Publications are listed alphabetically by title.

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A Biographical Portrait of Joseph S. Renzulli: Scholar, Gifted Educator and Visionary Leader
[Ref.: Hébert, T. R. (2016). A biographical portrait of Joseph S. Renzulli: Scholar, gifted educator and visionary leader. In S. M. Reis (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 99–113). Routledge.]

A Bird’s Eye View of Schools for Talent Development: A Practical Plan for Total School Improvement
[Ref.: Renzulli, J. S. (1996). A bird’s eye view of schools for talent development: A practical plan for total school improvement. In J. S. Renzulli & S. M. Reis (Eds.), The Schoolwide Enrichment Model: A how-to guide for educational excellence (2nd. ed., pp. 1-9). Creative Learning Press.]

A Bull’s Eye on My Back: The Perils and Pitfalls of Trying to Bring About Educational Change
[Ref.: Renzulli, J. S. (1985). A bull’s eye on my back: The perils and pitfalls of trying to bring about educational change. Gifted Education International, 3(1), 18–23. https://doi.org/10.1177/026142948500300104]

A Case for a Broadened Conception of Giftedness
[Ref.: Reis, S. M., & Renzulli, J. S. (1982). A case for the broadened conception of giftedness. Phi Delta Kappan, 63(9), 619–620.]

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 Message From the Guest Editor—Looking at Giftedness Through a Wide Angle Lens
[Ref.: Renzulli, J. S. (2002). A message from the guest editor: Looking at giftedness through a wide angle lens, Exceptionality, 10(2), 65–66. https://doi.org/10.1207/S15327035EX1002_1]

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 Approach for Developing the Gifts and Talents of All Students
[Ref.: Renzulli, J. S. (1999). A practical approach for developing the gifts and talents of all students. In B. Z. Presseisen (Ed.), Teaching for intelligence I: A collection of articles (pp. 333–369). Corwin Press.]

A Practical Model for Designing Individual Educational Programs (IEPs) for Gifted and Talented Students
[Ref.: Renzulli, J. S., & Smith, L. H. (1983). A practical model for designing individual educational programs (IEPs) for gifted and talented children. Gifted Child Today, 3(1), 3–8. https://doi.org/10.1177/107621758300300101]

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 Simple Procedure for Combining Ability Test Scores, Achievement Test Scores, and Teacher Ratings to Identify Academically Talented Children
[Ref.: Lohman, D., & Renzulli, J. (2007). A simple procedure for combining ability test scores, achievement test scores, and teacher ratings to identify academically talented children. Unpublished manuscript. https://www.yumpu.com/en/document/view/22973595/a-simple-procedure-for-combining-ability-test-scores]

A Technology Based Program That Matches Enrichment Resources With Student Strengths
[Ref.: Renzulli, J. S., & Reis, S. M. (2007). A technology based program that matches enrichment resources with student strengths. International Journal of Emerging Technologies in Learning, 2(3), 1–12.]

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 and a Technology-Based Approach for the Development of Creative Productive Giftedness
[Ref.: Renzulli, J. S. (2021). A theory of blended knowledge and a technology-based approach for the development of creative productive giftedness. In A. Hui & C. Wagner (Eds.), Creative and collaborative learning through immersion: Interdisciplinary and international perspectives (pp. 183–200). Springer Publishers.]

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. https://ascd.org/el/articles/a-time-and-a-place-for-authentic-learning]

Academies of Inquiry and Talent Development: Part I—One Way to Organize Exploratory Curriculum
[Ref.: Renzulli, J. S. (2000, November). Academies of inquiry and talent development: Part I—One way to organize exploratory curriculum. Middle School Journal, 5–14.]

Academies of Inquiry and Talent Development: Part II—How Does an AITD Program Get Started
[Ref.: Renzulli, J. S. (2001, January). Academies of inquiry and talent development: Part II—How does an AITD program get started. Middle School Journal, 7–14.]

Academies of Inquiry and Talent Development at the Middle and High School Levels
[Ref.: Renzulli, J. S. (2003). Academies of inquiry and talent development at the middle and high school age levels. Gifted Education International, 18(1), 40–57. https://doi.org/10.1177/026142940301800105]

An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students
[Ref.: Renzulli, J. S., Siegle, D., Reis, S. M., Gavin, M. K., & Sytsma, R. E.(2009). An investigation of the reliability and factor structure of four new scales for rating the behavioral characteristics of superior students. Journal of Advanced Academics, 21(1), 84–108. https://doi.org/10.1177/1932202X0902100105]

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]

Assessment for Learning: The Missing Element for Identfying High Potential in Low Income and Minority Groups
[Ref.: Renzulli, J. S. (2021). Assessment for learning: The missing element for identifying high potential in low income and minority groups. Gifted Education International, 37(2). 199–208. https://doi.org/10.1177/0261429421998304]

Assumptions Underlying the Identification of Gifted and Talented Students
[Ref.: Brown, S. W., Renzulli, J. S., Gubbins, E. J., Zhang, W., Siegle, D., & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49(1), 68–79. https://doi.org/10.1177/001698620504900107]

Building a Bridge Between Gifted Education and Total School Improvement
[Ref.: Renzulli, J. S. (1995). Building a bridge between gifted education and total school improvement (RBDM9502), Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.]

Challenging Gifted and Talented Learners With a Continuum of Research-Based Interventions Strategies
[Ref.: Reis, S. M., & Renzulli, J. S. (2011). Challenging gifted and talented learners with a continuum of research-based interventions strategies. In M. A. Bray & T. J. Kehle (Eds.). The Oxford handbook of school psychology (pp. 456–482). Oxford University Press.]

Closing the Achievement Gap and Promoting Greater Access to Gifted Education Programs

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.: Callahan, C. M., Renzulli, J. S., Delcourt, A. B., & Hertberg-Davis, H. L. (2012). Considerations for identification of gifted and talented students: An introduction to identification. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 83–91). Routledge.]

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]

Curriculum compacting and achievement test scores: What does the research say?
[Ref.: Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (2016). Curriculum compacting and achievement test scores: What does the research say? In S. M. Reis (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 271–284). Routledge.]

Curriculum Compacting: A Research-based Differentiation Strategy for Culturally Diverse Talented Students
[Ref.: Renzulli, J. S., & Reis, S. M. (2006). Curriculum compacting: A research-based differentiation strategy for culturally diverse talented students. In B. Wallace & G. Eriksson (Eds.). Diversity in gifted education (pp. 73–85). New York: Routledge.]

Dear Mr. And Mrs. Copernicus: We regret to inform you . . .
[Ref.: Renzulli, J. S. (1982). Dear Mr. and Mrs. Copernicus: We regret to inform you… Gifted Child Quarterly, 26(1), 11–14. https://doi.org/10.1177/001698628202600103]

Defensible and Doable: A Practical, Multiple-Criteria Gifted Program Identification System
[Ref.: Renzulli, J. S., & Reis, S. M. (2012). Defensible and doable: A practical, multiple-criteria gifted program identification system. In S. L. Hunsaker (Ed.), Identification: The theory and practice of identifying students for gifted and talented education services (pp. 25–56). Creative Learning Press.]

Designing an Instrument for Evaluating Programs for Differential Education for the Gifted
[Ref.: Renzulli, J. S. (1967, March 26-April 1). Designing an Instrument for Evaluating Programs for Differential Education for the Gifted [Selected convention paper]. 45th Annual Convention of the Council for Exceptional Children, St. Louis, Missouri, United States.]

Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning
[Ref.: Renzulli, J, S., & De Wet, C. F. (2010). Developing creative productivity in young people through the pursuit if ideal acts of learning. In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (pp. 24–72). Cambridge University Press.]

Developing Creativity Across All Areas of the Curriculum
[Ref.: Renzulli, J. S. (2017). Developing creativity across all areas of the curriculum. In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (pp. 23–44). Cambridge University Press.]

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.]

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]

Dr. Renzulli on Gifted Education
[Ref.: Rader, R. (2016, March). Dr. Renzulli of gifted education. The Cabe Journal, pp. 1, 8.]

Effects of a Creativity Training Program on Divergent Thinking Abilities and Self-Concept in Monolingual and Bilingual Classrooms
[Ref.: de Souza Fleith, D., Renzulli, J. S., & Westberg, K. L. (2002). Effects of a creativity training program on divergent thinking abilities and self-concept in monolingual and bilingual classrooms. Creativity Research Journal, 14(3–4), 373–386. https://doi.org/10.1207/S15326934CRJ1434_8]

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] [Commentary]

Enrichment Clusters for Gifted Learning
[Ref.: Renzulli, J. S. (1999). Enrichment clusters for gifted learning. The School Administrator, 56(9), 18–22]

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]

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]

Fluency, Flexibility, and Originality as a Function of Group Size
[Ref.: Renzulli, J. S., Owen, S. V., & Callahan, C. M. (1974). Fluency, flexibility, and originality as a function of group size. Journal of Creative Behavior, 8(2), 107–113. https://doi.org/10.1002/j.2162-6057.1974.tb01117.x]

Forward to the book Identifying, Preventing, and Combating Bullying in Gifted Education

Freedom to Teach: Using Investigative Learning to Develop High Potentials in Young People
[Ref.: Renzulli, J. S. (2016). Freedom to teach: using investigative learning to develop high potentials in young people. Sobredotação, 15(1), 75-95. https://www.aneis.org/wp-content/uploads/2017/02/sobredotacao2016.pdf]

George Betts: Scholar, Leader, and Advocate for the Social and Emotional Development of Gifted and Talented Students
[Ref.: Renzulli, J. S., & Reis, S. (2019). George Betts: Scholar, leader, and advocate for the social and emotional development of gifted and talented students. Gifted Child Quarterly, 63(4) 203–204. https://doi.org/10.1177/0016986219875007]

Gifted Behaviors Versus Gifted Individuals
[Ref.: Renzulli, J. S., & Delcourt, M. A. B. (2018). Gifted behaviors versus gifted individuals. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 36–48). Routledge.]

Gifted Dropouts: The Who and the Why
[Ref.: Renzulli, J. S., & Park, S. (2000). Gifted dropouts: The who and the why. Gifted Child Quarterly, 44(4), 261–271. https://doi.org/10.1177/001698620004400407]

Gifted Education
[Ref.: Reis, S. M., & Renzulli, J. S. (2012). Gifted education. In L. Meyer (Ed.), Oxford bibliographies in education. Oxford University Press. http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0016.xml]

Gifted Education: A Look Around and a Look Ahead
[Ref.: Renzulli, J. S., & Purcell, J. H. (1996). Gifted education: A look around and a look ahead. Roeper Review, 18(3), 173–178. https://doi.org/10.1080/02783199609553730]

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
[Ref.: Renzulli, J. S. (2012). Going beyond Gutenberg and Skinner. Education Week, 31, pp. 21–22.

How Italian, European and American Frameworks Contribute to Promoting Talent Development in Italian Schools
[Ref.: Milan, L., Reis, S. M., Zanwtti, M. A. & Renzulli, J. S. (2019). 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]

Identification of the Gifted and Talented
[Ref.: Reis, S. M., & Renzulli, J. S. (1985). Identification of the gifted and talented (ERIC Digest No. ED262523). Reston, VA: The Council for Exceptional Children. https://files.eric.ed.gov/fulltext/ED262523.pdf]

Identifying Achievement Potential in Minority Group Students
[Ref.: Grant, T. E., & Renzulli, J. S. (1975). Identifying achievement potential in minority group students. Exceptional Children, 41(4), 255–259.]

Innovative Approaches for Developing Giftedness Using Enrichment Clusters

Intelligences Outside the Normal Curve: Co-Cognitive Factors that Contribute to the Creation of Social Capital and Leadership Skills in Young People
[Ref.: Renzulli, J. S., & D’Souza, S. (2015). Intelligences outside the normal curve: Co-cognitive factors that contribute to the creation of social capital and leadership skills in young people. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, F. J. Mönks, & C. Solzbacher (Eds.), Begabungsförderung von der frühen kindheit bis ins alter [Giftedness across the lifespan] (pp. 347–366). Lit Verlag.]

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]

Key features of successful programs for the gifted and talented
[Ref.: Reis, S. M., & Renzulli, J. S. (1984). Key features of successful programs for the gifted and talented. Educational Leadership, 41(7), 28–34. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198404_reis.pdf]

Laying the Base for the Future: One Cornerstone of the Javits Act
[Ref.: Renzulli, J. S., Callahan, C. M., & Gubbins, E. J. (2014). Laying the base for the future: One cornerstone of the Javits Act. Journal of Advanced Academics, 25(4), 338–349. https://doi.org/10.1177/1932202X14542686]

Learning Styles Applied: Harnessing Students’ Instructional Style Preferences
[Ref.: Renzulli, J. S., & Sullivan, E. E. (2009). Learning styles applied: Harnessing students’ instructional style preferences. In L. Zhang & R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 209–232). Springer Publishing.]

Learning Style Preferences: A Practical Approach for Classroom Teachers
[Ref.: Smith, L. H., & Renzulli, J. S. (1984). Learning styles preferences: A practical approach for classroom teachers. Theory into Practice, 23(1), 44–50. https://psycnet.apa.org/doi/10.1080/00405848409543088]

Lessons Learned From Playground Pedagogy
[Ref.: Renzulli, J. S. (2016, December). Lessons learned from playground pedagogy. Creative Academic Magazine, 7A, 65–67. https://www.creativeacademic.uk/uploads/1/3/5/4/13542890/cam_7a.pdf]

Meeting the Enrichment Needs of Middle School Students
[Ref.: Renzulli, J. S., & Richards, S. (2000). Meeting the enrichment needs of middle school students. Principal, 79(4), 62–63.]

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]

Myth 1: The gifted and talented constitute one single homogeneous group AND Giftedness is a way of being that stays in the person over time and experiences
[Ref.: Reis, S. M., & Renzulli, J. S. (2009). Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Gifted Child Quarterly, 53(4), 233–235. https://doi.org/10.1177/0016986209346824]

New Directions for the Schoolwide Enrichment Model
[Ref.: Renzulli, J. S. (1994). New directions for the Schoolwide Enrichment Model. Gifted Education International, 10(1), 33–36. https://doi.org/10.1177/026142949401000108]

No Child Left Bored
[Ref.: Reis, S. M. (2007). No Child Left Bored. The School Administrator 64(2), 22–25.]

Operation Astra: A Curriculum Development Project for Academically Gifted Students
[Ref.: Renzulli, J. S., & Nearine, R. (1968). Operation Astra: A curriculum development project for academically gifted students. Ac’cent on Talent (NEA), 2(4), 9, 12.]

Operation Houndstooth Intervention Theory: Social Capital in Today’s Schools
[Ref.: Renzulli, J. S., Koehler, J. L., & Fogarty, E. A. (2006). Operation Houndstooth intervention theory: Social capital in today’s schools. Gifted Child Today, 29(1), 16–24. https://doi.org/10.4219/gct-2006-189]

Operation Houndstooth: A Positive Perspective on Developing Social Intelligence
[Ref.: Renzulli, J. S., Sands, M. M., & Heilbronnor, N. N. (2011). Operation Houndstooth: A positive perspective on developing social intelligence. In A. Ziegler, & C. Perleth (Eds.), Excellence: Essays in honour of Kurt Heller (pp. 217–244). LIT Verlag.]

Opportunity Gaps Lead to Achievement Gaps: Encouragement for Talent Development and Schoolwide Enrichment in Urban Schools
[Ref.: Reis, S. M., & Renzulli, J. S. (2010). Opportunity gaps lead to achievement gaps: Encouragement for talent development and school wide enrichment in urban schools. Journal of Education, 190(1–2), 43–49. https://doi.org/10.1177/0022057410190001-207]

Painting Yourself Into the Professional Growth Picture—Artistic Modification
[Ref.: Renzulli, J. S. (2002). Painting yourself into the professional growth picture—Artistic modification. Gifted Education Communicator, 23(4), 30–31.]

Planting Seeds and Reaping Harvests
[Ref.: Renzulli, J. S. (2007). Planting seeds and reaping harvests. In K. Maree (Ed.), Shaping the story: A guide to facilitating narrative counseling (pp. 222–226). Pretoria, South Africa: VanSchaik Publishers.]

Problems in the Assessment of Creative Thinking
[Ref.: Treffinger, D. J., Renzulli, J. S., & Feldhusen, J. F. (1971). Problems in the assessment of creativity. Journal of Creative Behavior, 5(2), 104–112. https://doi.org/10.1002/j.2162-6057.1971.tb00880.xhttps://doi.org/10.1002/j.2162-6057.1971.tb00880.x]

Promoting Social Capital by Expanding the Conception of Giftedness
[Ref.: Renzulli, J. S. (2020). Promoting social capital by expanding the conception of giftedness. Talent, 10(1), 2–20.]

Rating the Behavioral Characteristics of Superior Students
[Ref.: Renzulli, J. S. (1983). Rating the behavioral characteristics of superior students. Gifted Child Today, 6(4), 30–35. https://doi.org/10.1177/107621758300600412]

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]

Reversing Underachievement: Stories of Success
[Ref.: Baum, S. M., Renzulli, J. S., & Hébert, T. P. (1994). Reversing underachievement: Stories of success. Educational Leadership, 52(3), 48–52. https://www.ascd.org/el/articles/reversing-underachievement-stories-of-success]

Revolving Door: A Truer Turn for the Gifted
[Ref.: Renzulli, J. S., & Smith, L. H. (1980). Revolving door: A truer turn for the fifted. Learning, 9(3), 91–93.]

Scaffolding CLED Students to Promote Greater Participation in Programs for the Gifted and Talented
[Ref.: Briggs, C. J., & Renzulli, J. S. (2009). Scaffolding CLED students to promote greater participation in programs for the gifted and talented. Journal of Urban Education: Focus on Enrichment, 6(1), 1–15.]

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.]

Setting an Agenda: Research Priorities for the Gifted and Talented Through the Year 2000
[Ref.: Renzulli, J. S., Reid, B. D., & Gubbins, J. E. (n.d.). Setting an agenda: Research priorities for the gifted and talented through the year 2000. University of Connecticut, The National Research Center on the Gifted and Talented. https://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04/setagend.pdf]

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]

Strategies for Developing Creativity Activities

Systematic Plan for Replication of the Renzulli Academy for High Potential/Low Income Students

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]

Talent Potential in Minority Group Students
[Ref.: Renzulli, J. S. (1973). Talent potential in minority group students. Exceptional Children, 39(6), 437–444. https://doi.org/10.1177/001440297303900601]

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. https://ascd.org/el/articles/teachers-as-talent-scouts]

Teacher Identification of Superior Students
[Ref.: Renzulli, J. S., Hartman, R. K., & Callahan, C. M. (1971). Teacher identification of superior students. Exceptional Children, 38(2), 211–214. https://journals.sagepub.com/doi/pdf/10.1177/001440297103800303]

The Achievement Gap and the Education Conspiracy Against Low Income Children
[Ref.: Renzulli, J. S. (2013). The achievement gap and the education conspiracy against low income children. International Journal for Talent Development and Creativity, 1(1), 45–55. http://www.ijtdc.net/images/pdf/IJTDC_11_2013_Web.pdf]

The Assessment of Creative Products in Programs for Gifted and Talented Students
[Ref.: Reis, S. M., & Renzulli, J. S. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35(3), 128–134. https://doi.org/10.1177/001698629103500304]

The Attitudes of Gifted Students Toward Participation in Special Programs
[Ref.: Renzulli, J. S. (1979). The attitudes of gifted students toward participation in special programs. GATE (1), 127–133.]

The Benefits of a Programming Model for Talent Development: The Schoolwide Enrichment Model

The Bermuda Triangle of Gifted Education
[Ref.: Renzulli, J. S. (1990). The Bermuda Triangle of gifted education. The Confratute Times, 12(2), 1–2, 6.]

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 Confessions of a Frustrated Evaluator
[Ref.: Renzulli, J. S. (1972). The confessions of a frustrated evaluator. Measurement and Evaluation in Guidance, 5(1), 298–305. https://doi.org/10.1080/00256307.1972.12022522]

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 Field of Giftedness—Past, Present, and Prospects: Insights From Joseph S. Renzulli and Robert J. Sternberg
[Ref.: Sternberg, R. J., Renzulli, J. S., & Ambrose, D. (2024). The field of giftedness—Past, present, and prospects: Insights from Joseph S. Renzulli and Robert J. Sternberg. Roeper Review, 46(3), 233–245. https://doi.org/10.1080/02783193.2024.2357379]

The Five Dimensions of Differntiation
[Ref.: Reis, S. M., & Renzulli, J. S. (2015). The five dimensions of differentiation. Gifted Education Press Quarterly, 29(3), 2-9.]

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 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 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 Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented
[Ref.: Renzulli, J. S. (1988). The Multiple Menu Model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32(3), 298–309. https://doi.org/10.1177/001698628803200302]

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 Reform Movement and the Quiet Crisis in Gifted Education
[Ref.: Renzulli, J. S., & Reis, S. M. (1991). The reform movement and the quiet crisis in gifted education. Gifted Child Quarterly, 35(1), 26–35. https://doi.org/10.1177/001698629103500104]

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
[Ref.: Renzulli, J. S. (2016). The role of blended knowledge in the development of creative productive giftedness. International Journal for Talent Development and Creativity, 4(1), 13–24. https://files.eric.ed.gov/fulltext/EJ1301505.pdf]

The Schoolwide Enrichment Model: A Comprehensive Plan for the Development of Talents and Giftedness
[Ref.: Renzulli, J. (2014). The Schoolwide Enrichment Model: A comprehensive plan for the development of talents and giftedness. Revista Educação Especial, 27(50), 539–562.]

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 Schoolwide Enrichment Model: A Focus on Student Strengths and Interests
[Ref.: Renzulli, J. S., & Reis, S. M. (2010). The Schoolwide Enrichment Model: A focus on student strengths and interests. Gifted Education International, 26(2&3), 140–156. https://doi.org/10.1177/026142941002600303]

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 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]

Unique Potential and Challenges of Students With ADHD in Engineering Programs
[Ref.: Zaghi, A. E., Reis, S. M, Renzulli, J. S., & Kaufman, J. C. (2016, June 26–29). Unique potential and challenges of students with ADHD in engineering programs [Paper presentation]. The American Society of Engineering Education 123rd Annual Conference, New Orleans, LA, United States.]

Using an Infusion Based Approach to Enrich Prescribed and Test-Driven Curricular Practices
[Ref.: Renzulli, J. S., & Waicunas, N. (2018). Using an infusion based approach to enrich prescribed and test-driven curricular practices. International Journal for Talent Development and Creativity, 6(1), 103–112. https://files.eric.ed.gov/fulltext/EJ1296876.pdf]

Using Curriculum Compacting to Challenge the Above-Average
[Ref.: Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above-average. Educational Leadership, 50(2), 51–57. http://www.ascd.org/publications/educational_leadership/oct92/vol50/num02/Using_Curriculum_Compacting_To_Challenge_the_Above-Average.aspx]

Using Enrichment Clusters for Performance Based Identification
[Ref.: Renzulli, J. S. (2001). Using enrichment clusters for performance based identification. Gifted Education International, 15(1), 22–28. https://doi.org/10.1177/026142940001500104]

Using SEM Pedagogy to Inspire Future Leaders and Change Agents
[Ref.: Reis, S. M., & Renzulli, J. S. (2023). Using SEM pedagogy to inspire future leaders and change agents. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, N. Neuber, & C. Reintjes (Eds.), Potenziale erkennen – talente entwickeln – bildung nachhaltig gestalten: Beiträge aus de begabungsforschung [Recognizing potential – developing talent – making education sustainable: Contributions from talent research] (pp. 317–329). Waxmann.]

Using the Schoolwide Enrichment Model to Enrich Curriculum for All Students
[Ref.: Renzulli, J. S., & Reis, S. M. (2008). Using the Schoolwide Enrichment Model to enrich curriculum for all students. In J. S. Renzulli & S. M. Reis (Eds.), Enriching curriculum for all students (2nd ed., pp. 13–34). Corwin Press.]

Vision With Action: Developing Sensitivity to Societal Concerns in Gifted Youth
[Ref.: Terry, A. W., Bohnenberger, J. E., Renzulli, J. S., Cramond, B., & Sisk, D., (2008). Vision with action: Developing sensitivity to societal concerns in gifted youth. Roeper Review, 30(1), 61–67. https://doi.org/10.1080/02783190701836478]

What About the Bicycle Riders?
[Ref.: Renzulli, J. S., & Reis, S. M. (1997). What about the bicycle riders? In T. O. Erb (Ed.), Dilemmas in talent development in the middle school: Two views (pp. 147–176). National Middle School Association.]

What Is [Or Should Be] the Pedagogy of Gifted Education Programs
[Ref.: Renzulli, J. S. (2022). What is (or should be) the pedagogy of gifted education programs. International Journal for Talent Development and Creativity, 10(1–2), 179–192. http://www.ijtdc.net/images/pdf/IJTDC_1012_2022.pdf]

What Is Schoolwide Enrichment? And How Do Gifted Programs Relate to Total School Improvement?

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 Makes a Problem Real: Stalking the Illusive Meaning of Qualitative Differences in Gifted Education
[Ref.: Renzulli, J. S. (1982). What makes a problem real: Stalking the elusive meaning of qualitative differences in gifted education. Gifted Child Quarterly, 26(4), 147–156. https://doi.org/10.1177/001698628202600401]

What Makes Giftedness and How Can We Develop High Levels of Talent In Young People
[Ref.: Renzulli, J. S. (2003). What makes giftedness and how can we develop high levels of talent in young people? Gifted & Talented: The Journal of the National Association for Gifted Children, 7(2), 8–18.]

What Makes Giftedness: Translating Theory Into Practice
[Ref.: Renzulli, J. S. (1989, May). What makes giftedness: Translating theory into practice. Thresholds in Education, 15, 4–8.]

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]

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.]

Wise Choices for Children: Enabling Students to Develop Their Creative Productivity and Wisdom With Opportunities, Resources, and Encouragement
[Ref.: Reis, S. M., Renzulli, J. S., & Delgado, J. (2023). Wise choices for children: Enabling students to develop their creativity productivity and wisdom with opportunities, resources, and encouragement. In R. J. Sternberg, J. C. Kaufman, & S. Karami (Eds.). Intelligence, creativity, and wisdom (pp.315—338). Palgrave MacMillan.]

Young Scholars Senior Summer (YSSS) Mentor Program at the University of Connecticut