In this article, we describe the results of a research study investigating the effects of a programming model specifically designed to apply the pedagogy of gifted education to the overall process of schoolwide enrichment, "The Schoolwide Enrichment Model" ("SEM," Renzulli & Reis, 2014). The specific factors examined during…

Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

This study explored the differences between students who remained at one early college acceleration program and those who left. Students who left appeared to seek what they perceived as a greater academic challenge or more specialized academic majors than were provided by the host college, a phenomenon that lends credence to the notion of positive…

Over the past four years, educators and researchers from the University of Connecticut have worked with urban high-poverty schools to implement an alternative reading instruction program called the Schoolwide Enrichment Model in Reading (SEM-R). Based on Renzulli's Enrichment Triad Model, the SEM-R works through planned enrichment experiences to…

Studied factors contributing to the academic achievement of nine high-achieving urban female students from disadvantaged backgrounds. Findings demonstrate the importance of a community of achievement created by these students within their school and the importance of parental expectations. (SLD)

This study compared perceptions of male and female gifted students (grades four through eight) and their teachers on quality of work, effort, and ability. Teachers consistently rated females higher on effort and quality of work. The correlation between ratings of students' ability and quality of work and between effort and quality of work were…

Studied high-ability, high-achieving students in an urban high school over 3 years. Identifies factors that enabled these students to achieve, including belief in self, supportive adults, high-achieving peers, challenging classes, personal characteristics, and family support. (SLD)

Focusing on the social and emotional characteristics of gifted students in general, and underachievers in particular, the sixteen articles in this ready-reference also provide an introduction to appropriate counseling methods for the gifted. Key features include: (1) Expert Sidney M. Moon's comprehensive analysis of some of the most influential…