n=32
- Administrator perceptions regarding the model included: greater staff participation in education of high ability students, more positive staff attitudes toward the program, fewer concerns about identification, positive changes in how the guidance department worked with students, more incentives for students to work toward higher goals.
- Administrators found SEM to have significant impact on all students.
n=112
- SEM recommended as one vehicle to meet the unique needs of gifted students with learning disabilities because of the emphasis on strengths, interests, and learning styles.
n=80
- Students receiving experimental treatment did equally well on achievement tests as the control group.
n=294
- Self-efficacy was a significant predictor of initiation of an independent investigation, and self-efficacy at the end of treatment was higher in students who participated in Type III projects.
n=103
- Students who became involved with self-selected independent studies in SEM programs initiated their own creative products both inside and outside school more often than students who qualified for the program but did not receive services.
- Students in the enrichment group reported over twice as many creative projects per student (3.37) as the comparison group (.50) and showed greater diversity and sophistication in projects.
- The number of creative products completed in school (Type IIIs) was a highly significant predictor of self-efficacy.
n=515
- Students receiving process skill training were 64% more likely to initiate self-selected projects (Type IIIs) than the students who did not receive the training.
- Students identified as above average for a SEM program were positively accepted by their peers.
- In schools where SEM had been implemented, a “condition of separateness” did not exist for students in the program.
n=7
- The Type III independent study, when used as an intervention with high ability, learning disabled students, was associated with improvement in the students’ behavior, specifically the ability to self-regulate time on task; improvement in self-esteem; and the development of specific instructional strategies to enhance the potential of high potential, learning disabled students.
n=18
- Students completing self-selected investigations (Type IIIs) displayed positive changes in the following: personal skills required for project completion (e.g., writing), personal characteristics (e.g., increased patience), and decisions related to career choices.
n=10
- Reversal of academic underachievement through use of various components of SEM including: curriculum compacting, exposure to Type I experiences, opportunities to be involved in Type III studies, and an appropriate assessment of learning styles to provide a match between students and teachers.
n=236, teacher
n=1,698, student
- SEM contributed to improved teachers’, parents’, and administrators’ attitudes toward education for high ability students.
n=149
- SEM was associated with a reduction in the negative effects of labeling.
n=1,935
- Positive changes in student attitudes toward learning as well as toward gifted education and school in general.
n=166
- Group membership (peer coaching) was a significant predictor of posttest teachers’ attitudes.
n=147
- Students with training in the Talents Unlimited Model were more likely to complete independent investigations (Type IIIs) than the students who did not receive the training.
n=108
- Supported use of SEM as a means of meeting educational needs of a wide variety of high ability students.
- SEM, when used as an intervention, was associated with improved attitudes toward learning among elementary, high ability students with learning disabilities. Furthermore, the same students, who completed a high percentage of Type III projects, made positive gains with respect to self-concept.
- Involvement in Type III studies substantially increased post-secondary education plans of students (from attending 2.6 years to attending 4.0 years)
n=18
(longtudinal)
- Students who participated in Type III projects, both in and out of school, maintained interests in college and career aspirations that were similar to those manifested during their public school years as opposed to previous reports of little or no relation between personally initiated and assigned school projects.
- Supports the concept that adolescents and young adults can be producers of information, as well as consumers.
n=9
(longitudinal)
- Five major findings: Type III interests of students affect post-secondary plans; creative outlets are needed in high school; a decrease in creative Type III productivity occurs during the junior high experience; the Type III process serves as important training for later productivity; non-intellectual characteristics with students remain consistent.
n=3532
- Students’ preferences for creating potential products were explored through the use of an expression style inventory. Factor analytic procedures yielded the following 11 factors: computer, service, dramatization, artistic, audio/visual, written, commercial, oral, manipulative, musical, and vocal.
n=336
- Using curriculum compacting to eliminate between 40%-50% of curricula for students with demonstrated advanced content knowledge and superior ability resulted in no decline in achievement test scores.
n=16
- Elements of the SEM that were explicitly applied during the 10 day program proved beneficial to the identification and development of interests, resulting in gains of music skills for the participants. The findings indicate that it may be beneficial to use SEM with similar programs for people with Williams Syndrome. The TTP (Total Talent Portfolio) may be particularly useful in identifying style and interests preferences for this population.
n=36+
- A London school district set up opportunities for students to pursue Renzulli’s Type III enrichment activities based on the Triad/RDIM programs. The idea was to have students produce a video focusing on a particular field of excellence that promoted the specific talent of the students involved (such as Life Drawing, The Environmental Project, and The Music Project). As a result of participating in the projects, students were seen as more independent learners and researchers. Also, many of the students developed a strong understanding of the connection between their projects and school learning.
*P=Primary grades, K-2; E=Elementary grades, 3-5; M=Middle grades, 6-8; S=Secondary grades, 9-12.