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Joseph Renzulli | |
|---|---|
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| Born | July 7, 1936 |
| Nationality | American |
| Occupation | Scientist Author |
Joseph Renzulli (born July 7, 1936) is an American educational psychologist. He is the Board of Trustees Distinguished Professor at the University of Connecticut's Neag School of Education.
Renzulli graduated with a bachelor's degree from Rowan University. [1] He earned a master in education degree from Rutgers University, and a doctorate from the University of Virginia. [1]
Renzulli is the Board of Trustees Distinguished Professor at the University of Connecticut's Neag School of Education, [1] 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.
Renzulli developed the three-ring model of giftedness, which promoted a broadened conception of giftedness. He also developed the "Schoolwide Enrichment Model" for developing children's talents in schools. Renzulli is known for his contributions to understanding giftedness. He argues that high potential individuals may only turn their asset into talent if their environment encourages it. [2]
Renzulli 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 established the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn in 1978, which has served thousands of teachers and administrators from around the world.
The University of Connecticut (UConn) is a public land-grant research university in Storrs, Connecticut, a village in the town of Mansfield. The primary 4,400-acre (17.8 km2) campus is in Storrs, approximately a half hour's drive from Hartford and 90 minutes from Boston.
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Gifted education is a broad group of special practices, procedures, and theories used in the education of children who have been identified as gifted or talented.
Julian Cecil Stanley was an American psychologist. He was an advocate of accelerated education for academically gifted children. He founded the Johns Hopkins University Center for Talented Youth (CTY), as well as a related research project, the Study of Mathematically Precocious Youth (SMPY), whose work has, since 1980, been supplemented by the Julian C. Stanley Study of Exceptional Talent (SET), which provides academic assistance to gifted children. Stanley was also widely known for his classic book, coauthored with Donald Campbell, on the design of educational and psychological research - Experimental and Quasi-experimental Designs for Research.
Philip E. Austin is an American economist who served as the 13th President of the University of Connecticut from October 1, 1996 to September 14, 2007. He returned to serve as interim president in May 2010 following the abrupt departure of Michael J. Hogan. Prior to UConn, Austin served as president of Colorado State University (1984–1989) and chancellor of the University of Alabama System (1989–1996).
Jonathan Plucker is the Julian C. Stanley Professor of Talent Development at Johns Hopkins University, where he works in the School of Education and the Center for Talented Youth. He previously served as Raymond Neag Endowed Professor of Education at the University of Connecticut and as a professor of educational psychology and cognitive science at Indiana University. A scholar of creativity, intelligence, and education policy, he is the author of over 200 papers and author or editor of four books: Critical Issues and Practices in Gifted Education with Carolyn Callahan, Essentials of Creativity Assessment with James Kaufman and John Baer, and Intelligence 101 with Amber Esping. Plucker has also led the development of a popular web site on human intelligence. He was the 2007-2008 president of the American Psychological Association's Society for the Psychology of Aesthetics, Creativity, and the Arts.
Cluster grouping is an educational process in which four to six gifted and talented (GT) or high-achieving students or both are assigned to an otherwise heterogeneous classroom within their grade to be instructed by a teacher who has had specialized training in differentiating for gifted learners. Clustering can be contrasted with other ability-grouping strategies in which high achievers fill their own dedicated class, entirely separate from other students.
Gifted pull-outs are an educational approach in which gifted students are removed from a heterogeneous (mixed-ability) classroom to spend a portion of their time with academic peers. Pull-outs tend to meet one to two hours per week. The students meet with a teacher to engage in enrichment or extension activities that may or may not be related to the curriculum being taught in the regular classroom. Pull-out teachers in some states are not required to have any formal background in gifted education.
STAR Prep Academy is a co-educational private middle school and high school for students in grades 7-12 located in Los Angeles, California. It is run by STAR, Inc. and provides education for about 60 students.
Williams' taxonomy is a hierarchical arrangement of eight creative thinking skills conceived, developed, and researched by Frank E. Williams, a researcher in educational psychology. The taxonomy forms the basis of a differentiated instruction curriculum model used particularly with gifted students and in gifted education settings.
The Gifted Education Research Resource Institute (GERI) is a multidimensional center dedicated to the study, discovery, and development of human potential. It was founded by John F. Feldhusen in 1977 and is situated in the College of Education, Purdue University in West Lafayette, Indiana. GERI's mission is holistic development of giftedness, creativity, and talent among individuals throughout their lifespan. This is accomplished through enrichment programs for talented youth, graduate programs for future scholars and leaders, professional development and coursework for educators, and ongoing research on the psychology of giftedness, creativity, and talent development. GERI faculty and staff work with P-12 educators in developing and improving services for gifted, creative, and talented children, as well as training school teachers and administrators in gifted education. In addition, GERI has developed several programs for talented youth. The Super Saturday program, a six-week enrichment program, was created in the spring of 1976. In 1977, GERI began Summer Residential Camps, aimed at providing a preview of college life to talented students.
The National Society for the Gifted and Talented (NSGT) is a Stamford, Connecticut based not-for-profit 501(c)(3) organization created to honor and encourage gifted and talented (G&T) children and youth. It is committed to acknowledging and supporting the needs of these children and youth by providing recognition of their significant academic and artistic accomplishments and access to educational resources and advanced learning opportunities directly related to their interests and talent areas.
Richard K. Lublin is an American actor, philanthropist, lawyer and educator.
Dorothy Cheney Goodwin was an American educator and politician. She taught at the University of Connecticut (1957–1974) and served in the Connecticut House of Representatives (1975–1984) as well as on the Connecticut State Board of Education (1984–1990). She was inducted into the Connecticut Women's Hall of Fame in 1994.
Alexinia Young Baldwin was an American educator and professor emerita at the University of Connecticut who dedicated her research to the study of underserved gifted children. Baldwin is known for the creation of the Baldwin Identification Matrix, an assessment model for identifying giftedness in African American and other historically underrepresented students in gifted education.
William Ferris Brazziel Jr. was an African-American educational scholar. He was a professor of higher education in the Neag School of Education at the University of Connecticut for twenty-seven years until his retirement in 1996. Before joining the University of Connecticut, he served as director of general studies at Norfolk State University.
The University of Connecticut (UConn) Neag School of Education offers undergraduate and graduate degrees in education, sport management, and leadership across four campuses, with the main campus located in Storrs, Connecticut. The Storrs location is home to the Neag Center for Gifted Education and Talent Development, and additional locations are in Hartford, Waterbury, and Groton. It is ranked number 16 among public graduate schools of education in the nation. The schools' research and teaching programs have been funded by a wide number of institutions, such as the National Science Foundation and the Department of Education.
Harry J. Hartley was an American educator and academic administrator who served as the 12th President of the University of Connecticut (1990–1996). Prior to his presidency, Hartley had served twice as UConn's acting president, vice president for finance and administration, and dean of the UConn School of Education (1972–1975).
Charles Burt Gentry (1884–1955) was an American teacher-educator and two-time acting president of the University of Connecticut from September 1928 to July 1929 and again May–October 1935. Gentry also served as dean of the Division of Teacher Training (1921–1940), state supervisor of vocational agriculture (1921–1931), director of the Division of Instruction (1931–1939), and university dean, equivalent to provost (1939–1950).
Annie E. Vinton was an American postmistress, politician, and dignitary of Mansfield, Connecticut. A local elementary school and University of Connecticut dormitory are named in her honor.
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