Books Chapters

Reis, S. M. (2003). Reconsidering regular curriculum for high achieving students, gifted underachievers, and the relationship between gifted and regular education. In J. H. Borland (Ed), Rethinking gifted education (pp. 186-200). New York: Teacher's College Press.

Reis, S. M., & Renzulli, J. S. (2003) Developing high potentials for innovation in young people through the schoolwide enrichment model. In L. V. Shavinia (Ed.), International Handbook on Innovation. (pp. 333-346).

Reis, S. M. (2003). Creativity, Adulthood. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion (pp. 355-361) New York: Kluwer Academic Publishers.

Renzulli, J. S., & Reis, S. M. (2003). Que es el enriquecimiento escolar? Como se relacionan los programas para superdotados con la mejora escolar total? In J. A. Alonso Bravo, J. S. Renzulli, & Y. B. Mate (Eds.), Manual international de superdotacion (pp. 243-257). Madrid, Spain: EOS.

Renzulli, J. S., & Reis, S. M. (2003). The Schoolwide enrichment model: Developing creative and productive giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education. Boston: Allyn and Bacon, 184- 203.

Reis, S. M., & Renzulli, J. S. (2003). Creativity, Adolescence. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion (pp. 3-35). New York: Kluwer Academic Publishers.

Olenchak, F. R., & Reis, S. M. (2001). Gifted students with learning disabilities. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children (pp. 267-289). Waco, TX: Prufrock Press.

Reis, S. M. (2001). Toward a theory of creativity in diverse creative women. In M. Bloom & T. Gullotta (Eds.), Promoting creativity across the life span (pp. 231-276). Washington, DC: CWLA.

Reis, S. M. (2001). Gifted females in elementary and secondary school. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children (pp. 267-289). Waco, TX: Prufrock Press.

Reis, S. M., & McCoach, D. B. (2001). Underachievement in gifted students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children (pp. 81-91). Waco, TX: Prufrock Press.

Reis, S. M., & Moon, S. M. (2001). Models and strategies for counseling, guidance, and social and emotional support of gifted and talented students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children (pp. 251-265). Waco, TX: Prufrock Press.

Reis, S. M., & Small, M. A. (2001). Gifted and talented learners: Many, varied, unique and diverse. In F. Karnes & S. Bean (Eds.), Methods and materials for teaching the gifted (pp. 1-43). Waco, TX: Prufrock, Press.

Renzulli, J. S., & Reis, S. M. (2001). Promoting creativity in children through the enrichment triad model. In M. Bloom & T. Gullotta (Eds.), Promoting creativity across the life span (pp. 127-157). Washington, DC: CWLA.

Reis, S. M. (2000). Obstacles, challenges and choices faced by smart girls. Proceedings. National association of principals of schools for girls (pp. 51-101).

Reis, S. M. (2000). Decisiones y compromises en mujeres superdotadas y cont talento (pp. 59-76). Ideacion, Antehma: Centro Huerta del rey.

Reis, S. M. (2000). Choices and compromises of gifted and talented females. In K. Maitra (Ed.), Towards excellence: Developing and nurturing giftedness and talent (pp. 89-105). New Delhi, India: Mosaic Books.

Reis, S. M. (1999). Women and creativity. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (pp. 699-708). San Diego, CA: Academic Press.

Reis, S. M., & Gavin, M. K. (1999). Why Jane doesn't think she can do math: How teachers can encourage talented girls in mathematics. In L. J. Sheffield (Ed.), Developing mathematically promising students (pp. 133-148). Reston, VA: National Council of Teachers of Mathematics.

Reis, S. M., & Renzulli, J. S. (1999). Research relating to the development of creative productivity using the enrichment triad model. In A. S. Fishkin, B. Crammond, & P. Olszewski-Kubilius (Eds.), Investigating creativity in youth: Research and methods (pp. 367-387). Cresskill, NJ: Hampton Press.

Renzulli, J. S., & Reis, S. M. (1999). An enrichment model for elementary and secondary schools: Practical programs for stimulating children's giftedness. In D. B. Bogovlenskayo (Ed.), The Basic Contemporary Concepts of Creativity and Giftedness. Moscow: The Ministry of General and Professional Education of the Russian Federation.

Schecter, N. L., Reis, S. M., & Colson, E. R. (1999). Developmental-behavioral pediatrics (3rd ed., pp. 653-662). Saunders, PA: Harcourt Brace.

Burns, D. E., & Reis, S. M. (1998). The Schoolwide Enrichment Model for Primary Students. In S. M. Reis, S. M. Baum, & L. R. Maxfield (Eds.), Nurturing the gifts and talents of primary grade students. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., & Reis, S. M. (1997). An enrichment model for elementary and secondary schools: Practical programs for stimulating children's giftedness. In D. B. Bogoyavlenskayo (Ed.), The basic contemporary concepts of creativity and giftedness. Moscow: The Ministry of General and Professional Education of the Russian Federation.

Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: New directions for developing high end learning. In G. Davis & N. Colangelo (Eds.), Handbook of gifted education (2nd ed., pp. 136-154). Mansfield Center, CT: Creative Learning Press.

Callahan, C. M., & Reis, S. M. (1996). Gifted girls, remarkable women. In K. Arnold, K. Noble, & R. Subotnik (Eds.), Remarkable women: Perspectives of female talent development (pp. 171-192). Cresskill, NJ: Hampton Press.

Reis, S. M. (1996). Providing equity for all: Meeting the needs of high ability students. In M. Overman (Series Ed.) & S. Schaffer (Vol. Ed.), Hot Topic Series: Gifted students and inclusion: Exploring the tracking debate (pp. 199-213). Bloomington, IN: Phi Delta Kappa. [Reprinted from Beyond tracking: Finding success in inclusion schools, pp. 119-131, by H. Pool & J. A. Page, Eds., 1995, Bloomington, IN: Phi Delta Kappa]

Reis, S. M. (1996). Older women's reflections on eminence: obstacles and opportunities. In K. Arnold, K. Noble, & R. Subotnik (Eds.), Remarkable women: Perspectives of female talent development (pp. 149-168). Cresskill, NJ: Hampton Press.

Reis, S. M. (1996). How schools are shortchanging the gifted. In M. Overman (Series Ed.) & S. Schaffer (Vol. Ed.), Hot Topic Series: Gifted students and inclusion: Exploring the tracking debate (pp. 77-85). Bloomington, IN: Phi Delta Kappa. [Reprinted from Technology Review, 97(3), April 1994, 38-47]

Reis, S. M., Callahan, C. M., & Goldsmith, D. (1996). Attitudes of adolescent gifted girls and boys toward education, achievement, and the future. In K. Arnold, K. Noble, & R. Subotnik (Eds.), Remarkable women: Perspectives of female talent development (pp. 209-224). Cresskill, NJ: Hampton Press.

Reis, S. M., & Renzulli, J. S. (1996). Gifted and talented students. In M. Wang & M. Reynolds (Eds.), Handbook of special and remedial education: Research and practice (pp. 131-158). New York: Pergamon Press.

Reis, S. M., & Renzulli, J. S. (1996). Escolas para o desenvolvimento de Talentos: um plano pratico para o Aproveitamento escolar integral. In Congresso internacional de sobredotacion. Porto, Portugal: il congresso de la federacion iberoamericana.

Reis, S. M. (1995). What gifted education can offer the reform movement: Talent development. In J. Genshaft, M. Bireley, & C. Hollinger (Eds.), Serving gifted and talented students: A resource for school personnel (pp. 371-387). Austin, TX: Pro-Ed.

Reis, S. M. (1995). Providing equity for all: Meeting the needs of high ability students. In H. Pool & J. A. Page (Eds.), Beyond tracking: Finding success in inclusive schools (pp. 119-131). Bloomington, IN: Phi Delta Kappa.

Renzulli, J. S., Reis, S. M., Hébert, T. P., & Diaz, E. I. (1995). The plight of high ability students in urban schools. In M. C. Wang & M. C. Reynolds (Eds.), Making a difference for students at risk: Trends and alternatives (pp. 61-98). Thousand Oaks, CA: Corwin Press.

Reis, S. M., & Jordan, T. (1993). Using the Talents Unlimited model in enrichment programs. In C. L. Schlichter & W. R. Palmer (Eds.), Thinking smart (pp. 119-140). Mansfield Center, CT: Creative Learning Press.

Reis, S. M., & Schack, G. D. (1993). Differentiating products for the gifted and talented: The encouragement of independent learning. In C. J. Maker (Ed.), Critical issues in education of the gifted (pp. 160-186). Austin, TX: Pro-Ed.

Renzulli, J. S., & Reis, S. M. (1993). Using the schoolwide enrichment triad model to provide programs for underserved gifted and talented students. In B. Wallace & H. B. Adams (Eds.), Worldwide perspectives on the gifted disadvantaged (pp. 216-236). Oxon, England: A. B. Academic Publishers.

Renzulli, J. S., & Reis, S. M. (1993). Developing creative productivity through the enrichment triad model. In S. Isaacson (Ed.), Nurturing and developing creativity: The emergence of a discipline (pp. 70-99). NJ: Ablex Publishing Corporation.

Renzulli, J. S., & Reis, S. M. (1992). El modelo de enriquecimiento triadico/puerta: Un plan para el desarrollo de la productividad creativa en la escuela (The revolving door/enrichment triad model: A plan for the development of creative productivity in school). In Y. B. Mate (Ed.), Desarrollo y educación de los ninos superdotados. Spain: Amary-Ediciones.

Schechter, N. L., & Reis, S. M. (1992). The gifted child. In M. D. Levine, W. B. Carvey, & A. C. Crocker (Eds.), Developmental-behavioral pediatrics (2nd ed., pp. 589-596). New York: Harcourt Brace, Jovanovich.

Callahan, C. M., & Reis, S. M. (1991). The education of the gifted and talented student. In C. Yeakey (Ed.), Educational policy in the Reagan years. New York: Allyn and Bacon.

Reis, S. M. (1991). Reprint. Edukacija darovitih i talentiranih ucenika. In M. Kovacevic (Ed.), Psihologija, edukacija i razvoj djeteta. Zaagreb: Skolske Nojine.

Renzulli, J. S., & Reis, S. M. (1991). The schoolwide enrichment triad model: A comprehensive plan for the development of creative productivity. In G. Davis & N. Colangelo (Eds.), Handbook of Gifted Education (pp. 111-141). New York: Allyn and Bacon.

Reis, S. M. (1990). We can't change what we don't recognize: Understanding the special needs of gifted females. In J. L. Ellis & J. M. Willinsky (Eds.), Girls, women, and giftedness (pp. 31-45). New York: Trillium Press.

Reis, S. M., & Renzulli, J. S. (1986). The secondary triad model. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 267-305). Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., & Reis, S. M. (1986). The enrichment triad/revolving door model: A schoolwide plan for the development of creative productivity. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 216-266). Mansfield Center, CT: Creative Learning Press.