Three-Ring Conception Of Giftedness Research Articles

Childhood and Youth of Adrienne von Speyr (1902–1967): A Case Study of Giftedness

The aim of this paper is to explore the unique giftedness of the Swiss physician and mystic Adrienne von Speyr (1902–1967) during her childhood and youth. The following research issues are addressed: 1) the research method and biographical sources on von Speyr, 2) a holistic portrait of her, 3) her early years, 4) the three-ring conception of giftedness as a fitting theoretical framework, and 5) an exploration of Adrienne’s case using Renzulli’s three-ring concept. Case study based on a content analysis of biographical sources was the adopted research method. The context of the research is interest in Adrienne von Speyr as a woman endowed with unique qualities and a unique mission in the Church. This general interest inspired the research into her childhood and youth, when some of these qualities were already present. The argumentation process involved analyzing sources and citing content relevant to the theoretical framework. The research confirms von Speyr’s giftedness in her childhood and youth and delineates its characteristics. We can conclude that her early talents and gifts are in themselves worthy of interest and that they may inspire further research on her life and work in general.

Assessment of the gifted adolescents’ functional state of the organism under the psychological stress

IntroductionMany studies have shown that gifted children and youth have difficulties in education, emotional regulations, psychological adjustment process etc.ObjectivesOur aim is to evaluate the adaptive capacity, the functional state of the gifted adolescents’ organism under external potential stressor.MethodsThe research has been conducted in schools of Yerevan, RA. The initial sample consisted of 500 high school students aged 16-18. Renzulli’s Three-Ring Conception of Giftedness was used to reveal gifted adolescents. In the course of study 35 of 500 participants were defined as gifted. The quasi-experimental design has been used with 35 participants in the comparison and experiment group each. For comparative analyses, we used Heart rate variability (HRV) method. As a potential stressor, the intellectual workload was selected. The ECG indicators have been recorded for 5 minutes each before and after the intellectual workload. We are presenting the results through Stress Index.ResultsAs we can see from the picture 1. the Stress Index (SI) of gifted girls and boys are higher from norm (the norm is 20-100). For control groups, the SI is within the norm. The SI for gifted groups of adolescents significantly higher from those of control groups. The data indicates, that for gifted adolescents the activity of central mechanisms prevails over autonomous mechanisms.ConclusionsThe level of stress in gifted adolescents is higher than that of the control group and rises in case when the task wasn’t solved. High results speak about psycho-emotional tension and stress. Further research is needed to understand the psychological background of such reactions.DisclosureNo significant relationships.

Case study of a gifted and talented Catholic Dominican nun

The case of a gifted and talented Catholic Dominican nun is described and analysed in the context of Renzulli's Three-Ring Conception of Giftedness and Gagne's Differentiated Model of Giftedness and Talent. Using qualitative methods, semi-structured interviews of relevant individuals were conducted and analysed. Based on the conclusions of this analysis, which demonstrate the importance of environmental and intrapersonal catalysts, some general observations have been drawn that may support specific adaptations to the educational process for gifted and talented individuals.

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.

Reexamining the Role of Gifted Education and Talent Development for the 21st Century

Why and how should a society devote special resources to the development of giftedness in young people for the twenty-first century? If we agree that the goals of gifted education and talent development are to maximize young people’s opportunities for self-fulfillment and increase society’s reservoir of creative problem solvers and producers of knowledge, then it would seem wise that programming and services enhance students’ capacity for creative productivity, not just content acquisition. This general theory for the development of human potential is discussed through an exploration of four research-based subtheories: the Three-Ring Conception of Giftedness, the Enrichment Triad Model, Operation Houndstooth, and Executive Functions. In this article, a reexamination of current gifted and talented programming is intended to generate future research, extend dialogue among scholars, and inspire continued support for programming based on theory and related research.

Motivation and Emotions of Gifted and Regular Students Performing a Creative Task

The study deals with the question whether gifted students differ from regular students when performing a creative task. A total of 140 students from a rural and an urban secondary school for gifted students in Germany took part in the investigation. The 58 students from gifted classes were similar with respect to age and gender distribution to the 82 students from regular classes. Students were tested on their motivation and emotions before they started to work on the creative task of either writing a poem or painting a picture. Most of the students, 129 out of 140, decided for picture painting. The gifted sixth and seventh graders showed a clearly higher creative achievement than regular sixth and seventh grade students. Gifted students were found to experience higher motivation for the creative task and had higher self- efficacy for creative achievements than average-ability students. No significant differences could be detected with respect to positive and negative affect. The study findings substantiate the main proposition of Renzulli's three-ring conception of giftedness that above-average abilities, creativity and task motivation are the defining factors of extraordinary talent.

The Identification and Development of Giftedness as a Paradigm for School Reform.

Based on ideas advocated by Paul F-Brandwein's The Gifted Student as Future Scientist, this article summarizes theories of intelligence leading to his theory of the three-ring conception of giftedness and how that theory led to the development of the Schoolwide Enrichment Model. The Schoolwide Enrichment Model provides a detailed model for total school improvement that can be customized based on the local resources, student population, school leadership dynamics, and faculty strengths and creativity of each particular school. The model consists of three service delivery components: The Total Talent Portfolio, Curriculum Modification Techniques, and Enrichment Learning and Teaching, which are brought to bear on three school structures: The Regular Curriculum, Enrichment Clusters, and the Continuum of Special Services. Implementation of this model provides a organizational framework for schools to become places for talent development.

Renzulli's Model: Needed Research

In this response to Renzulli's 25-year review of his work, I develop 3 questions for examining his perspectives: (a) Does Renzulli's conception reflect the gifted population? (b) Do school system practices reflect the conception? and (c) How do implemented practices of the model affect the school system and the gifted student? I argue that no classroom observational studies critically examine the dynamic interaction of Renzulli's Three-Ring Conception of Giftedness, that within a school context it is difficult to operationalize, and that its complexity limits the number of implementation studies that focus on its effects. I suggest new questions for research and encourage studies that examine closely the database's underlying current practices promulgated in the field of gifted education.

Rising Tides and Racing Torpedoes: Triumphs and Tribulations of the Adult Gifted as Illustrated by the Career of Joseph Renzulli

Joseph Renzull's essay highlighting his major programmatic work of the past 25 years tells us far more about the real guts of giftedness than does any IQ score or any test score or set of scores at all. In his essay, Renzulli distinguishes between “schoolhouse giftedness” and “creative productive giftedness.” I do not know how Renzulli did in the schoolhouse, but I do know that he serves as an outstanding model of the kind of creative productive giftedness he discusses. But what actually goes into the creative-potential circle of Renzulli's (1978, 1986) Three-Ring Conception of Giftedness? Renzulli's essay tells us much in answer to this question, as could any autobiographical essay. The goal of this response will be to use Renzulli's essay as a case study of the components of creative productive giftedness. The framework I will use is that provided by our own investment theory of creativity (Sternberg & Lubart, 1995, 1996), although doubtless other models could be used as well.

The Research Base for Renzulli's Three-Ring Conception of Giftedness

After stressing the importance of subjecting conceptions of giftedness to critical scrutiny, the authors analyze the research cited in support of Renzulli's (1978) three-ring conception of giftedness. A close reading of the original studies leads to the conclusion that the cited research constitutes a weak and equivocal case for this definition. Furthermore, the authors argue that some of the research has been misinterpreted and should instead be seen as leading logically to conclusions antithetical to Renzulli's. The authors conclude that, when judged on the basis of the strength of its research base, this conception of giftedness is of questionable validity, although it may be defensible as an implicit conception.

“Torturing Data until They Confess”: An Analysis of the Analysis of the Three-Ring Conception of Giftedness

No two humans are intrinsically identical. Consequently, all creative efforts deserve to be seriously evaluated on the basis of individual exclusivity. … As we look to the future, more individuals are going to demand individual creative outlets. It becomes our responsibility to make available to every individual the opportunities for constructive growth.

A Bull's Eye on my Back: the Perils and Pitfalls of Trying to Bring About Educational Change

This article consists of a step by step refutation of criticisms made by Dr. Hans Jellen in a presentation entitled “Renzulli-it-is: a national disease in gifted education” delivered at the Illinois State Conference on the Gifted, on 14th November 1983. The three-ring conception of giftedness (abilities, creativity and task orientation) is justified and supporting research is quoted. The Student Product Assessment Form (SPAF) is defended and compared to Jellen's unadopted S1U 0–100 Approach, and the widely adopted Enrichment Triad Model for developing programmes for the gifted is compared to Jellen's entirely untried “more-of-the-same” approach.