards and Standards Plus: A Good Idea or a New Cage? * <!– [Ref.: Renzulli, J. S. (2001). Standards and standards plus: A good idea or a new cage? Journal of Secondary Gifted Education, 12(3), 139–140. https://doi.org/10.4219/jsge-2001-651] –>
Summary of Research on the Assumptions Underlying the Identification of Gifted and Talented Students
Tackling Underrepresentation in Gifted Education
Talent Development Through Curriculum Differentiation * <!– [Ref.: Renzulli, J. S., & Reis, S. M. (1998). Talent development through curricular differentiation. National Association of Secondary School Principals Bulletin, 82(595), 61–74. https://doi.org/10.1177/019263659808259508] –>
Teach to the Top: How to Keep High Achievers Engaged and Motivated * <!– [Ref.: Renzulli, J. S. (2008, March/April). Teach to the top: How to keep high achievers engaged and motivated. Instructor, 34. https://files.eric.ed.gov/fulltext/EJ794620.pdf] –>
Teachers as Talent Scouts * <!– [Ref.: Renzulli, J. S. (1994). Teachers as talent scouts. Educational Leadership, 52(4), 75–81. http://www.ascd.org/publications/educational-leadership/dec94/vol52/num04/Teachers-As-Talent-Scouts.aspx] –>
The Achievement Gap, the New Technologies, and the Other No Child Left Behind (NCLB)
The Achievement Gap: It’s All About Engagement!
The Assembly Plant of the Mind
The Best Resource for Promoting Social and Emotional Development
The Catch-A-Wave Theory of Adaptability: Core Competencies for Developing Gifted Behaviors in the Second Machine Age of Technology * <!– [Ref.: Renzulli, J. S. (2020). The Catch-A-Wave Theory of adaptability: Core competencies for developing gifted behaviors in the second machine age of technology. International Journal for Talent Development and Creativity, 8(2), 79–95. http://www.ijtdc.net/images/pdf/IJTDC_812_2020.pdf] –>
The Development and Use of an Instrument to Assess Student Learning Styles
The Difference Is What Makes Differentiation * <!– [Ref.: Renzulli, J. S. (1987). The difference is what makes differentiation. Journal for the Education of the Gifted, 10(4), 265–266. https://doi.org/10.1177/016235328701000404] –>
The Five Dimensions of Differntiation *
The Future of Gifted Education and The Drowning Man Analogy
The Identification and Development of Giftedness as a Paradigm for School Reform * <!– [Ref.: Renzulli, J. S. (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9(2), 95–114. https://doi.org/10.1023/A:1009429218821] –>
The Identification and Development of Talent Potential Among the Disadvantaged * <!– [Ref.: Renzulli, J. S. (1971). The identification and development of talent potential among the disadvantaged. Contemporary Education, 42(3), 122–126.] –>
The Importance Product Options in Creative Productivity
The Major Goals of Gifted Education and Talent Development Programs [Commentary] * <!– [Ref.: Renzulli, J. (2021). The major goals of gifted education and talent development programs. Academia Letters, Article 2585. https://doi.org/10.20935/AL2585] –>
The Major Goals of Gifted Education and the Role of Assessment For Learning
The Multiple Menu Model for Developing Differentiated Curriculum * <!– [Ref.: Renzulli, J. S. (2004). The multiple menu model for developing differentiated curriculum. The Korean Journal of Thinking and Problem Solving, 14(1), 75–85.] –>
The Positive Side of Pull-Out Programs * <!– [Ref.: Renzulli, J. S. (1987). The positive side of pull-out programs. Journal for the Education of the Gifted, 10(4), 245–254. https://dx.doi.org/10.1177/016235328701000402] –>
The Potential for Creativity Among Minority Groups * <!– [Ref.: Renzulli, J. S. (1969). The potential for creativity among minority groups. University of Virginia Education Review, 7, 59–62.] –>
The Relationship Between Student Engagement and Student Achievement
The Role of Authentic Learning in Developing Gifts and Talents: A How-To Guide * <!– [Ref.: Renzulli, J. S. (1999). The role of authentic learning in developing gifts and talents: A how-to guide. Tempo: The Journal of the Texas Association for the Gifted and Talented, 19(4), 5–7, 20–23. https://files.eric.ed.gov/fulltext/ED437786.pdf] –>
The Role of Blended Knowledge in the Development of Creative Productive Giftedness
The Role of Executive Functions in Talent Development
The Schoolwide Enrichment Model Downunder: Developing the Giftedness and Talents of Young People
The Schoolwide Enrichment Model: A Focus on Student Creative, Productivity Strengths, and Interests * <!– [Ref.: Renzulli, J. S., & Reis, S. M. (2012). The Schoolwide Enrichment Model: A focus on student creative productivity, strengths, and interests. In C. M. Callahan, & H. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 199–211). Routledge.] –>
The Schoolwide Enrichment Model: A Focus on Student Strenghts and Interests * <!– [Ref.: Reis, S. M., & Renzulli, J. S. (2016). The Schoolwide Enrichment Model: A focus on student strengths and interests. In Reis, S. M. (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 251–269). Prufrock Press.] –>
The Three Es for Successful Academic Achievement * <!– [Ref.: Renzulli, J. S. (2016). The three Es for successful academic achievement. In ANEIS (Ed.), Sobredotação (pp. 161–170). ANEIS. https://www.aneis.org/wp-content/uploads/2017/01/sobredotacao_2016.pdf] –>
The Three-Ring Definition of Gifted Behaviors
The Total Talent Portfolio: Looking at the Best in Every Student * <!– [Ref.: Renzulli, J. S. (1997). The total talent portfolio: Looking at the best in every student. Gifted Education International, 12(2), 58–63. https://doi.org/10.1177/026142949701200203] –>
The Underrepresentation Problem in Gifted Education: Overcoming the Opportunity Gap
What Do We Mean by Above Average Ability in the Assessment of Human Behaviors?
What Is [Or Should Be] the Pedagogy of Gifted Education Programs
What Is Schoolwide Enrichment All About?
What Is the Schoolwide Enrichment Model and How Can Implementation Be Explored? An Overview
What Is This Thing Called Giftedness, and How Do We Develop It? A Twenty-Five Year Perspective * <!– [Ref.: Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3–54. https://doi.org/10.1177/016235329902300102] –>
What the Reading Wars Fail to Address
What We’re Getting Wrong About Gifted Education [Opinion] * <!– [Ref.: Renzulli, J. S. (2019). What we’re getting wrong about gifted education. Education Week, 39(13), p. 16. https://www.edweek.org/ew/articles/2019/11/11/what-were-getting-wrong-about-gifted-education.html] –>
What’s Missing From Our State School Report Cards
Whistling Past the Cemetery [With the Common Core State Standards in Mind: Caveats and Opportunities] * <!– [Ref.: Renzulli, J. S. (2019, February). Whistling past the cemetery. Teaching for High Potential, pp. 18–19.] –>