Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.
2.
Delisle. J.R., Reis, S.M., & Gubbins, E.G. (1981). The revolving door identification and programming model: Some preliminary findings. Exceptional Children, 48(2), 152-156.
3.
Gallagher, J.J. (1979). Issues in education for the gifted. In A. H. Passow (Ed.), The gifted and the talented: Their education and development (pp. 28-44). Chicago, IL: University of Chicago Press.
4.
Gardner, H. (1983). Frames of mind, New York: Basic Books.
5.
Gifted education and the school reform movement [Special issue]. ( 1991) Gifted Child Quarterly, 35(1).
6.
Reis, S.M. (1983). Creating ownership in gifted and talented programs . Roeper Review, 5(4), 20-23.
7.
Reis, S.M. (1987). Legislative update. Legislative Liaison Network . Circle Pines, MN: National Association for Gifted Children.
8.
Reis, S.M. (1988). Legislative update. Legislative Liaison Network . Circle Pines, MN: National Association for Gifted Children.
9.
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 Unpublished doctoral dissertation, University of Connecticut, Storrs, CT.
10.
Reis, S.M., & Cellerino, M.B. (1983). Guiding gifted students through independent study. Teaching Exceptional Children, 15, 136-141.
11.
Reis, S.M., & Hebert, T. (1985). Creating participating professionals in gifted programs: Encouraging students to become young historians. Roeper Review, 11, 101-104.
12.
Reis. S.M. & Renzulli, J.S. (1984). Key features of successful programs for the gifted and talented. Educational Leadership , 41 (7), 28-34.
13.
Renzulli, J.S. (1980). Will the gifted child movement be alive and well in 1990?Gifted Child Quarterly, 24 (1), 3-9.
14.
Renzulli, J.S. (1982). What makes a problem real? Stalking the illusive meaning of qualitative differences in gifted education. Gifted Child Quarterly, 26, 148-156.
15.
Renzulli, J.S. (1983). Guiding the gifted in the pursuit of real problems. The transformed role of the teacher. TheJournal of Creative Behavior, 17, 1, 49-59.
16.
Renzulli, J. S. (Ed.). (1988). Technical report of research studies related to the Revolving Door Identification Model. Storrs, CT: Bureau of Educational Research, University of Connecticut.
17.
Renzulli, J.S., & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
18.
Schlichter, C. (1986). Talents Unlimited: Applying the multiple talent approach in mainstream and gifted programs. In J. S. Renzulli (Ed.), Systems and models for deueloping programs for the gifted and talented (pp. 352-390). Mansfield Center, CT: Creative Learning Press.
19.
Sternberg, R.J. & Davidson, J.E. (1986). Conceptions of gi f tedness . New York: Cambridge University Press.
20.
Tannenbaum, A.J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan .