Center Research Highlights | Renzulli Center for Creativity, Gifted Education, and Talent Development

Acar, S., Cevik, E., Fesli, E., Bozkurt, R. N., & Kaufman, J. C. (2024). Testing the domain specificity of creativity with Kaufman Domains of Creativity Scale: A meta-analytic confirmatory factor analysis. Journal of Creative Behavior, 58(1), 171–189. https://doi.org/10.1002/jocb.641

Austermann, Q., Reis, S. M., & Delgado, J. (2024). Evidence-based instructional practices for twice-exceptional students with autism. Gifted Child Quarterly, 69(1), 34–48. https://doi.org/10.1177/00169862241285151

Barbot, B., & Kaufman, J. C. (2020). What makes immersive virtual reality the ultimate empathy machine? Discerning the underlying mechanisms of change. Computers in Human Behavior, 111, 106431. https://doi.org/10.1016/j.chb.2020.106431

Barbot, B., Kaufman, J. C., & Myszkowski, N. (2023). Creativity with 6 degrees of freedom: A feasibility study of creativity assessment in immersive virtual reality. Creativity Research Journal, 35(4), 783–800. https://doi.org/10.1080/10400419.2023.2193040

Benedek, M., Karstendiek, M., Ceh, S. M., Grabner, R. H., Krammer, G., Lebuda, I., Silvia, P. J., Cotter, K., Li, Y., Hu, W., Martskvishvili, K., & Kaufman, J. C. (2021). Creativity myths: Prevalence and correlates of misconceptions on creativity. Personality and Individual Differences, 182, 111068. https://doi.org/10.1016/j.paid.2021.111068

Boldt, G. T., Ivcevic, Z., & Kaufman, J. C. (in press). Do you think you are creative? Patterns of self-perceived creativity in adolescents and young adults. Creativity Research Journal.

Boldt, G. T., & Kaufman, J. C. (in press). Creative subprocess frequencies and their relation to personal characteristics and product creativity: Insights from a drawing task think aloud. Journal of Creative Behavior.

Boldt, G. T., & Little, C. A. (2024). Developing metacognition in K-12 education. [Manuscript submitted for publication]

Brandon L., Reis S., & McGuire, C. (2021). Perceptions of talented university students related to opportunities and autonomy for creative productivity. Gifted Education International, 37(3), 217–240. https://doi.org/10.1177/0261429421994335

Brauer, K., Sendatzki, R., Kaufman J. C., & Proyer, R. T. (2022). Counting the muses in German speakers—Evaluation of the German-language translation of the Kaufman Domains of Creativity Scales (K-DOCS). Psychological Test Adaptation and Development, 3(1), 70–84. https://doi.org/10.1027/2698-1866/a000024

Butts, J. L., Chancey, J. M., & Little, C. A. (2023). Honors curriculum for college students. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 575–590). Routledge.

Casa, T. M., Gubbins, E. J., & Hayden, S. M. (2020, September). Support your child’s mathematical thinking at home. Parenting for High Potential, pp. 23–25.

Cody, R. A., Little, C. A., Gubbins, E. J., Siegle, D., Butts, J. L., Cormier, K., & McDonald, S. (2024). Who I am and what I do is in my hands: A qualitative study on high-achieving college students’ perceptions of agency experiences. [Manuscript submitted for publication.]

deLeyer-Tiarks, J. M., Bray, M. A., Chafouleas, S. M., Kaufman, J. C., & Li, M. G. (2021). Investigating virtual reality for the delivery of self-modeling interventions: Virtual reality self-modeling as an intervention for stuttering. Translational Issues in Psychological Science, 7(3), 271–283. https://doi.org/10.1037/tps0000294

Dumas, D., & Kaufman, J. C. (2024). Evaluation is creation: Self and social judgments of creativity across the Four-C model. Educational Psychology Review, 36(3), 107. https://doi.org/10.1007/s10648-024-09947-1

Gelbar, N. W., Cascio, A. A., Madaus, J. W., & Reis, S. M. (2021). A systematic review of the research on gifted individuals with autism spectrum disorder. Gifted Child Quarterly, 66(4), 266–276. https://doi.org/10.1177/00169862211061876

Gelbar, N. W., Reis, S. R., & Renzulli, J. S. (2024). Assessment of gifted and talented children and adolescents. In L. A. Theodore, B. A. Bracken. & M. A. Bray (Eds.), Desk Reference in School Psychology. New York: Oxford University Press.

Gilson, C. M., Casa, T. M., Gubbins, E. J., Hayden, S. M., & Bruce-Davis, M (2022). Infusing authentic mathematical learning: Lessons learned from life and a Javits Project. Teaching for High Potential, pp. 6–8.

Glăveanu, V. P., Hanchett Hanson, M., Baer, J., Barbot, B., Clapp, E., Corazza, G. E., Hennessey, B., Karwowski, M., Kaufman, J. C., Lebuda, I., Lubart, T., Montuori, A., Ness, I., Plucker, J., Reiter-Palmon, R., Sierra, Z., Simonton, D. K., Souza Neves, M., & Sternberg, R. J. (2020). Advancing creativity theory and research: A sociocultural manifesto. Journal of Creative Behavior, 54(3), 741–745. https://doi.org/10.1002/jocb.395

Glăveanu, V. P., & Kaufman, J. C. (2022). Building off creativity to move from gifted to gifting. Gifted Educational International, 38(3), 386–390. https://doi.org/10.1177/02614294211050149

Glăveanu, V. P., & Kaufman, J. C. (2020). The creativity matrix: Spotlights and blind spots in our understanding of the phenomenon. Journal of Creative Behavior, 54(4), 884–896. https://doi.org/10.1002/jocb.417

Gray, S., Cushman, J., Kelly, M., Gaudio, M. M., & Gubbins, E. J. (2022). Tools for healthy living: Lessons learned about program efficacy, youth knowledge, and youth engagement. The Journal of Extension, 60(1), Article 15. https://doi.org/10.34068/joe.60.01.16

Green, A. E., Beaty, R. E., Kenett, Y. N., & Kaufman, J. C. (2024). The process definition of creativity. Creativity Research Journal, 36(3), 544–572. https://doi.org/10.1080/10400419.2023.2254573

Gubbins, E. J. (2020). Sally M. Reis: Colleague, friend, leader, and advocate. International Journal for Talent Development and Creativity, 8(2), 261–262.

Gubbins, E. J., & Hayden, S. M. (2020). Professional development. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (3rd ed., pp. 349–360). Prufrock Press.

Gubbins, E. J., Siegle, D., Ottyone-Cross, K., McCoach, D. B., Dulong Langley, S., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2021). Identifying and serving gifted and talented students: Are identification and services connected? Gifted Child Quarterly, 65(2), 115–131. https://doi.org/10.1177/0016986220988308 (GCQ 2022 Paper of the Year)

Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4), 336–369. https://doi.org/10.1177/0162353220955241 (JEG Paper of the Year)

Hamilton, R., Long, D., McCoach, D. B., Hemmler, V., Siegle, D., Newton, S. D., Gubbins, E. J., & Callahan, C. M. (2020). Proficiency and giftedness: The role of language comprehension in gifted identification and achievement. Journal for the Education of the Gifted, 43(4), 370–404. https://doi.org/10.1177/0162353220955225

Hemmler, V. L., Kenny, A. W., Callahan, C. M., Langley, S. D., Gubbins, E. J., & Siegle, D. (2024). Elementary teachers’ perceptions and reported enactment of autonomy from prescribed pacing guides. Journal of Education, 38(1), 134–160. https://doi.org/10.1177/00220574231190935

Hemmler, V. L., Kenney, A. W., Dulong Langley, S., Callahan, C. M., Gubbins, E. J., & Holder, S. (2020). Beyond a coefficient: An interactive process for achieving inter-rater consistency in qualitative coding. Qualitative Research, 1–26. https://doi.org/10.1177/1468794120976072

Hofreiter, S., Zhou, X., Tang, M., Werner, C., & Kaufman, J. C. (2021). COVID-19 lockdown and creativity: Exploring the role of emotions and motivation on creative activities from the Chinese and German perspectives. Frontiers in Psychology, 12:617967. https://doi.org/10.3389/fpsyg.2021.617967

Holinger, M., Boldt, G. T., & Kaufman, J. C. (in press). Recent trends in creativity research: An analysis of keywords in four prominent creativity journals. Creativity Research Journal.

Holinger, M., & Kaufman, J. C. (in press). Measuring self-beliefs of creativity and well-being. Thinking Skills and Creativity.

Horn, C. V., Little, C. A., Maloney, K. N., & McCullough, C. A. (2021). Young Scholars Model: A comprehensive approach for developing talent and pursuing equity in gifted education. Prufrock Press.

Ivcevic, Z., Hoffmann, J. D., & Kaufman, J. C. (Eds.) (2023). Cambridge handbook of creativity and emotions. Cambridge University Press.

Ivcevic, Z., & Kaufman, J. C. (in press). Inside the box: Considering the role of appropriateness for creativity. Psychology of Aesthetics, Creativity, and the Arts.

Johnson, D. R., Kaufman, J. C., Baker, B. S., Patterson, J. D., Barbot, B., Green, A. E., van Hell, J., Kennedy, E., Sullivan, G. F., Taylor, C. L., Ward, T., & Beaty, R. E. (2023). Divergent semantic integration (DSI): Extracting creativity from narratives with distributional semantic modeling. Behavior Research Methods, 55, 3726–3759. https://doi.org/10.3758/s13428-022-01986-2

Kandemir, M. A., & Kaufman, J. C. (2020). The Kaufman Domains of Creativity Scale: Turkish validation and relationship to academic major. Journal of Creative Behavior, 54(4), 1002–1012. https://doi.org/10.1002/jocb.428

Kapoor, H., Gurjar, S., Mahadeshwar, H., Rezaei, S., & Kaufman, J. C. (in press). Who’s the most creative of them all? Art bias in laypersons’ explicit and implicit beliefs. Psychology of Aesthetics, Creativity, and the Arts.

Kapoor, H., Inamdar, V., & Kaufman, J. C. (2022). I didn’t have time! A qualitative exploration of misbehaviors in academic contexts. Journal of Academic Ethics, 20, 191–208. https://doi.org/10.1007/s10805-021-09407-3

Kapoor, H., & Kaufman, J. C. (Eds.) (2022). Creativity and morality. Academic Press.

Kapoor, H., & Kaufman, J. C. (2022). The evil within: The AMORAL model of dark creativity. Theory & Psychology, 32(3), 467–490. https://doi.org/10.1177/09593543221074326

Kapoor, H., & Kaufman, J. C. (2022). Unbound: The relationship between creativity, moral foundations, and dark personality. Journal of Creative Behavior, 56(2), 182–193. https://doi.org/10.1002/jocb.523

Kapoor, H., & Kaufman, J. C. (2021). Are cheaters common or creative?: Person-situation interactions of resistance in learning contexts. Journal of Academic Ethics, 19, 157–174. https://doi.org/10.1007/s10805-020-09379-w

Kapoor, H., & Kaufman, J. C. (2020). Meaning-making through creativity during COVID-19. Frontiers in Psychology, 11, 595990. https://doi.org/10.3389/fpsyg.2020.595990

Kapoor, H., Mahadeshwar, H., Rezaei, S., Reiter-Palmon, R., & Kaufman, J. C. (in press). The ties that bind: Low morals, high deception, and dark creativity. Creativity Research Journal.

Kapoor, H., Patston, T. J., Cropley. D. H., Rezaei, S., & Kaufman, J. C. (in press). Creativity predicts standardized educational outcomes beyond GPA and personality. Thinking Skills and Creativity.

Kapoor, H., Reiter-Palmon, R., & Kaufman, J. C. (2021). Norming the muses: Establishing the psychometric properties of the Kaufman Domains of Creativity Scale (K-DOCS). Journal of Psychoeducational Assessment, 39(6), 680–693. https://doi.org/10.1177/07342829211008334

Kapoor, H., Rezaei, S., Mahadeshwar, H., & Kaufman, J. C. (in press). What could go wrong? Anxiety fuels, but optimism buffers negative counterfactual divergent thinking. Journal of Creative Behavior.

Kapoor, H., Zheng, M., Reiter-Palmon, R., & Kaufman, J. C. (2023). Toward equitable creativity self-assessment: Measurement invariance and mean differences across ethnicity in the Kaufman Domains of Creativity Scale. Psychology of Aesthetics, Creativity, and the Arts, 17(4), 487–494. https://doi.org/10.1037/aca0000594

Karwowski, M., Czerwonka, M., & Kaufman, J. C. (2020). Does intelligence strengthen creative metacognition? Psychology of Aesthetics, Creativity, and the Arts, 14(3), 353–360. https://doi.org/10.1037/aca0000208

Karwowski, M., Gralewski, J., Patston, T., Cropley, D. H., & Kaufman, J. C. (2020). The creative student in the eyes of a teacher: A cross-cultural study. Thinking Skills and Creativity, 35, 100636. https://doi.org/10.1016/j.tsc.2020.100636

Kashdan, T. B., Kaufman, J. C., & McKnight, P. E. (2024). The costs of curiosity and creativity: Minimizing the downsides while maximizing the upsides. Behavioral and Brain Sciences, 47, e105. https://doi.org/10.1017/S0140525X23003539

Kaufman, J. C. (in press). Creativity and the movies. Oxford University Press.

Kaufman, J. C. (in press). The creativity advantage. Cambridge University Press.

Kaufman, J. C. (2025). Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches. Learning and Individual Differences, 118, 102607. https://doi.org/10.1016/j.lindif.2024.102607

Kaufman, J. C. (2023). The creativity advantage. Cambridge University Press.

Kaufman, J. C. (2023). Yes, and: Comment on “A systematic framework of creative metacognition” by I. Lebuda & M. Benedek. Physics of Life Reviews, 47, 82–83. https://doi.org/10.1016/j.plrev.2023.09.004

Kaufman, J. C., Arrington, K., Barnett, P. J., Holinger, M., Liu, X., & Xie, L. (2022). Creativity is our gig: Focusing on the positive and practical. Translational Issues in Psychological Science, 8(1), 137–152. https://doi.org/10.1037/tps0000298

Kaufman, J. C., & Beghetto, R. A. (2023). Where is the when of creativity?: Specifying the temporal dimension of the Four Cs of Creativity. Review of General Psychology, 27(2), 194–205. https://doi.org/10.1177/10892680221142803

Kaufman, J. C., & Glăveanu, V. P. (in press). Making the CASE for shadow creativity. Psychology of Aesthetics, Creativity, and the Arts.

Kaufman, J. C., & Glăveanu, V. P. (2023). The creativity ethos: A palette of benevolent processes and outcomes. Possibility Studies and Society, 1(3), 342–360. https://doi.org/10.1177/27538699231178154

Kaufman, J. C., & Glăveanu, V. P. (2022). Making the CASE for shadow creativity. Psychology of Aesthetics, Creativity, and the Arts, 16(1), 44–57. https://doi.org/10.1037/aca0000313

Kaufman, J. C., & Glăveanu, V. P. (2022). Positive creativity in a negative world. Education Sciences, 12(3), 193. https://doi.org/10.3390/educsci12030193

Kaufman, J. C., Kapoor, H., Patston, T. J., & Cropley, D. H. (in press). Explaining standardized educational test scores: The role of creativity above and beyond GPA and personality. Psychology of Aesthetics, Creativity, and the Arts.

Kaufman, J. C., Kapoor, H., Patston, T. J., & Cropley, D. H. (2023). Explaining standardized educational test scores: The role of creativity above and beyond GPA and personality. Psychology of Aesthetics, Creativity, and the Arts, 17(6), 725–734. https://doi.org/10.1037/aca0000433

Kaufman, J. C., Kashdan, T. B., & McKnight, P. E. (2024). Past glories feel good but creative minorities push us forward. Behavioral and Brain Sciences, 47, e183. https://doi.org/10.1017/s0140525x24000773

Kaufman, J. C., & Rowe, D. P. (2023). Lessons in creativity from musical theatre characters. Routledge.

Kaufman, J. C., & Sternberg, R. J. (Eds.) (2021). Creativity: An introduction. Cambridge University Press.

Kenny, A. W., Callahan, C. M., Hemmler, V. L., Langley, S. D., Gubbins, E. J., & Siegle, D. (2024). Different or differentiated? Recoupling policy and practice in an era of accountability. Educational Policy, 38(1), 134–160. https://doi.org/10.1177/08959048231153612

Leibson, B., & Kaufman, J. C. (in press). The artist’s life: The heartbeat of the creative person. Cambridge University Press.

Little, C. A. (2023). Concept-based curriculum and instruction. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 215–238). Routledge.

Little, C. A. (2023). Language arts curricular considerations for advanced learners. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 271–298). Routledge.

Little, C. A., & Hayden, S. M. (2020). Instructional strategies to support low-income learners: The humanities. In T. Stambaugh & P. Olszewski-Kubilius (Eds.), Unlocking potential: Identifying and serving gifted students from low-income households (pp. 127–160). Prufrock Press.

Little, C. A., O’Brien, R., & Kearney, K. L. (2022). Qualitative assessment tools for identification: Curriculum-based product/performance tasks. In J. VanTassel-Baska & S. Johnsen (Eds.), Handbook on assessments for gifted learners. Routledge.

Liu, X., Boldt, G., Leu, D. J., & Kaufman, J. C. (in press). Two’s company: How academic diversity in dyads enhances divergent thinking. Journal of Creative Behavior.

Long, D. A., McCoach, D. B., Siegle, D., Callahan, C. M., & Gubbins, E. J. (2023, January-December). Inequality at the starting line: Underrepresentation in gifted identification and disparities in early achievement. AERA Open, 9(1), 1–25. https://doi.org/10.1177/23328584231171535

Madaus, J., Cascio, A., Delgado, J., Gelbar, N., Reis, S., & Tarconish, E. (2022). Improving the transition to college for 2eASD students: Perspectives from college service providers. Career Development and Transition for Exceptional Individuals, 46(1), 40–51. https://doi.org/10.1177/21651434221091230

Maykel, C., & Kaufman, J. C. (2023). The assessment of creativity for people with Autism Spectrum Disorder. Psychology in the Schools, 6(2), 401–407. https://doi.org/10.1002/pits.22729

McCoach, D. B., Peters, S., Gambino, A., Long, D., & Siegle, D. (2024). Who are we measuring? Teacher effects in gifted and talented teacher rating scales. Exceptional Children, 90(4), 422–441. https://doi.org/10.1177/00144029241247035

McCoach, D. B., Siegle, D., & Rubenstein, L. D. (2020). Pay attention to inattention: Exploring ADHD symptoms in a sample of underachieving gifted students. Gifted Child Quarterly, 62(2), 100–116. http://doi.org/10.1177/0016986219901320

McKay, A. S., Reiter-Palmon, R., & Kaufman, J. C. (Eds.) (2020). Creative success in teams. Academic Press.

Milan, L., Zanetti, M. A., Reis, S. M., & Renzulli, J. S. (2020). How Italian, European and American frameworks contribute to promoting talent development in Italian schools. International Journal for Talent Development and Creativity, 7(1 & 2), 99–112. https://www.ijtdc.net/images/pdf/IJTDC_712_2019_Web.pdf

Miroshnik, K. G., Shcherbakova, O. V., & Kaufman, J. C. (2022). Kaufman Domains of Creativity Scale: Relationship to occupation and measurement invariance across gender. Creativity Research Journal, 34(2), 159–177. https://doi.org/10.1080/10400419.2021.1953823

Mun, R. U., Hemmler, V., Langley, S. D., Ware, S., Gubbins, E. J., Callahan, C. M., McCoach, D. B., & Siegle, D. (2020). Identifying and serving English learners in gifted education: Looking back and moving forward. Journal for the Education of the Gifted, 43(4), 297–335. https://doi.org/10.1177/0162353220955230

Nazzal, L. J., & Kaufman, J. C. (2020). The relationship of the quality of creative problem solving stages to overall creativity in engineering students. Thinking Skills and Creativity, 38, 100734. https://doi.org/10.1016/j.tsc.2020.100734

Patston, T. J., Kaufman, J. C., & Cropley, D. H. (2022). Creative actions: Embedding creative competencies in every classroom. Hawker Brownlow.

Patston, T. J., Kaufman, J. C., Cropley, A. J., & Marrone, R. L. (2021). What is creativity in education? A qualitative study of international curricula. Journal of Advanced Academics, 32(2), 207–230. https://doi.org/10.1177/1932202X20978356

Patston T. J., Kennedy, J. P., Jaeschke, W., Kapoor, H., Kaufman, J. C., Cropley, D. H., & Leonard, S. (2021). Secondary education in COVID lockdown: More anxious and less creative — maybe not? Frontiers in Psychology, 12, 613055. https://doi.org/10.3389/fpsyg.2021.613055

Preiss, D. D., Cosmelli, D., & Kaufman, J. C. (2020). (Eds.) Creativity and the wandering mind: Spontaneous and controlled cognition. Academic Press.

Preiss, D. D., Singer, M., & Kaufman, J. C. (Eds.) (2023). Innovation, creativity and change across cultures. Palgrave Macmillan.

Rafner, J., Beaty, R. E., Kaufman, J. C., Lubart, T., & Sherson, J. (2023). Creativity in the age of generative AI. Nature Human Behavior, 7, 1836–1838. https://doi.org/10.1038/s41562-023-01751-1

Reis, S., Gelbar, N., & Madaus, J. (2022). Pathways to academic success: Specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder. Gifted Education International 39(3), 378–400. https://doi.org/10.1177/02614294221124197

Reis, S. M. (2021). Creative productive giftedness in women. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 317–334). Palgrave-Macmillan.

Reis, S. M. (2021). Intellectual roots and paths. In R. J. Sternberg & D. Dai (Eds), Scientific inquiry into human potential: Historical and contemporary perspectives across disciplines (pp. 224–234). Routledge.

Reis, S. M., & Fogarty, E. A. (2022). Responding to the advanced intellectual needs of talented readers with interdisciplinary learning opportunities. Gifted Child Today, 45(2), 85–96. https://doi.org/10.1177/10762175211070056

Reis, S. M., & Fogarty, E. A. (2020). Talented readers. In C. M. Callahan & J. A. Plucker (Eds.), Critical issues and practices in gifted education (pp. 361–376). Prufrock Press.

Reis, S. M., Gelbar, N. W., & Madaus, J. W. (2021).Understanding the academic success of academically talented college students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 52, 4426–4439. https://doi.org/10.1007/s10803-021-05290-4

Reis, S. M., & Holinger, M. (2021). Creative productive eminence in talented women: beliefs, motivation, and drive to create. Gifted and Talented International, 36(1–2), 44–54. https://doi.org/10.1080/15332276.2021.1947161

Reis, S. M., Madaus, J. W., Gelbar, N. W., & Miller, L. J. (2024). Strength-based strategies for twice-exceptional high school students with autism spectrum disorder. Teaching Exceptional Children, 57(1), 24–33. https://doi.org/10.1177/00400599221108899

Reis, S. M., & Peters, P. (2021). Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution. Gifted Education International, 37(2), 109–141. https://doi.org/10.1177/0261429420963987

Reis, S. M., & Renzulli, J. S. (2022). The Schoolwide Enrichment Model: A Talent Development Approach Resulting in Opportunities, Resources, and Encouragement for All Students. In J. Nyberg, & J. Manzone (Ed.), Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 39–57). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-8153-7.ch004

Reis, S. M., & Renzulli, J. S. (2022). Transformational giftedness: Using SEM pedagogy to create future leaders and change agents dedicated to service, social responsibility and using their talents to improve the planet. In R. Sternberg, D. Ambrose, & S. Karami (Eds.), The Palgrave Handbook of Transformational Giftedness (pp. 313–333). Springer Nature.

Reis, S. M., & Renzulli, S. J. (2021). Parenting for Strengths: Embracing the Challenges of Raising Children Identified as Twice Exceptional. Gifted Education International, 37(1), 1–12. https://doi.org/10.1177/0261429420934435

Reis, S. M., & Renzulli, J. S. (2021). The Schoolwide Enrichment Model: A talent development approach that works for rural schools. In C.M. Callahan & A. Azano (Eds.), Gifted education in rural schools: Developing place-based interventions (pp. 98–107). Routledge.

Reis, S. M., & Renzulli, J. S. (2020). Giftedness. In V. Glăveanu (Ed.), The Palgrave Encyclopedia of the Possible. Palgrave McMillan.

Reis, S. M., & Renzulli, J. S. (2020). Intellectual giftedness. In R. J. Sternberg & S. B. Kaufman (Eds.), Cambridge handbook of intelligence (2nd ed., pp. 291–316). Cambridge University Press.

Reis, S. M., & Renzulli, J. S. (2020). The three ring conception of giftedness and the Schoolwide Enrichment Model: A talent development approach for all students. In T. Cross & P. Olszewski-Kubilius (Eds.), Conceptual frameworks for giftedness and talent development (pp. 145–180). Prufrock Press.

Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615

Renzulli, J. S., & Reis, S. M. (2021). The three ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 335–356). Palgrave-Macmillan.

Renzulli, J. S., Reis, S. M., & Brigandi, C. (2020). Examining enrichment theory, research, and practice. In C. M. Callahan & J. A. Plucker (Eds.), Critical issues and practices in gifted education (pp. 185–200). Prufrock Press.

Rodriguez, R. M., Silvia, P. J., Kaufman, J. C., Reiter-Palmon, R., & Puryear, J. S. (2023). Taking inventory of the Creative Behavior Inventory: An Item Response Theory analysis of the CBI. Creativity Research Journal, 35(2), 143–153. https://doi.org/10.1080/10400419.2023.2183322

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