Publications are listed alphabetically by title.

More publications will be added to this page.

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 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 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 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 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. http://www.ascd.org/publications/educational-leadership/sept04/vol62/num01/A-Time-and-a-Place-for-Authentic-Learning.aspx]

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: 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.]

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]

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.]

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.]

Curriculum Compacting: A Research-based Differentiation Strategy for Culturally Diverse Talented Students

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]

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 Journal, pp. 1, 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]

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]

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), 1-23.]

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.]

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]

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]

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.]

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]

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

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.]

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]

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.]

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]

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 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 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
[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 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 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 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]

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 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 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.]