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Curriculum Compacting: An Essential Strategy for Working with Gifted Students

1982; University of Chicago Press; Volume: 82; Issue: 3 Linguagem: Inglês

10.1086/461256

1554-8279

Joseph S. Renzulli, Linda H. Smith, Sally M. Reis,

Technology-Enhanced Education Studies

Previous articleNext article No AccessCurriculum Compacting: An Essential Strategy for Working with Gifted StudentsJoseph S. Renzulli, Linda H. Smith, and Sally M. ReisJoseph S. Renzulli Search for more articles by this author , Linda H. Smith Search for more articles by this author , and Sally M. Reis Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 82, Number 3Jan., 1982Special Issue: Gifted Education Article DOIhttps://doi.org/10.1086/461256 Views: 43Total views on this site Citations: 48Citations are reported from Crossref Copyright 1982 The University of ChicagoPDF download Crossref reports the following articles citing this article:Israa B. Abdurrahman, Suha Khudhaer Iyada The Role of Renzulli Learning Strategy on Developing EFL Preparatory Students’ Performance, International Journal of Research in Social Sciences and Humanities 11, no.22 (Jun 2021).https://doi.org/10.37648/ijrssh.v11i02.025Sally M Reis, Pamela M Peters Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution, Gifted Education International 37, no.22 (Oct 2020): 109–141.https://doi.org/10.1177/0261429420963987Tessa H. S. Eysink, Alieke M. van Dijk, Ton de Jong BE COOL! a digital learning environment to challenge and socially include gifted learners, Educational Technology Research and Development 68, no.55 (Feb 2020): 2373–2393.https://doi.org/10.1007/s11423-020-09754-9 A Cognitive Curriculum, (Jan 2017): 96–143.https://doi.org/10.4018/978-1-5225-2420-5.ch004Susan K. Johnsen Practical Strategies for Teaching Independent Study, (Jan 2015): 251–271.https://doi.org/10.1007/978-94-6300-004-8_13Elissa F. Brown, Tamra L. Stambaugh Placement of Students Who are Gifted, (Sep 2014): 41–69.https://doi.org/10.1108/S0270-4013(2014)0000026003Rachel T. van der Meulen, Corine O. van der Bruggen, Jantine L. Spilt, Jaap Verouden, Maria Berkhout, Susan M. Bögels The Pullout Program Day a Week School for Gifted Children: Effects on Social–Emotional and Academic Functioning, Child & Youth Care Forum 43, no.33 (Dec 2013): 287–314.https://doi.org/10.1007/s10566-013-9239-5Carol L. Tieso Moving the Past Forward, Gifted Child Today 36, no.22 (Mar 2013): 96–113.https://doi.org/10.1177/1076217512474982K. M. McCormick, J. A. Plucker Connecting Student Engagement to the Academic and Social Needs of Gifted and Talented Students, (Jan 2013): 121–135.https://doi.org/10.1007/978-94-6209-149-8_9Adel A. Batterjee The Efficacy of the Total Giftedness Development Model, Gifted and Talented International 25, no.22 (Jun 2016): 77–90.https://doi.org/10.1080/15332276.2010.11673571Joseph S. Renzulli, Sally Reis Renzulli The Schoolwide Enrichment Model: A Focus on Student Strengths and Interests, Gifted Education International 26, no.2-32-3 (May 2010): 140–156.https://doi.org/10.1177/026142941002600303George Robinson Developing the Talents of Secondary Students, Gifted Education International 26, no.2-32-3 (May 2010): 192–200.https://doi.org/10.1177/026142941002600307Victor Mueller-Oppliger Experiences and Concepts Related to Gifted Education and Talent Development in Switzerland, Gifted Education International 26, no.2-32-3 (May 2010): 219–233.https://doi.org/10.1177/026142941002600309Marsyl Bulkool Mettrau, Haydéa Maria Marino de Sant'Anna Reis Políticas públicas: altas habilidades/superdotação e a literatura especializada no contexto da educação especial/inclusiva, Ensaio: Avaliação e Políticas Públicas em Educação 15, no.5757 (Dec 2007): 489–509.https://doi.org/10.1590/S0104-40362007000400003Françoys Gagné Ten Commandments for Academic Talent Development, Gifted Child Quarterly 51, no.22 (Sep 2016): 93–118.https://doi.org/10.1177/0016986206296660Joseph Renzulli Qu'est-ce que le haut potentiel et comment peut-on le développer chez l'enfant et l'adolescent ?, Bulletin de psychologie Numéro 485, no.55 (May 2006): 463–468.https://doi.org/10.3917/bupsy.485.0463Beth A. Hennessey Motivation and Classroom Climate: Promoting Creativity in Gifted Children, Gifted and Talented International 20, no.11 (Jun 2016): 41–46.https://doi.org/10.1080/15332276.2005.11673057Steven Carber, Sally Reis Commonalities in IB practice and the Schoolwide Enrichment Model, Journal of Research in International Education 3, no.33 (Aug 2016): 339–359.https://doi.org/10.1177/1475240904047359Sally M. Reis, E. Jean Gubbins, Christine J. Briggs, Fredric J. Schreiber, Susannah Richards, Joan K. Jacobs, Rebecca D. Eckert, Joseph S. Renzulli Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress, Gifted Child Quarterly 48, no.44 (Sep 2016): 315–338.https://doi.org/10.1177/001698620404800406Carol Tieso One School's Reflection on Differentiation, Gifted Child Today 27, no.44 (Oct 2004): 58–62.https://doi.org/10.4219/gct-2004-155Wenzhong (Eric) Yang, Sally M. Reis The Use of Curriculum Compacting and the Schoolwide Enrichment Model in China, Gifted Education International 19, no.11 (Jul 2016): 67–75.https://doi.org/10.1177/026142940401900109Sally M. Reis, Joseph S. Renzulli Research Related to the Schoolwide Enrichment Triad Model, Gifted Education International 18, no.11 (Dec 2003): 15–39.https://doi.org/10.1177/026142940301800104Joseph S. Renzulli The Three-Ring Conception of Giftedness: Its Implications for Understanding the Nature of Innovation, (Jan 2003): 79–96.https://doi.org/10.1016/B978-008044198-6/50007-3Sally M. Reis, Joseph S. Renzulli Developing High Potentials for Innovation in Young People Through the Schoolwide Enrichment Model, (Jan 2003): 333–346.https://doi.org/10.1016/B978-008044198-6/50023-1Heinz Neber, Ralph Reimann Schulische und familiäre Lernumwelten von Gymnasiasten am acht- vs. neunjährigen Gymnasium, (Jan 2002): 137–166.https://doi.org/10.1007/978-3-322-92212-0_5Bruce D. Baker Gifted Children in the Current Policy and Fiscal Context of Public Education: A National Snapshot and State-Level Equity Analysis of Texas, Educational Evaluation and Policy Analysis 23, no.33 (Nov 2016): 229–250.https://doi.org/10.3102/01623737023003229Carol Tieso Curriculum: Broad brushstrokes or paint‐by‐the‐numbers?, The Teacher Educator 36, no.33 (Mar 2001): 199–213.https://doi.org/10.1080/08878730109555264Earl S. Hishinuma, Stephanie T. Nishimura Parent attitudes on the importance and success of integrated self‐contained services for students who are gifted, learning disabled, and gifted/learning disabled, Roeper Review 22, no.44 (Jun 2000): 241–250.https://doi.org/10.1080/02783190009554046Joseph S. Renzulli, Sally M. Reis The Schoolwide Enrichment Model, (Jan 2000): 367–382.https://doi.org/10.1016/B978-008043796-5/50026-7Michael C. Pyryt Talent Development in Science and Technology, (Jan 2000): 427–437.https://doi.org/10.1016/B978-008043796-5/50030-9Joseph S. Renzulli 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, no.11 (Oct 1999): 3–54.https://doi.org/10.1177/016235329902300102Valsa Koshy, Ron Casey A National Curriculum and the Sovereignty of Higher Ability Learners, Gifted Child Quarterly 42, no.44 (Sep 2016): 253–260.https://doi.org/10.1177/001698629804200409Sally M. Reis, Karen L. Westberg The Impact of Staff Development on Teachers' Ability to Modify Curriculum for Gifted and Talented Students1, Gifted Child Quarterly 38, no.33 (Sep 2016): 127–135.https://doi.org/10.1177/001698629403800306Joseph S. Renzulli, Sally M. Reis Research Related to the Schoolwide Enrichment Triad Model1, Gifted Child Quarterly 38, no.11 (Sep 2016): 7–20.https://doi.org/10.1177/001698629403800102Thomas P. Hébert Reflections at graduation: The long‐term impact of elementary school experiences in creative productivity, Roeper Review 16, no.11 (Sep 1993): 22–28.https://doi.org/10.1080/02783199309553529Bonnie Cramond Speaking and listening: Key components of a complete language arts program for the gifted, Roeper Review 16, no.11 (Sep 1993): 44–48.https://doi.org/10.1080/02783199309553534Sally M. Reis, Jeanne H. Purcell An Analysis of Content Elimination and Strategies Used by Elementary Classroom Teachers in the Curriculum Compacting Process, Journal for the Education of the Gifted 16, no.22 (Jan 1993): 147–170.https://doi.org/10.1177/016235329301600205Sally M. Rei, Joseph S. Renzulli The Secondary Triad Model, Journal for the Education of the Gifted 13, no.11 (Oct 1989): 55–77.https://doi.org/10.1177/016235328901300105Joseph S. Renzulli A decade of dialogue on the three‐ring conception of giftedness, Roeper Review 11, no.11 (Oct 1988): 18–25.https://doi.org/10.1080/02783198809553154Susan Baum, Steven V. Owen High Ability/Learning Disabled Students: How Are They Different?, Gifted Child Quarterly 32, no.33 (Sep 2016): 321–326.https://doi.org/10.1177/001698628803200305Joseph S. Renzulli The Positive Side of Pull-Out Programs, Journal for the Education of the Gifted 10, no.44 (Jun 1987): 245–254.https://doi.org/10.1177/016235328701000402Alane J. Starko Meeting the needs of the gifted throughout the school day: Techniques for curriculum compacting, Roeper Review 9, no.11 (Sep 1986): 27–33.https://doi.org/10.1080/02783198609553001Kyle R. Carter, Wilma Hamilton Formative Evaluation of Gifted Programs: A Process and Model, Gifted Child Quarterly 29, no.11 (Jul 2016): 5–11.https://doi.org/10.1177/001698628502900101Joseph S. Renzulli A Bull's Eye on my Back: the Perils and Pitfalls of Trying to Bring About Educational Change, Gifted Education International 3, no.11 (Jan 1985): 18–23.https://doi.org/10.1177/026142948500300104Joseph S. Renzulli The Triad/ Revolving Door System: A Research-Based Approach To Identification and Programming for the Gifted and Talented, Gifted Child Quarterly 28, no.44 (Sep 2016): 163–171.https://doi.org/10.1177/001698628402800405Joseph S. Renzulli, Steven V. Owen The revolving door identification model: If it ain't busted don't fix it if you don't understand it don't nix it, Roeper Review 6, no.11 (Jan 2010): 39–41.https://doi.org/10.1080/02783198309552744Susan Kontos, Kyle R. Carter, Jeanne E. Ormrod, John B. Cooney Another look at the revolving door: A reply to Renzulli, Roeper Review 6, no.11 (Jan 2010): 41–42.https://doi.org/10.1080/02783198309552745Sally M. Reis Myth: The "patch-on" approach to programming!, Gifted Child Quarterly 26, no.11 (Sep 2016): 29–31.https://doi.org/10.1177/001698628202600110