Learning Styles Inventory—Version III

Renzulli, Joseph S.; Rizza, Mary G.; Harms-Smith, Linda

doi:10.1037/t01971-000

Cited by 18 publications

(27 citation statements)

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“…An instrument entitled My Way: An Expression Styles Inventory (Kettle, Renzulli, & Rizza, 1998) has been developed to help teachers and students identify preferences for products in the following categories: Written, Oral, Artistic, Computer Technology, Audio/Visual Technology, Commercial, Ser-vice, Dramatization, Manipulative, and Musical. Each of these instruments, used in enrichment programs for decades, have been revised during the last ten years, and have high reported validity and reliability (Renzulli, Rizza, & Smith, 2002;Kettle, Renzulli, & Rizza, 1997).…”

Section: An Integrated Continuum Of Special Servicesmentioning

confidence: 99%

“…The use of an instrument entitled The Learning Styles Inventory (Renzulli, Rizza, & Smith, 2002) enables us to determine the amount of structure that students prefer in various learning environments. The instrument ranges across the following nine areas of student preference (ranging from more to less structured): Drill and Recitation, Direct Teaching, Instruction Through Technology, Peer Teaching, Discussion, Teaching Games, Simulations, Independent Study, and Projects.…”

Section: An Integrated Continuum Of Special Servicesmentioning

confidence: 99%

See 1 more Smart Citation

Current research on the social and emotional development of gifted and talented students: Good news and future possibilities

Reis

Renzulli

2003

Psychology in the Schools

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128

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A recent summary of research produced by a task force of psychologists and educational researchers associated with the National Association for Gifted Children and the National Research Center on the Gifted and Talented indicated that high‐ability students are generally at least as well adjusted as any other group of youngsters. This research also found, however, that gifted and talented students can face a number of situations that may constitute sources of risk to their social and emotional development. Some of these issues emerge because of a mismatch with educational environments that are not responsive to the pace and level of gifted students' learning and thinking. Others occur because of unsupportive social, school, or home environments. In this article, current research about the social and emotional development of gifted and talented students is summarized and suggestions are made about strategies to enhance these students' school experiences. Suggestions are provided for assessment and educational programming based on students' strengths and interests that may result in helping talented students realize their potential. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 119–130, 2004.

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Section: An Integrated Continuum Of Special Servicesmentioning

confidence: 99%

Section: An Integrated Continuum Of Special Servicesmentioning

confidence: 99%

Current research on the social and emotional development of gifted and talented students: Good news and future possibilities

Reis

Renzulli

2003

Psychology in the Schools

Self Cite

128

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“…One major group of works in this tradition is represented by similar theories of deep-and surface-learning approaches proposed by, Marton (1976), Biggs (1978), Entwistle (1981), and Schmeck (1983). Moreover, Renzulli and Smith (1978) proposed different learning styles, with each corresponding to a method of teaching, such as discussion, drill and recitation, and lecturing.…”

Section: Grigorenko and Sternberg's Modelmentioning

confidence: 99%

A Threefold Model of Intellectual Styles

2005

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The field of styles presents three major controversial issues: styles as valueladen versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles-the Threefold Model of Intellectual Styles-which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhang's body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others' previous empirical findings in the literature.The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories.

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“…This results section is organized by the eight dependent variables measured with the Learning Style Inventory (Renzulli et al, 2002). The fixed effect estimates for the eight dependent variables are presented in Table 2, and the variance components for those analyses are presented in Table 3.…”

Section: Resultsmentioning

confidence: 99%

“…Descriptive statistics are found in Table 1. Renzulli, Rizza, & Smith, 2002) was designed to measure student preferences for instructional strategies commonly found in elementary and middle school classrooms. In this study, the LSI for middle school students (LSI-III/MS) was used.…”

Section: Methods Sampling Proceduresmentioning

confidence: 99%

World Council for Gifted and Talented Children

Klassen¹

2009

Encyclopedia of Giftedness, Creativity, and Talent

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This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98 th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.Keywords: Giftedness, Social Fit, Human Resource Management, Mismanagement, Intellectual Capital.Introduction Research (e.g., Schlosser, 2001; Yewchuk, Äystö & Schlosser, 2001) and literature more or less anecdotal in nature (e.g., Lewis, 1997) focuses increasing amounts of time and effort explaining success or the lack thereof, not only in the field of high ability studies but perhaps even more so in general management and human resource studies. Prompting such research is, of course, a desire to find factors, which, a) could more or less predict success or expertise, and b) are assumed to facilitate or even cause it (van der Heijden, 2000).However, while the somewhat nebulous meaning of "success" is not necessarily tied to giftedness, it is more often associated with marketability (Adler, 1985; Hamlen, 1991). As such it is not unusual to argue that developing gifted education and special provision for the gifted and talented population is important for success or alternatively continued societal welfare and development (e.g., Wilms, 1986).Singapore researchers Teo and Quah (1999) make the following observation:The Gifted Education Program (GEP) in Singapore has been in existence … [since 1984] … for more than a decade. But few of its graduates have made exceptional contributions to self or the nation; a nation with hardly any natural resources and which relies a great deal on its human resources for surviving in a competitive world. (p. 24, with author's clarification in brackets)It would seem the equation between desired success and giftedness is not simple and straightforward, even ...

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Learning Styles Inventory—Version III

Cited by 18 publications

References 0 publications

Current research on the social and emotional development of gifted and talented students: Good news and future possibilities

Current research on the social and emotional development of gifted and talented students: Good news and future possibilities

A Threefold Model of Intellectual Styles

World Council for Gifted and Talented Children

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