{'fraction_non_alphanumeric': 0.022857142857142857, 'fraction_numerical': 0.0, 'mean_word_length': 5.083333333333333, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Critique of Renzulli's Theory into Practice Models for Gifted Learners

In this paper, I offer my views on the theory and practice models of Dr. Joseph Renzulli, a leading researcher and theorist within the field of gifted education. Renzulli's model is critiqued against a set of criteria proposed by the author for a “good” gifted program. There are many strengths to Renzulli's model; but a major weakness is the lack of school-based assessment procedures that can guide decisions about a broader range of accelerative, enrichment, and other types of program options for gifted students with different needs. The major ideas underlying Renzulli's theory were also critically examined, including the broadening of the talent pool, the emphasis on products, and the focus on the development of creative productivity as a basis for educational programs for gifted children.