Refereed Journal Articles

Brown, S. W., Boyer, M. A., Mayall, H. J., Johnson, P. R., Meng, L., Butler, M. J., Weir, K., Florea, N., Hernandez, M., & Reis, S. M. (2003). The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations. Instructional Science, 31, 255-276

Reis, S. M. (2003). Gifted girls, twenty-five years later: Hopes realized and new challenges found. Roeper Review, 25, 154-158.

Reis, S. M., Schader, R., Milne, H., & Stephens, R. (2003) Music & minds: Using a talent development approach for young adults with Williams syndrome. Exceptional Children, 69, 293-314.

Ruban, L. M., McCoach, D. B., McGuire, J. M., & Reis, S. M. (2003). The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities. Journal of Learning Disabilities, 36, 270-286.

Gavin, M. K. & Reis, S. M. (2003). Helping teachers to encourage talented girls in mathematics. Gifted Child Today, 26(1), 32-44.

Renzulli, J. S., & Reis, S. M. (2002). What is schoolwide enrichment and how do gifted programs relate to total school improvement? Gifted Child today, 25(4), 18-25.

Reis, S. M. (2002). Toward a theory of creativity in diverse creative women. Creativity Research Journal, 14(3 & 4), 305-316.

Reis, S. M. (2002). Internal barriers, Personal Issues and Decisions faced by gifted and talented girls and women. Gifted Child Today, 25(1), 14-28.

Reis, S. M. (2002). Reading and writing problems of high school gifted students: Perspectives in Gifted Education. Twice Exceptional Children, 2, 52-74.

Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10(3), 113-125.

Reis, S. M., & Park, S. (2002). Gender differences in high-achieving students in math and science. Journal for the Education of the Gifted, 25(1), 52-74.

Reis, S. M. (2001). Reflections on the education of gifted and talented students in the twentieth century. Australasian Journal of Gifted Education, 10(1), 15-22.

Reis, S. M. (2001). External barriers experienced by gifted and talented girls and women. Gifted Child Today, 24(4), 26-35.

Reis, S. M. (2001). Reflections on the Education of Gifted and Talented Students in the Twentieth Century: Milestones in the Development of Talent and Gifts in Young People. Australasian Journal of Gifted Education, 10(1), 15-22.

Rizza, M. G., & Reis, S. M. (2001). Comparing and contrasting: Stories of Competition. Gifted Child Quarterly, 45, 54-62.

Callahan, C. M., Tomlinson, C. A., Reis, S. M., & Kaplan, S. N. (2000, June). TIMSS and High-Ability Students. Message of doom or opportunity for reflection. Phi Delta Kappan, 81, 787-790.

Milne, H., & Reis, S. M. (2000). Using videotherapy to address the social and emotional needs of gifted children. Gifted Child Today, 23(1), 24-29.

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: what do we know and where do we go? Gifted Child Quarterly, 44, 152-170.

Reis, S. M., McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high ability students with learning disabilities who succeed in college. Gifted Child Quarterly, 44, 123-134.

Gentry, M., Moran, C., & Reis, S. M. (1999). Expanding enrichment opportunities to all students. Gifted Child Today, 22, 36-48.

Hebert, T. H., & Reis, S. M. (1999). Culturally diverse high-achieving students in an urban high school. Urban Education, 34, 428-457.

Reis, S. M., & Diaz, E. I. (1999). Economically disadvantaged urban female students who achieve in school. The Urban Review, 31(1), 31-54.

Reis, S. M., Gentry, M., & Maxfield, L. R. (1998). The application of enrichment clusters to teachers' classroom practices. Journal for Education of the Gifted, 21, 310-324.

Reis, S. M., Kaplan, S. N., Tomlinson, C. A., Westberg, K. L., Callahan, C. M., & Cooper, C. R. (1998, November). Equal does mean identical. Educational Leadership, 56, 74-77.

Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42(2), 123-129.

Renzulli, J. S., & Reis, S. M. (1998). Talent Development through Curriculum Differentiation. National Association of Secondary School Principals (NASSP) Bulletin, 82(595), 61-74.

Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of students' ability and effort. Gifted Child Quarterly, 42, 39-47.

Kirschenbaum, R. J., & Reis, S. M. (1997). Conflicts in Creativity: Talented Female Artists. Creativity Research Journal, 10(2 &3), 251-263.

Reis, S. M., Neu, T. W., & McGuire, J. M. (1997). Case studies of high ability students with learning disabilities who have achieved. Exceptional Children, 63(4), 1-12.

Reis, S. M., & Callahan, C. M. (1996). My boyfriend, my girlfriend, or me: The dilemma of the talented teenaged girls. Journal of Secondary Gifted Education, 7, 434-446.

Reis, S. M. (1995). Talent ignored, talent diverted: The cultural context underlying giftedness in females. Gifted Child Quarterly, 39, 162-170.

Reis, S. M. (1995). Older women's reflections on eminence: Obstacles and opportunities. Roeper Review, 18, 66-72.

Sternberg, R. J., Callahan, C. M., Burns, D. E., Gubbins, E. J., Purcell, J., Reis, S. M., et al. (1995). Return gift to sender: A review of the Bell Curve. Gifted Child Quarterly, 39, 177-179.

Reis, S. M. (1994). How schools are shortchanging the gifted. Technology Review, 97(3), 38-46.

Reis, S. M., Callahan, C. M., & Goldsmith, D. (1994). Attitudes of adolescent gifted girls and boys towards education, achievement and the future. Gifted Education International, 9(3), 144-151.

Reis, S. M., & Neu, T. W. (1994). Factors involved in the academic success of high ability university students with learning disabilities. Journal of Secondary Gifted Education, 5(3), 60-74.

Reis, S. M., & Westberg, K. L. (1994). An examination of current school district policies: Acceleration of secondary students. Journal of Secondary Gifted Education, 5(4), 7-17.

Reis, S. M., & Westberg, K. L. (1994). The impact of staff development on teachers' ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38, 127-135.

Renzulli, J. S., & Reis, S. M. (1994). Research related to the Schoolwide Enrichment Triad Model. Gifted Child Quarterly, 38, 7-20.

Siegle, D., & Reis, S. M. (1994). Gender differences in teacher and student perceptions of students' ability and effort. Journal of Secondary Gifted Education, 6(2), 86-92.

Reis, S. M., & Purcell, J. H. (1993). An analysis of content elimination and strategies used by elementary classroom teachers in the curriculum compacting process. Journal for the Education of the Gifted, 16(2), 147-170.

Reis, S. M. (1992). Advocacy: The grouping issue. Roeper Review, 14, 225-227.

Reis, S. M., & Callahan, C. M. (1992). Gifted females: They've come a long way—or have they? Communicator: The Journal of the California Association for the Gifted, 12(4), 11-17.

Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above-average. Educational Leadership, 50(2), 51-57.

Reis, S. M., & Renzulli, J. S. (1992). The library media specialist's role in teaching independent study skills to high ability students. Library Media Quarterly, 21, 27-35.

Walker, B. A., Reis, S. M., & Leonard, J. S. (1992). A developmental investigation of the lives of gifted women. Gifted Child Quarterly, 36, 201-206.

Burns, D. E., & Reis, S. M. (1991). Developing a thinking skills component in the gifted education program. Roeper Review, 14, 72-78.

Reis, S. M. (1991). The need for clarification in research designed to examine gender differences in achievement and accomplishment. Roeper Review, 13, 193-198.

Reis, S. M., & Dobyns, S. M. (1991). An annotated bibliography of non-fictional books and curricular materials to encourage gifted females. Roeper Review, 13, 129-134.

Reis, S. M., & Renzulli, J. S. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35, 128-134.

Renzulli, J. S., & Reis, S. M. (1991). Building advocacy through program design, student productivity and public relations. Gifted Child Quarterly, 35, 20-23.

Renzulli, J. S., & Reis, S. M. (1991). The reform movement and the quiet crisis in gifted education. Gifted Child Quarterly, 35, 26-35.

Reis, S. M. (1989). Reflections on policy affecting the education of gifted and talented students: Past and future perspectives. American Psychologist, 44, 399-408.

Reis, S. M., & Callahan, C. M. (1989). Gifted females: They've come a long way—or have they? Journal for the Education of the Gifted, 12, 99-117.

Reis, S. M., & Renzulli, J. S. (1989). The secondary triad model. Journal for the Education of the Gifted, 12, 99-117.

Reis, S. M., & Renzulli, J. S. (1989). Providing challenging programs for gifted readers. Roeper Review, 12, 92-97.

Reis, S. M., & Renzulli, J. S. (1989). Developing challenging programs for gifted readers. The Reading Instruction Journal, 32, 44-57.

Reis, S. M., & Renzulli, J. S. (1988). The role and responsibilities of the gifted program coordinator. Roeper Review, 11, 66-72.

Renzulli, J. S., & Reis, S. M. (1988). 1988 Update. Gifted Child Today, 11(1), 38-40.

Reis, S. M., & Burns, D. E. (1987). A schoolwide enrichment team: Methods for promoting community and faculty involvement in a gifted program. Gifted Child Today, 10(2), 27-32.

Reis, S. M. (1987). We can't change what we don't recognize: Understanding the special needs of gifted females. Gifted Child Quarterly, 31, 83-89.

Reis, S. M., Atamian, G., & Renzulli, J. S. (1985). The effectiveness of a self-instructional curricular unit in the development of advanced level concepts in astronomy. Gifted Child Quarterly, 29, 151-154.

Reis, S. M., & Hebert, T. P. (1985). Creating practicing professionals in gifted programs: Encouraging students to become young historians. Roeper Review, 8, 100-104.

Reis, S. M., & Renzulli, J. S. (1985). The secondary enrichment triad model: A practical plan for excellence without elitism. NASSP Bulletin, 69(482), 31-38.

Renzulli, J. S., & Reis, S. M. (1985). Scope and sequence approach to process development. Gifted Child Today, 37, 3-5.

Reis, S. M., & Renzulli, J. S. (1985). Identification of the gifted and talented. (ERIC Clearinghouse on Handicapped and Gifted Children, No. ED262523)

Jenkins, R., Reis, S. M., & Anderson, A. (1984). Professional training for teachers of the gifted and talented. (ERIC Clearinghouse on Handicapped and Gifted Children, No. ED262525)

Reis, S. M., & O'Shea, A. A. (1984). An innovative enrichment program: The enrichment triad/revolving door model. Special Education in Canada, 58(4), 135-139.

Reis, S. M., & Renzulli, J. S. (1984). Key features of successful programs for the gifted and talented. Educational Leadership, 41, 28-34.

Renzulli, J. S., & Reis, S. M. (1984). The revolving door identification model: A non-elitist approach to serving the gifted and talented. The School Administrator, 41(11), 15-16.

Reis, S. M. (1983). Guiding gifted students through independent study. Teaching Exceptional Children, 15(3), 136-141.

Reis, S. M. (1983). Creating ownership in gifted and talented programs. Roeper Review, 5, 20-23.

Reis, S. M. (1983). Avoiding the testing trap. Journal for the Education of the Gifted, 7(1), 45-59.

Reis, S. M. (1982). Myth: The 'patch-on' approach to programming! Gifted Child Quarterly, 26, 29-31.

Reis, S. M., & Renzulli, J. S. (1982). A research approach on the revolving door identification model: A case for the broadened conception of giftedness. Phi Delta Kappan, 63, 619-620.

Renzulli, J. S., Smith, L. H., & Reis, S. M. (1982). Curriculum compacting: An essential strategy for working with gifted students. Elementary School Journal, 82(3), 185-194.

Delisle, J., Reis, S. M., & Gubbins, E. J. (1981). The revolving door identification and programming model: Some preliminary findings. Exceptional Children, 48, 152-156.

Reis, S. M., Renzulli, J. S., & Smith, L. H. (1981). Identifying and programming the gifted student. The Education Digest, 45-47.

Renzulli, J. S., Smith, L. H., & Reis, S. M. (1981). The revolving door model: A new way of identifying the gifted. Phi Delta Kappan, 62, 648-649.