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Using a population of 1,162 students in grades one through six in 11 school districts Reis and Renzulli (1982) examined several variables related to an identification process based on the three-ring conception and the Enrichment Triad programming model.
Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In S. M. Reis (Ed.). Reflections On Gifted Education (pp. 173-192).
Renzulli (2005) proposed that giftedness could be separated into schoolhouse giftedness (e.g. standardised test results) and creative-productive giftedness (e.g. ... The Experiences of...
In this chapter, the author provides a description of the major theoretical issues underlying various conceptions of giftedness, an overview of the three-ring conception of giftedness, some of the research that led to the initial development of the theory, and a brief description of research carried out in places that have used this model.
The three-ring conception of giftedness: A developmental model for promoting creative productivity. In S. M. Reis (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 55–90).
The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity By Joseph S. Renzulli Edited by Robert J. Sternberg , Yale University, Connecticut , Janet E. Davidson , Lewis and Clark College, Portland
Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 185–199).