Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity
Bibliographic Data
| ID | 22044516 |
|---|---|
| Authors | Sally M Reis (0000-0002-8787-3642, University of Connecticut, corresponding author), Sara Renzulli (0000-0002-5279-1874, University of Connecticut), Sara Jane Renzulli (University of Connecticut), Joseph S Renzulli (0000-0002-5370-9633, University of Connecticut) |
| Year | 2021 |
| Volume | 11 |
| Issue | 10 |
| Pages | 615 |
| Publication date | 2021-10-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11100615 |
| OpenAlex | W3203264952 |
| Language | EN |
| Citations received | 20 |
| References cited | 22 |
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, differentiation and curriculum compacting, project-based learning, open-ended choice, and the application of creative productivity to students learning. We identify this specialized pedagogy and give examples of how these exciting pedagogical strategies can be implemented in classrooms and by enrichment specialists and school counselors, both for academically talented and for all students. We conclude with a brief overview of research that demonstrates longitudinal benefits for students who are exposed to this type of teaching, suggesting positive outcomes
Authentic learning · Creativity · Curriculum · Mathematics education · Pedagogy · Productivity · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
Enrichment strategies for teaching Filipino gifted learners
Gifted but Misunderstood? An Interpretive Systematic Review of Gifted Education Policy, Practice, and Socio-Emotional Experience in England
Developing talented students in robotics, AI, and coding with Work-Integrated Learning
Navigating Autonomy and Strain
Longitudinal Study
The Use of Semiotic Technologies to Foster Analytical, Creative, and Practical Skills of Gifted Students
Identifying Gifted Potential Through Positive Psychology Content
Feelings about School in Gifted and Non-Gifted Children
Personalising Learning for Gifted and Twice-Exceptional Students
Inclusive Teaching Practices in Secondary Schools
Excellence in Professional Disciplines and Their Importance in Social and Educational Entrepreneurship
Gifted Students’ Actualization of a Rich Task’s Mathematical Potential When Working in Small Groups
Talent Development Programs for Secondary Schools
Compounded Disadvantage
Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students
Supporting higher-order thinking skills in gifted students
The power of digital games in developing gifted students’ financial literacy skills
Teachers’ attitudes toward gifted children in pre-schools in Palestine
Evaluation of creative project production performance in mathematical logic and computational thinking skills among gifted high school students
Fostering Creativity Through Educational Interventions in Higher Education
| Unique citing works | 20 |
|---|---|
| Citations per year | 5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |