Revolving Door Identification Model Research Articles

A contribuição dos instrumentos de investigação de Joseph Renzulli para a identificação de estudantes com Altas Habilidades/Superdotação

http://dx.doi.org/10.5902/1984686X14281O Modelo de Enriquecimento Escolar (The Schoolwide Enrichment Model – SEM), é resultado do trabalho pioneiro do Dr. Joseph Renzulli na década de 70, validado por mais de vinte anos de pesquisas empíricas. Este Modelo se encontra ancorado em três pilares: (a) O Modelo dos Três Anéis, que basicamente fornece os pressupostos filosóficos utilizados pelo SEM; (b) o Modelo de Identificação das Portas Giratórias, que fornece os princípios para a identificação e formação de um Pool de Talentos; e (c) o Modelo Triádico de Enriquecimento, que implementa as atividades de Enriquecimento para todos os alunos no contexto escolar. O presente artigo tem como objetivo focalizar o Modelo de Enriquecimento Escolar nos seus aspectos de concepção, identificação e avaliação da superdotação, apresentando os principais instrumentos utilizados por Renzulli para cada um destes propósitos. São apresentados formulários para a indicação de alunos para a composição do Pool de Talentos; para a indicação de áreas e/ou disciplinas onde o aluno demonstra um grande interesse; e para se obter informações sobre os interesses, aptidões e estilos de aprendizagem dos estudantes. Capitalizando sobre estas informações o professor se encontra em posição de poder fornecer a eles opções educacionais bem planejadas que possam levar ao adequado desenvolvimento de suas potencialidades latentes, emergentes e manifestas.

Características de superdotação em um par de gêmeos monozigóticos

Com objetivo de comparar características de superdotação em um par de gêmeos monozigóticos, mais especificamente criatividade, motivação e capacidade superior, foram utilizados dados provenientes de um programa que identifica estudantes talentosos com o Modelo das Portas Giratórias. Os gêmeos responderam, também, ao Teste Torrance de Pensamento Criativo, à Escala de Avaliação da Motivação para Aprender de Alunos do Ensino Fundamental e à Bateria de Provas de Raciocínio. Eles possuem superdotação acadêmica e artística, sendo que um deles possui, também, altas habilidades para liderança e comunicação. Verificou-se que eles apresentaram elevada criatividade, principalmente verbal. O envolvimento com a tarefa, que neste estudo foi reduzido à motivação para aprender, não está presente em níveis superiores nos gêmeos. Mais semelhanças que diferenças entre os irmãos, talvez por eles compartilharem genes e ambientes, foram identificadas.

Young Creative Producers: Twenty-Five Years Later

This retrospective study examines the lives of students twenty-five years after they participated in an elementary gifted program based on The Revolving Door Identification Model (Kenzulli, Reis, and Smith, 1981). The purpose of the multiple case-study research was to investigate the relationship between students' early interests and their subsequent vocations and avocations as young adults. Five themes emerged from the investigation, including a correlation between students' early and subsequent interests. The results from the study provide support for an enrichment model that develops the talent of young people.

Reflections at graduation: The long‐term impact of elementary school experiences in creative productivity

The research presented in this article reports the first phase of a longitudinal study of young creative producers involved in a pilot program in Torrington, Connecticut based on the Enrichment Triad Model and the Revolving Door Identification Model. Nine senior high school students from the program underwent extensive interviews concerning their educational experiences ten years after their involvement in the program. The students selected for the study were chosen because of the creative productivity (Type Ills) they exhibited during their elementary Talented and Gifted Program experience. Student products and management plans provided information about the creative productivity experiences of the students. Interviews with the students concerning their Type III experiences were analyzed resulting in five major findings which provide insightful information for educators responsible for implementing programs for high ability students.

Issues in identifying gifted students: How Renzulli's model stacks up

Traditional approaches to the identification of gifted and talented students are the subject of increasing scrutiny and criticism. Several problems, limitations and issues have been noted in the literature, and as a result, new conceptualizations and procedures have been advanced. Renzulli's Revolving Door Identification Model (RDIM) is one such model which has been widely adopted. This article first gives a brief summary of the model and investigates the reasons for its popularity. It then addresses some of the more serious criticisms that have been levelled against the model. Finally, it reviews what the authors feel are the more legitimate concerns about the model as they assess its validity and utility for identifying and serving gifted students.

Effects of the Revolving Door Identification Model on Creative Productivity and Self-efficacy

The study examined the effects of the Revolving Door Identification Model on student creative productivity and self-efficacy as regards creative productivity. Seventh and eighth grade students who had participated in RDIM programs for at least four years were compared with comparable students in a near-by district who received no services. Participation in an RDIM program and number of projects in school were identified as significant predictors of creative productivity outside school. RDIM students who did Type III projects were more likely to report that the project affected their career goals, improved research skills, led to a more positive attitude toward school, and increased insight into personal strengths and weaknesses than students not in the RDIM program who completed major school projects.

The Learning Enrichment Service: an Innovative Model for Involving Parents in the Education of Gifted Adolescents

The Learning Enrichment Service (LES) is a multi-optioned, research-based model for better meeting the enrichment needs of gifted adolescents and their teachers in an economical and efficient way. With its theoretical basis in Renzulli's Enrichment Triad Model and the Revolving Door Identification Model, LES provides secondary educators and administrators with a comprehensive means of co-ordinating and facilitating enrichment programming in the regular classroom, the specialized classroom and beyond the school into the community. Because of its broad-based and flexible structure, LES offers opportunities for the parents of gifted adolescents to become involved not only in the education of their children but also in the education of other children in unique and powerful ways.

An energetic evolution: Meeting the needs of the gifted in the regular classroom

The program described follows the Revolving Door Identification Model (Renzulli, Reis & Smith, 1981) and the Enrichment Triad Model (Henzulli, 1977). The Revolving Door Model is based on the broadened definition of giftedness (Renzulli, 1978) and allows the top 15% of a school's population to participate in the services provided by the gifted program. Giftedness is thought of in terms of behavior; children participate in varying degrees according to the depth and extent of their interest as it relates to their task commitment, ability, and creativity. Our sincere appreciation to three outstanding professionals who made this unit possible: Kristine Murdock, fourth‐grade teacher, for her enthusiasm, openness, hard work, and fine teaching; Francine Gryniuk, music teacher, for conveying her love of music; and Janet Muzynski, art teacher, for her endless ideas and creativity.

Renzulli's Enrichment scheme for the Gifted: Educational Accommodation of the Gifted in the American Context

Renzulii's enrichment scheme for the gifted has been celebrated, spread, and adopted throughout the United States without questioning the conceptual and theoretical foundations of his entire ‘educational programming system.’ It is, therefore, the intent of the author (1) to critically examine Reis' and Renzulli's conceptually weak case for a broadened conception of giftedness; (b) to point out the severe theoretical short-comings of his enrichment triad; and (c) to make educators aware of the highly accommodating and misleading nature of Renzulli's ‘Revolving Door Identification Model (RDIM).’

Examining the rationale for gifted education

The rationales underlying the enrichment and acceleration approaches to programming for the gifted are analyzed and compared. The focus is on how each approach views questions concerning who are the gifted and how they are best educated. Acceleration emphasizes development of specific cognitive abilities while enrichment is aimed at helping students with certain personality characteristics to organize their abilities into constructive and creative products. The Revolving Door Identification Model debate aired in an earlier issue of this journal is used to illustrate the differences that exist between proponents of enrichment and acceleration programming models.

The revolving door identification model: If it ain't busted don't fix it if you don't understand it don't nix it

The revolving door identification model: If it ain't busted don't fix it if you don't understand it don't nix it

Reversing the revolving door: A strict interpretation of Renzulli's definition of giftedness

The primary purpose of the present study was to demonstrate that definitions of giftedness and associated identification models are not necessarily related to one another as they should be. Renzulli's Revolving Door Identification Model (RDIM) was selected as a case in point. Results show that a very limited group of children can be classified as gifted using an identification model based on Renzulli's definition. Use of verbal versus figurai creativity scores resulted in the identification of totally different children. The results show how selection of assessment devices and definition‐identification consistency in gifted education influence not only which students, but also how many students are served.

Book reviews

The Revolving Door Identification Model by Joseph Renzulli, Sally Reis and Linda Smith Mansfield Center, Connecticut: Creative Learning Press, 1981 Curricula for the Gifted Ventura, California: Ventura County Superintendent of Schools Off ice, 1982 Parenting the Gifted: Developing the Promise by Sheila C. Perino and Joseph Perino New York City, New York: R. R. Bowker, 1981 Teaching Creative Behavior: How to Evoke Creativity in Children of All Ages by Doris J. Shallcross Englewood Cliffs, New Jersey Prentice‐Hall, Inc., 1981 Does This Mean My Kid's A Genius? by Linda Perigo Moore New York City, New York: McGraw Hill, 1981 Creativity: Its Educational Implications (2nd Edition) by J. C. Gowan, J. Khatena, and E. P. Torrance Dubuque, Iowa: Kendall/Hunt Publishing Co., 1981 Teaching Study Skills by Thomas G. Devine Boston, Massachusetts: Allyn & Bacon, Inc., 1981

G/C/T Review: The Revolving Door Identification Model

G/C/T Review: The Revolving Door Identification Model

The Revolving Door Identification and Programming Model

The Revolving Door Identification Model (RDIM) offers a systematic approach to identification of and programming for gifted students. Conceptually, the model relies on the review of literature in “What Makes Giftedness?” (Renzulli, 1978). The application of this body of literature to implementation of the model in Torrington, Connecticut, was investigated. The role of RDIM in identifying gifted students and providing appropriate programming practices was looked at during the first year of RDIM operation.