In addition to a robust sampling of Renzulli’s ideas and research, the text also provides practical strategies for practitioners, an approach which is a hallmark of Renzulli’s work. Rather than a straightforward reprint of previous works, this text features updates and adaptations as well as editorial changes to standardize the entries.

Addressing many important aspects of gifted education, this book would be a valuable resource for teachers, curriculum directors, and others who are responsible for ensuring that the needs of bright children are effectively addressed in the educational setting. In addition to taking a close look at past research in light of significant topics, Renzulli discusses the importance of an ever-changing world of education, and suggests ways that educators and scholars may go about introducing new ideas into the field of gifted and talented education.

Along with virtually everyone else in gifted education I've known about Joe Renzulli's work since I took my first steps into the field. I've held his work in high regard, often seeing it as a beacon of light on the educational horizon clarifying our direction as we make our way through difficult terrain under dark clouds of dogmatism and superficial school reform. This book enabled me to step closer to that beacon so I can see what makes it shine so brightly. The book includes in-depth treatments of the many theoretical models and practical initiatives that Joe has created and implemented around the world. Readers will gain insights about the Three-Ring Conception of Giftedness, the Enrichment Triad model, the Multiple Menu Model for developing differentiated curriculum, the Schoolwide Enrichment Model, curriculum compacting, Academies of Inquiry and Talent Development, and much more. They also will come to appreciate the ways in which these models and initiatives emerged in the field and evolved over the course of time. A big takeaway from this book is the fact that a pioneer in the field developed his own creative intelligence over the long term, remaining open to incorporating new ideas, always looking for ways to integrate complex constructs and phenomena. This seems to be culminating in an important vision promoting the development of the whole child and leadership capacities in the 21st century. All of this is flavored by a strong penchant for generating highly practical strategies. In essence, Joe's work could be the basis for real school improvement on the large-scale as opposed to the superficial, often corrupt school reform imposed on American education by dogmatic ideologues and profiteers. The Schoolwide Enrichment Model that encourages us to consider entire schools instead of just gifted programs is an example of how this might work.