Scales for Rating the Behavioral Characteristics of Superior Students: Renzulli Scales

Renzulli, Joseph S.; Smith, Linda H.; White, Alan; Callahan, Carolyn M.; Hartman, Robert; Westberg, Karen L.; Gavin, M. Katherine; Reis, Sally M.; Siegle, Del; Reed, Rachael E. Sytsma

doi:10.4324/9781003237808

Cited by 29 publications

(39 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, self-report questionnaires or teacher ratings tend to be better suited for measuring SRL as a more stable trait across multiple situations and contexts. Creativity researchers also use a variety of self-report questionnaires (e.g., Miller, 2014) and teacher ratings (e.g., Renzulli et al, 1997) that measure creative achievements, creative processes/behaviors, and creative self-efficacy as a traitlike construct. While these measures provide important information, they tend to depict one’s generalized approach as opposed to how they will approach one specific task (Dinsmore, Alexander, & Loughlin, 2008).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Measuring self-regulated learning during creative problem-solving with SRL microanalysis.

Callan¹,

Rubenstein²,

Ridgley³

et al. 2021

Psychology of Aesthetics, Creativity, and the Arts

View full text Add to dashboard Cite

This study utilized a task-specific, structured interview (microanalysis) to examine self-regulated learning (SRL; e.g., self-efficacy, strategic planning, strategy use, and self-evaluation) while students engaged in a creative problem-solving task. Participants included 58 fifth and sixth graders. Regressions examined the variance explained by SRL processes in relation to four creative performance outcomes including fluency (i.e., number of solutions generated), flexibility (i.e., number of categories of solutions generated), originality (i.e., uniqueness of the answer), and usefulness (i.e., quality of response). Results indicated that specific SRL variables are differentially related to creative outcomes. After controlling for prior performance on a standardized language test, self-efficacy significantly predicted fluency and flexibility. Regarding the strategic planning measures, plans regarding how to complete the task predicted fluency and flexibility, whereas plans of how to address a challenge predicted fluency and originality. A measure of self-evaluation accuracy significantly explained the usefulness of ideas, but was significantly, negatively related to originality. Although strategy use significantly correlated to fluency and flexibility, it did not explain a significant amount of unique variance in these creative outcomes.

show abstract

Section: Theoretical Perspectivesmentioning

confidence: 99%

Measuring self-regulated learning during creative problem-solving with SRL microanalysis.

Callan¹,

Rubenstein²,

Ridgley³

et al. 2021

Psychology of Aesthetics, Creativity, and the Arts

View full text Add to dashboard Cite

show abstract

“…The data collection instrument for this study required JROTC‐specific questions and existing measures of adolescent and emerging adult leadership (e.g., Leadership Skills Inventory, Karnes & Chauvin, 2000; Scales for Rating Behavioral Characteristics of Superior Students ‐ Revised, Renzulli et al, 2002; Roets Rating Scale for Leadership, Roets, 1986) were not specific enough to capture the data needed to answer the research questions, so a self‐report survey was created. Although the researcher‐created survey was extensively reviewed by professionals in educational research and piloted with JROTC students to check the clarity of the instructions and the survey tasks, the length of the survey may have contributed to the number of incomplete responses ( n = 16; 18.4%).…”

Section: Discussionmentioning

confidence: 99%

School‐Based Leadership Talent Development: An Examination of Junior Reserve Officers’ Training Corps Participation and Postsecondary Plans

Meyer

Rinn

2022

Journal for the Education of the Gifted

View full text Add to dashboard Cite

In 1972, the Marland Report included leadership as a domain of giftedness in the first federal definition. Although federal and state descriptions of gifted and talented services still include identifying and developing leadership talent, in many states, services are not mandated or funded. Consequently, leadership development is often left to extracurricular programs (e.g., student organizations, athletics). The Junior Reserve Officers’ Training Corps (JROTC) provides school-based military-focused leadership education and opportunities to apply emergent leadership skills. This qualitative study examined leadership talent development in JROTC and the postsecondary paths participants chose. A self-report survey was distributed to graduating seniors enrolled in JROTC in Texas public high schools. The findings highlighted characteristics of students who chose to pursue military-focused education or careers after high school and themes about their leadership development experiences in JROTC. Students benefitted from opportunities for career-related identity exploration, a culture that supported leadership development, and psychosocial skills coaching.

show abstract

“…When the teacher rating scales aimed at determining the gifted individuals in the pre-school period were examined, it was seen that reading and writing or just reading were shown as a criterion in these measurement tools. It was observed that items such as applies previously learned literary concepts to new reading experiences", "shows interest in reading other types of interest-based reading materials" were included in the reading characteristics subtest of the Scales for Rating The Behavioral Characteristics of Superior Students scale developed by Renzulli et al, (2002) and revised in 2012. Similarly, in the Gifted Rating Scale-Preschool Kindergarden Form developed by Pfeiffer & Jarosewich, 2008, it was observed that items related to both reading and writing skills such as "reads unfamiliar words by uttering them", "understands written material."…”

Section: Discussionmentioning

confidence: 99%

Early Literacy Skills of Gifted Children in Preschool

Karadağ

Demirtaş

2022

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

In the preschool period gifted children are defined as children with the potential to perform at high levels due to their advanced or rapid development. The aim of this study is to examine the level of early literacy skills of gifted children in the preschool period and how this level differs from their peers with typical development. The comparison screening method from quantitative research was used in the study. The study group consists of 67 children, 34 are identified as gifted and 33 are with typical development. The data collection tools consisted of two groups: scales for determining gifted and typically developing children, and a scale for measuring early literacy skills. While Candidate Notification Scale for Preschool Gifted Children and Raven's Color Progressive Matrices Test were used to determine children who are gifted and typical development, the Early Literacy Scale was used to evaluate this skill. According to the results, it was observed that gifted children performed higher than their peers with typical development in the vocabulary, phonetic awareness, letter knowledge, listening comprehension skills and total score of early literacy.

show abstract

Scales for Rating the Behavioral Characteristics of Superior Students: Renzulli Scales

Cited by 29 publications

References 0 publications

Measuring self-regulated learning during creative problem-solving with SRL microanalysis.

Measuring self-regulated learning during creative problem-solving with SRL microanalysis.

School‐Based Leadership Talent Development: An Examination of Junior Reserve Officers’ Training Corps Participation and Postsecondary Plans

Early Literacy Skills of Gifted Children in Preschool

Contact Info

Product

Resources

About