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9781412953795
Enriching Curriculum for All Students / Edition 2 available in Hardcover, Paperback, eBook
Enriching Curriculum for All Students / Edition 2
by Joseph S. Renzulli, Sally M. Reis
Joseph S. Renzulli
- ISBN-10:
- 1412953790
- ISBN-13:
- 9781412953795
- Pub. Date:
- 11/06/2007
- Publisher:
- SAGE Publications
- ISBN-10:
- 1412953790
- ISBN-13:
- 9781412953795
- Pub. Date:
- 11/06/2007
- Publisher:
- SAGE Publications
Enriching Curriculum for All Students / Edition 2
by Joseph S. Renzulli, Sally M. Reis
Joseph S. Renzulli
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Overview
Use the Schoolwide Enrichment Model to support enriching learning opportunities for all learners and to develop students' talent, raise achievement, honor diversity, and foster a growth-oriented staff.
Product Details
ISBN-13: | 9781412953795 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 11/06/2007 |
Edition description: | Second Edition |
Pages: | 192 |
Product dimensions: | 8.60(w) x 11.10(h) x 0.70(d) |
About the Author
Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Connecticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world.
Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.
Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.
Table of Contents
IntroductionAbout the Authors1. What Is "Enrichment" and Why Is It Important in Developing Curriculum in America's Schools?The "Why" Question: Why Enrichment?The "What" Question: What Kinds of Enrichment?What Exactly Is Enrichment Learning and Teaching?The Teacher Role as the Guide-on-the-SideThe Four Goals of Schoolwide Enrichment2. Using the Schoolwide Enrichment Model to Enrich Curriculum for All StudentsIntroductionExpanding Conceptions of Gifts and Talents: The Theory Underlying the SEMDeveloping Two Kinds of GiftednessAn Overview of the Enrichment Triad ModelThe Revolving Door Identification Model: Identifying Students for the SEMThe Schoolwide Enrichment Model (SEM)The Regular CurriculumThe Enrichment ClustersThe Continuum of Special ServicesThe Service Delivery ComponentsThe Total Talent PortfolioCurriculum Differentiation and CompactingEnrichment Teaching and LearningNon-Negotiables about implementing Enrichment in the SEMResearch on the SEMSummary3. Challenging All Students With a Continuum of Enrichment ServicesBackground to the Establishment of a Continuum of ServicesTheoretical and Organizational ModelsAn Integrated Continuum of Special ServicesHow and When Enrichment Activities Take PlaceKeys to Developing a Comprehensive Continuum of ServicesOrganizing Services in the ContinuumThe Role of Grouping and Tracking in a Continuum of ServicesThe Politics of GroupingNongraded Instructional Grouping and Within Classroom Cluster GroupingManaging Within Classroom Cluster GroupsOther Enrichment OptionsSummer Programs and Schools for Gifted Students4. Developing Talent Portfolios for All StudentsWhat Is the Total Talent Portfolio?Status and Action InformationFocus on StrengthsPortfolio Engineering: Creating a Total Talent PortfolioGathering and Recording Information About AbilitiesStandardized Tests and Teacher-Made TestsGradesTeacher RatingsGathering and Recording Information About Student InterestsThe Interest-A-LyzerIndividualization and the Role of Learning StylesInstructional Styles PreferencesLearning Environment PreferencesBenefits of the Total Talent Portfolio5. Curriculum Compacting and DifferentiationCurriculum Compacting: Definitions and Steps for ImplementationDefining Curriculum CompactingHow to Use the Compacting ProcessProviding Acceleration and Enrichment Options for Talented StudentsRosa: A Sample Compactor FormProviding Support for Teachers to Implement Compacting: The Steps in CompactingEnrichment Materials in the ClassroomAssessing Students InterestsInterest CentersResearch on Curriculum CompactingAdvice From Successful Teachers Who Have Implemented CompactingThe Multiple Menu Model: A Guide to In-Depth Learning and TeachingThe Knowledge MenuLocating the DisciplineSelecting Concepts and IdeasSelecting Representative TopicsA Final Consideration: Appeal to the ImaginationThe Instructional Techniques MenusThe Instructional Products MenuInterdisciplinary ModelsSummary6. Enrichment Learning and Teaching: The Enrichment Triad ModelAn Overview of the Enrichment Triad Model and Student Creative ProductivityLearning in a Natural WayThe Importance of InteractionType I Enrichment: General Exploratory ExperiencesType II Enrichment: Group Training ActivitiesType III Enrichment: Individual and Small Group Investigations of Real ProblemsApplying the Enrichment Triad Model to Enrichment ClustersHow Can Teachers Learn to Use Enrichment Teaching?Applying the Type III Process to Enrichment Clusters7. Applying the Schoolwide Enrichment Model to Content Areas: The SEM in ReadingPhase 1: Hooking Kids on Literature With Teacher Read-AloudsPhase 2: Supported Independent Reading and Differentiated ConferencesPhase 3: Interest and Choice ActivitiesResearch on the SEM-R8. A Dozen Assistants In Your Classroom Implementing SEM by Using a New Online Resource for Enrichment and DifferentiationStep 1: Strength Assessment Using the Electronic Learning Profile (The Total Talent Portfolio Online)Step 2: Enrichment Differentiation DatabasesStep 3: The Wizard Project MakerStep 4: The Total Talent PortfolioRenzulli Learning SystemThe Value-Added Benefits of Learning With TechnologyRenzulli Learning: ConclusionsReferencesIndexFrom the B&N Reads Blog
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