The Renzulli School Enrichment Model (SEM). Young-Eun Son EPPL 612. A Brief Description about characteristics of the model. 1. The Schoolwide Enrichment Model (SEM) => the Enrichment Triad Model + the Revolving Door Identification Model (RIDM)
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The Renzulli School Enrichment Model (SEM) Young-Eun Son EPPL 612
A Brief Description about characteristics of the model • 1. The Schoolwide Enrichment Model (SEM) => the Enrichment Triad Model + the Revolving Door Identification Model (RIDM) • 2. The Enrichment Triad Model: Three Types of Enrichment activities • 3. The Revolving Door identification Model (RDIM) • 1) The emergency of identification problems • => A talent pool of students (15-20% of the general population) was selected through multiple criteria • 2) The combination of the previous Triad and new RDIM => The Schoolwide Enrichment Model (SEM) (Renzulli & Reis, 1985)
Research Findings • 1. Baum (1988): When the Type Ⅲ independent study was used as an intervention for learning disabled students with high ability, it served to improve the students’ behavior including self-regulation. • 2. Johnson (2000): Minority underachieving learners show that the emphasis on creative thinking serves to reverse underachieving learners. • 3.Olenchak and Renzulli (1989): The SEM Model leads to positive changes in the attitude of students and teachers toward education of the gifted.
References • Baum, S. (1985). Learning disabled students with superior cognitive abilities: A validation sstudy of descriptive behaviors. Unpublished doctoral dissertation. The University of Connecticut, Storrs. • Davis, G. A. & Rimm. S. B. (2004). Education of the gifted and talented. Boston, M.A.: Pearson. • Emerick. L. (1988). Academic underachievement among the gifted students’ perceptions of factors relating to the reversal of the academic underachievement pattern. Unpublished doctoral dissertation. The University of Connecticut, Storrs. • Johnson, G.M. (2000). Schoolwide enrichment: Improving the education of students (at risk) at promise. Teacher Education Quarterly, 27(4), 45-61.
References • Olenchak, F.R. & Renzulli, J.S. (1989). The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change. Gifted Child Quarterly, 33(1), 36-46. • Reis, S.M. (1981). An analysis of the productivity of gifted students participating in programs using the revolving door identification model. Unpublished doctoral dissertation, University of Connecticut Storrs. • Renzulli, J.S. (1976). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Gifted Child Quarterly, 20, 303-326. • Renzulli, J.S., & Reis, S.M. (1997). The schoolwide enrichment model: A how-to-guide for educational excellence (2nd ed.). Mansfield Center, CT: Creative Learning Press.