"The information in the book is extremely relevant. With the current demands for educational improvement, leaders in the field are searching for new, innovative means of helping students feel connected to their schools." ―Tricia Peña, Principal Cienega High School, Vail, AZ "This book does a good job of explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum." ―Laurie Peterman, Instructional Facilitator Anoka-Hennpin ISD #11, Lino Lakes, MN Create an instructional program that can transform every student′s learning experience! How can educators spark an enthusiasm for learning in young people? What can classroom teachers do to promote creativity and innovative thinking? In Enriching Curriculum for All Students, Second Edition , the authors present the Schoolwide Enrichment Model (SEM), a groundbreaking instructional program that reaches all students through hands-on problem solving, high-interest activities, and cooperative learning. The revised edition offers updated research and additional guidelines for implementing lessons to support differentiated and enriching learning opportunities for all learners. Demonstrating how teachers can shift from instructor to coach or mentor, and how students′ minds, spirits, and values can be developed within an invigorating atmosphere, the authors focus on: Developing the talent potential of all students - Improving academic performance through meaningful, enjoyable learning - Fostering a reflective, growth-oriented staff - Honoring ethnic, gender, and cultural diversity - Involving students, parents, teachers, and administrators in decision making This vital resource combines inspiration with practical methods and highlights the importance of a versatile and imaginative curriculum that gives all students the opportunity to reach their highest potential. "This book does a good job explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum." -- Laurie Peterman, Instructional Facilitator Published On: 2007-04-30 "By the end of the book, I came to have a great respect for the authors′ compassion and sense of social justice, which really shine through in their praxis." -- Natalie Bernasconi, Gifted and Talented Education Teacher Published On: 2007-04-30 "The information in the book is extremely relevant. With the current demands for educational improvement, leaders in the field are searching for new, innovative means of helping students feel connected to their schools." -- Tricia Peña, Principal Published On: 2007-04-30 " Without a doubt, this book makes a contribution to the field." -- Cindy Miller, Curriculum Specialist Published On: 2007-04-30 Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Connecticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world. Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The
