E. Jean Gubbins (Editor)

Several researchers have tested the model further and their results are featured in this book entitled Research Related to the Enrichment Triad Model. Emerick, Delcourt, and Newman studied creative productivity of students from various perspectives. Emerick investigated underachievement by focusing on students’ interests and strengths and the factors that influenced later accomplishments. Delcourt studied the creative productivity of secondary school students as a way of confirming the adult research base reviewed by Renzulli (1978) on the importance of ability, task commitment, and creativity. These three interlocking traits were the basis for a conception of giftedness that moved away from good lesson learners to creative/productive behaviors. Newman posed questions about the types of intervention and training strategies necessary to enhance the quality of students’ products. She integrated the Talents Unlimited model (Schlichter, 1986) and the Enrichment Triad Model to provide students with a structured approach to lessons on creative and critical thinking skills.

Imbeau investigated the strategy of curriculum compacting which is critical to buying time for students to engage in creative productivity through Type IIIs. She worked with teachers and designed escalating levels of professional development opportunities to determine the extent and type of intervention for successful implementation. The strategies would ensure that students’ academic skills would be assessed to eliminate mastered work.

Emerick, Delcourt, Newman, and Imbeau present summaries of their qualitative and quantitative research studies in their respective chapters. They refer to the various derivatives of the Enrichment Triad Model, including the Revolving Door Identification Model and the Schoolwide Enrichment Model. For convenience, the entire book is referred to as Research Related to the Enrichment Triad Model. Highlights of the quantitative and qualitative research studies by Emerick, Delcourt, Newman, and Imbeau follow.

Reference:

Research Related to the Enrichment Triad Model
E. Jean Gubbins (Editor)
 

Conclusions

1. To reverse the academic underachievement in gifted students the following factors must be considered:
   • out-of-school interests
   • parents
   • goals associated with academic performance
   • classroom instruction and curriculum
   • the teacher
   • changes in the self
2. Student giftedness, as manifested in performances and product development, may be predicted by high levels of creative/productive behaviors at an early age.
3. A direct structured approach to the development of specific thinking skills can enhance the quality of intermediate level students’ in-depth investigations of real-world problems.
4. Comparisons of teachers’ attitudes toward curriculum compacting indicate a need for additional research on variables that enhance and inhibit the use of curriculum compacting as a classroom strategy.