Providing challenging and engaging learning opportunities is one way to motivate students to learn. In this article, we discuss the contributions of the gifted education field to the development of enrichment pedagogy and identify several different types of these engaging instructional strategies, including interest-based learning pedagogy,…

In this article, I describe a series of Five Core Competencies that gifted education specialists should consider integrating into their teaching to respond to the many changes that are taking place in technology, work, and career preparation. Although the focus of this theory is on high- level jobs usually pursued by college graduates and advanced…

The passage of the Jacob K. Javits Gifted and Talented Students Education Act in 1988 was truly a watershed moment in the field of gifted education. The National Research Center on the Gifted and Talented (NRC/GT) represented one part of the overall agenda of research and services supported by the Javits Act. How the Javits Act came to be and the…

One component of the Javits Gifted and Talented Students Education Act was provision for research on a national scale. In response, The National Research Center on the Gifted and Talented (NRC/GT) was created to design and implement a research portfolio. Based on emphasis in the Javits Act on underrepresented populations, on issues of…

The article presents a step by step refutation of criticisms made by Hans Jellen in a presentation critical of J. Renzulli's conception of the gifted, of the Enrichment Triad Model, and the Revolving Door Identification Model. (Author/CL)

The author suggests methods for developing thinking and feeling processes (as conceptualized in type II Enrichment in J. Renzulli's Enrichment Triad model) for gifted and talented students. A taxonomy is presented which addresses four objectives: (1) cognitive and affective training, (2) slow-to-learn skills, (3) use of research and reference…

The author reviews principles underlying his Revolving Door Identification Model (RDIM) and its use in conjunction with the Enrichment Triad model. Two levels of identification in RDIM are considered and research briefly summarized. (CL)

The digest addresses ways in which gifted and talented students are identified. Commonly used identification systems include matrix systems, the Talent Search Identification Model, and the Revolving Door Identification Model. Major questions about identification practices include inappropriate use of certain instruments and the inadequacy of…

The paper discusses the need to evaluate gifted education programs, the relationship between evaluation and decision making, and the objectives of program evaluation. Three problem areas are cited: (1) the problem of higher level objectives, (2) measurement and statistical problems, and (3) practical problems. (Author/CL)

Reasons for the inadequacy of IQ test cutoff scores in identifying giftedness are presented, and recommendations are made for necessary improvements in local, state, or national guidelines, policies, and procedures. (Author/CL)

The Enrichment Triad Model (Triad) and the Revolving Door Identification model (RDIM) form the TRIAD/RDIM program model for gifted and talented students. The article outlines the key features of the program. (MD)

Discriminant function analyses with 1,121 traditionally selected and expanded criteria gifted students (grades 1 through 8) using the Revolving Door Identification and Placement Model revealed that the most discriminating variable of group membership was class rank. For Ss in grades 1 through 3 or 4 through 6 academic self-concept was the second…

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

Looks at such areas as the reasons some gifted succeed and others don't, the emphasis on the process models of giftedness, and the problems of identifying and evaluating the gifted. (IRT)

Discussed is the development of defensible programs for gifted and talented students. (DLS)