ERIC Number: ED461244
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence. Second Edition.
Renzulli, Joseph S.; Reis, Sally M.
This book provides a detailed guide to implementing the Schoolwide Enrichment Model (SEM), a research-supported model originating in special programs for gifted and talented students but not extended to school improvement across the full range of school types, levels, and demographic differences. Individual chapters address the following topics: (1) the Schoolwide Enrichment Model and educational reform; (2) using the SEM as a plan for school improvement; (3) implementing the SEM, a six-stage planning process for consensus building and development of a mission statement; (4) identifying students for participation in the SEM; (5) the Total Talent Portfolio (assessing strengths, interests and talents of all students); (6) curriculum compacting (a systematic procedure for modifying the curriculum for above average ability students); (7) Type I enrichment (general exploratory experiences); (8) Type II enrichment (group training activities); (9) Type III enrichment (individual and small group investigations of real problems); (10) enrichment teaching and learning (enrichment clusters). A concluding section addresses aspects of developing a 5-year plan. Appendices include action forms and a sample total talent portfolio. (Contains approximately 100 references.) (DB)
Descriptors: Academically Gifted, Change Strategies, Curriculum Development, Educational Change, Educational Facilities Improvement, Educational Principles, Elementary Secondary Education, Enrichment Activities, Gifted, Talent, Teaching Models
Creative Learning Press, Inc., P.O. Box 320, Mansfield, CT 06250 ($42.95). Tel: 888-518-8004 (Toll Free); Tel: 860-429-8118; Fax: 860-429-7783; e-mail: firstname.lastname@example.org; Web site: http://www.creativelearningpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A