Publications are listed alphabetically by title.
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 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.]
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.]
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.]
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]
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]
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 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]
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]
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]
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.]
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]
Problems in the Assessment of Creative Thinking
[Ref.: Treffinger, D. J., Renzulli, J. S., & Feldhusen, J. F. (1971). Problems in the assessment of creative Thinking. 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]
Reading Instruction for Talented Readers: Few Opportunities for Continuous Progress
[Ref.: Reis, S. M., Gubbins, E. G., Briggs, C., Schreiber, F. J., Richards, S., Jacobs, J., Eckert, R. D., Renzulli, J. S., & Alexander, M. (2003). Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress (RM03184), Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.]
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]
Self-concept and the Gifted Child
[Ref.: Hoge R. D., & Renzulli, J. S. (1991). Self-concept and the gifted child (RBDM9104), Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.]
Teach to the Top: How to Keep High Achievers Engaged and Motivated
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]
[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]
The Five Dimensions of Differentiation
[Ref.: Reis, S. M., & Renzulli, J. S. (2015). The five dimensions of differentiation. Gifted Education Press Quarterly, 29(3), 2-9.]
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 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 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.]
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? How Do Gifted Programs Relate to Total School Improvement?
[Ref.: Renzulli, J. S., & Reis, S. M. (2002). What is schoolwide enrichment? How do gifted programs relate to total school improvement? Gifted Child Today, 25(4), 18–25, 64. https://doi.org/10.4219/gct-2002-80]
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]