Implementing RtI With Gifted Students by Mary Ruth Coleman

Author:Mary Ruth Coleman
Language: eng
Format: epub
Publisher: Taylor and Francis

SEM as Evidence-Based Practice

A collective body of research on the SEM (Gubbins, 1995; Reis & Renzulli, 2003; Renzulli & Reis, 1994) suggests that the model is effective at serving high-ability students in a variety of educational settings and in schools serving diverse ethnic and socioeconomic populations. Separate studies on the SEM have demonstrated its effectiveness in schools with widely differing socioeconomic levels and program organization patterns (Olenchak, 1990; Olenchak & Renzulli, 1989). The effectiveness of the model has been studied in more than 30 years of research and field-testing on (a) the effectiveness of the model as perceived by key groups, such as principals; (b) student creative productivity; (c) personal and social development; (d) the use of SEM with culturally diverse or special needs populations; (e) student self-efficacy; (f) the use of SEM as a curricular framework; and (g) learning styles and curriculum compacting, along with other longitudinal research on the SEM.

This research suggests:

the model is effective at serving high-ability students in a variety of educational settings and in schools serving diverse ethnic and socioeconomic populations.

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