Long-Term Effects of an Enrichment Program Based on the Purdue Three-Stage Model

Aldrich, P.W. , & Mills. C.J. (1989). A special program for highly able rural youth in grades 5 and 6. Gifted Child Quarterly, 33, 11-14.

Allan, S.D. (1991). Ability grouping research reviews: What do they say about grouping and the gifted? Educntional Leadership , 48(6), 60-65.

Beckwith, A. (1982). Use of the Ross Test as an assessment measure in programs for the gifted and a comparison study of the Ross Test to individually administered intelligence tests. Journal for the Education of the Gifted, 5, 127-140.

Belcastro, F.P. (1987). Elementary pull-out program for the intellectually gifted—Boon or bane. Roeper Review, 9, 208-212.

Betts, G.T. (1985). Autonomous learner model for the gifted and talented . Fort Collins, CO: Alps.

Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine.

Borland, J.H. (1990). Postpositivist inquiry: Implications of the "new philosophy of science" for the field of gifted education. Gifted Child Quarterly, 34, 161-167.

Carter, K. (1986). A cognitive outcome study to evaluate curriculum for the gifted. Journal for the Education of the Gifted. 9, 41-55.

Coleman, J.M. , & Fulls. B.A. (1982). Self-concept and the gifted classroom: The role of social comparisons. Gifted Child Quarterly, 26, 116-119.

Cornell, D.G. , Delcourt. M.A.B. , Bland, L.C. , & Goldberg, M.D. (1990, November). What happens to students in gifted programs? The learning outcomes study at the Uniuersity of Virginia. Paper presented at the annual meeting of the National Association for Gifted Children. Little Rock. AR.

Cox. J. , & Daniel. N. (1984. September/October). The pull-out model. Gifted Child Today, 55-60.

Cox. J. , Daniel. N. & Boston, B.O. (1985). Educating able learners. Austin. TX: University Press.

Delaney. B.O. (1978). A comparative study of the achievement of gifted first-grade SPARK students with other first-grade students. Dissertation Abstracts International. 7730812.

Delcourt, M.A.B. (in press). Characteristics of high-level creative productivity: A longitudinal study of students identified by the Renzulli three-ring conception of giftedness. In R. Subotnik & K. Arnold (Eds.), Beyond Terman: Recent longitudinal studies in gifted education. Norwood, NJ: Ablex.

Denzin. N.K. (1978). Sociological methods. New York : McGraw Hill.

Enersen, D.L. (1993). Summer residential programs: Academics and beyond . Gifted Child Quarterly, 37, 169-176.

Feldhusen, J.F. (1989). Thinking skills for the gifted. In J. F. Feldhusen , J. Van Tassel-Baska , & K. Seeley (Eds.), Excellence in educoting the gifted (pp. 239-259). Denver, CO : Love.

Feldhusen, J.F. (1991). Full-time self-contained classes for gifted youth . Gifted Child Today, 14(5). 10-13.

Feldhusen, J.F. , & Clinkenbeard, P.R. (1986). Creative instructional material: A review of the research. The Journal of Creative Behavior, 20(3). 153-182.

Feldhusen. J.F. & Kolloff, M.B. (1978, September/October). A three stage model for gifted education. Gifted Child Today, 3-5, 53-57.

Feldhusen. J.F. , & Kolloff. M.B. (1986). The Purdue three-stage model for gifted education at the elementary level. In J. S. Renzulli (Ed.). Systems and models for developing programs for the gifted and talented (pp. 126 153). Mansfield Center. CT: Creative Learning Press.

Feldhusen, J.F. , Kolloff, M.B. , Cole, S. , & Moon, S.M. 1988). A three-stage model for gifted eclucation: 1988 update . Gifted Child Today. 11(1), 14-20.

Feldhusen. J.F. , & Moon. S.M. (1992). Grouping gifted students: Issues and concerns . Gifted Child Quarterly, 36, 63-67.

Feldhusen, J.F. , & Sayler, M.F. (1990). Special classes for academically gifted youth . Roeper Review, 12, 244-249.

Feldhusen, J.F. , Sayler, M.F. , Nielsen, M.E. , & Kolloff, P.B. (1990). Self-concepts of gifted children in enrichment programs. Journal for the Education of the Gifted, 13, 380-387.

Feldhusen, J.F. & Treffinger, D.J. (1985). Creative thinking and problem solving in gifted education (3rd ed.). Dubuque, IA: Kendall Hunt.

Firestone, W.A. (1993, May). Alternative arguments for generalizing from data as applied to qualitative research. Educational Researcher , 16-23.

Fox, L.H. , & Washington. J. (1985). Programs for the gifted and talented: Past, present and future. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 197-221). Washington, DC: American Psychological Association .

Friedman, R. (1992). Zurba's conundrum: Evaluative aspects of self-concept in talented individuals. Quest. 3(1), 1-5.

Gallagher, J.J. , Weiss, P. , Oglesby, K. , & Thomas, T. (1983). The status of gifted/talented education: United States surueys of needs, practices. and policies. Les Angeles: National State Leadership Training Institute.

Glaser, B.G. , & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.

Goetz, J.P. , & LeCompte, M.D. (1984). Ethnography and qualitative design in educational research. San Diego, CA: Academic Press.

Guba, E.G. (1990). The alternative paradigm dialog. In E. G. Guba (Ed.), The paradigm dialog (pp. 17-27). Newbury Park, CA: Sage.

Gubbins, E.J. , & Reid, B.D. (1991, April). Research needs of the gifted and talented . In J. Renzulli (Chair), The National Research Center on the Gifted and Talented: Present activities, future plans and an invitation for input and involvement. Symposium conducted at the American Educational Research Association. Chicago, IL.

Horowitz, F.D. , & O'Brien, M. (1985). Perspectives on research and development. In F. D Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 437-454). Washington, DC American Psychological Association.

Humes, C.W. , & Campbell. R.D. (1980). Gifted students: A 15-year longitudinal study. Gifted Child Quarterly, 24, 129-131.

Hunsaker, S.I. , & Callahan, C.M. (1993). Evaluation of gifted programs: Current practices. Journal for the Education of the Gifted . 16, 190-200.

Kolloff, M.B. , & Feldhusen, J.F. (1981. May/June). PACE (Program for Academic and Creative Enrichment): An application of the three-stage model. Gifted Child Today, 47-50.

Kolloff, M.B. , & Feldhusen, J.F. (1984). The effects of enrichment on self-concept and creative thinking. Gifted Child Quarterly . 28, 53-57.

Kulik, J.A. , & Kulik, C.C. (1992). Meta analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77.

Lincoln, Y.S. , & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills. CA: Sage.

Moon, S.M. (1991). PACE: A high school follow-up study. Unpublished doctoral dissertation. Purdue University. West Lafayette, IN.

Moon, S.M. (1992). The effects of an enrichment program on the family systems of participating students. In S. M. Moon (Ed.), 1992 NAGC Research Briefs (pp. 51-55). Washington, DC: National Association for Gifted Children .

Moon, S.M. , & Feldhusen, J.F. (1993). Accomplishments and future plans of high school seniors who participated in an elementary enrichment program. Roeper Review, 15, 176-178

Moon. S.M. , & Feldhusen, J.F. (in press). The Program for Academic and Creative Enrichment (PACE): A follow-up study ten years later. In R. Sutrotrik & K. Amold (Eds.), Beyond Terman: Recent longitudinal studies in gifted education. Norwood, NJ: Ablex.

Moon, S.M. , Feldhusen, J.F. , & Kelly, K.W. (1991). Identification procedures Bridging theory and practice. Gifted Child Today, 14(1), 30-36.

Nielsen, M.E. (1984). Evaluation of rural gifted program: Assessment of attitudes, self-concepts, and critical-thinking skills of high ability students in grades 3 through 12. Unpublished doctoral dissertation, Purdue University. West Lafayette. IN.

Oakes, J. (1985). Keeping track: How schools structure inequality . New Haven, CT: Yale University Press.

Olszewski, P. , Kulieke, M. , & Willis, G. (1987). Changes in the self-perceptions of gifted students who participate in rigorous academic programs. Journal for the Education of the Gifted, 10, 287-303.

Passow, A.H. (1989). Needed research and development in educating highly gifted children. Roeper Review, 11, 223-229.

Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.

Purcell, J.H. (1993). The effects of the elimination of gifted and talented programs on participating students and their parents. Gifted Child Quarterly, 37, 177-187.

Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S. (1987a). The difference is what makes differentiation . Journal for the Education of the Gifted, 10, 265-266.

Renzulli, J.S. (1987b). The positive side of pull-out programs. Journal for the Education of the Gifted, 10, 245-254.

Renzulli, J.S. , & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S. , & Reis, S.M. (1986). The enrichment triad/revolving door model: A schoolwide plan for the development of creative productivity. In J. S. Renzulli (Ed.), Systems and models for deueloping programs for the gifted and talented (pp. 216-266). Mansfield Center, CT: Creative Learning Press.

Renzulli, J.S. , Reis, S.M. , & Smith, L.H. (1981). The revolving door identification model. Mansfield Center. CT: Creative Learning Press.

Shore, B.M. Cornell, D.G. , Robinson, A. , & Ward, V.S. (1991). Recommended practices in gifted education: A critical analysis. New York: Teachers College Press.

Slavin, R.E. (1990a). Ability grouping. cooperative learning and the gifted. Journal for the Education of the Gifted, 14. 3-8.

Slavin, R.E. (1990b). Achievement effects of ability grouping in secondary schools: A best evidence synthesis. Review of Educational Research, 60(3), 471-499.

Starko, A.J. (1988a). Effects of the revolving door identification model on creative productivity and self-efficacy. In J. S. Renzulli (Ed.), Technical report of the research studies related to the revolving door identification model (2nd ed.) (pp. 125 146). Storrs, CT: Research Report Series, School of Education, University of Connecticut .

Starko, A.J. (1988b). Effects of the revolving door identification model on creative productivity and self-efficacy. Gifted Child Quarterly, 32, 291-297.

Strauss, A. , & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

VanTassel-Baska, J. (1985). Appropriate curriculum for the gifted. In J. F Feldhusen (Ed.), Toward excellence in gifted education (pp. 45-67). Denver, CO: Love.

VanTassel-Baska, J. (1987a). The ineffectiveness of the pull-out program model in gifted education: A minority perspective. Journal for the Education of the Gifted, 10, 255-264.

VanTassel-Baska, J. (1987b). Response to Renzulli: Advocating the pull-out model. Journal for the Education of the Gifted, 10, 267-269

VanTassel-Baska, J. (1992). Educational decision making on acceleration and grouping. Gifted Child Quarterly, 36, 68-72.

Vaughn, V.L. , Feldhusen, J.F. , & Asher, W.J. (1991). Meta analysis and review of research on pull-out programs in gifted education. Gifted Child Quarterly, 35, 92-98.

Wallace, D.B. (1989). Studying the individual: The case study method and other genres. In D. B. Wallace & H. E. Gruber (Eds.), Creative people at work (pp. 25-43). New York: Oxford University Press.

Wilson, J. (1959). Some results of an enrichment program for gifted ninth graders. Journal of Educational Research. 53(4), 157-160

Yin, R.K. (1989). Case study research: Design and methods. Newbury Park, CA: Sage.