Reva C. Friedman, Ph.D., is an Associate Professor of Curriculum and Teaching at the University of Kansas, where she was responsible for degree and graduate certificate programs in gifted/talented/creative child education for 35 years. A former high school teacher and teacher of gifted students (elementary and secondary), she continues to educate general education and gifted education teachers about the learning and personal needs of gifted and talented students, to counsel bright youngsters and their families, and to collaborate with teachers K-12. Her writings focus on the psychological factors that impact the development of gifted young people and on using models that develop students' talents and strengths. She has served on the boards of the National Association for Gifted Children and The Association for the Gifted. Currently she serves on NAGC's Professional Standards Committee. On the state level, she is a board member of the Kansas Association for the Gifted, Talented, and Creative.
B.A., Sociology, State University of New York at Binghamton
M.A., Sociology, State University of New York at Binghamton
MSW, School of Social Welfare, University of Kansas
Ph.D., Educational Psychology, University of Connecticut
During the last seven years, my teaching has been centered in the department's graduate programs. My primary goals have been to introduce students to content and concepts in ways that are engaging and enticing, and to nurture high level, authentic learning. Therefore, wherever possible I incorporated team-based problem solving activities that resemble challenges faced by practicing professionals. Starting in June, 2015, I was invited to collaborate with my department chair and the School of Education's new Associate Dean for Teaching Education on revising C&T 100, Introduction to the Education Profession (In May 2016 the course was approved to meet KU's Core Goal 1A). Over the past four semesters, I have redesigned the course to incorporate team based problem solving. I plan to continue this process.
- Talent identification and development
- Creative and critical thinking
- Differentiating curriculum and instruction
- Solution focused problem solving
For the majority of my career, I have focused on two key aspects of high potential: intrapersonal, and contextual. Relative to intrapersonal, which is generally referred to as "non-intellective" aspects of giftedness, I have explored self-perceptions, perfectionism, and motivation (attribution). Regarding contextual, I have investigated questions related to teacher perceptions, instructional skills, and values related to high potential.
Over the last seven years, my work included exploring teachers' orientations to curriculum, images of the ideal child, beliefs about high potential among ELL students, and teaching for creative thinking. More recently, I have begun to investigate threshold concepts and their relevance to learning.
- Learners with high potential
- Non-cognitive factors
- Teacher perceptions
- Creative thinking
- Critical reasoning
Over the span of my career, my service has focused nationally and locally. Nationally, I have served on the boards or held elected office in the two major organizations in gifted child education: the National Association for the Gifted (NAGC) and The Association for the Gifted (TAG), a division of the Council for Exceptional Children. During the last seven years, I have concentrated on NAGC through its committee structure. As a member of its Professional Standards Committee, I was prepared as an NCATE reviewer and had the opportunity to review SPA reports (with a team of other NAGC-prepared professionals). This activity informed my work with the gifted child education endorsement at KU. As a member of NAGC's Professional Education Committee, I participated in developing modules for professional development. My scholarly service has also focused nationally. I am a regular reviewer for key research journals in my field (as indicated on my cv).
Locally, I have served on department and SOE committees (see cv for specifics). In addition, I continue to serve at the department ambassador to the Center for Teaching Excellence. More recently, I have gotten involved in our undergraduate program through service on the SOE Scholarship Committee and the SOE Admissions Committee. These last two activities complement working on C&T 100 as the SOE re-sculpts the undergraduate program.
Friedman, R. C. (2013). Personal stories, critical moments, and playback theatre. In M. B. Gregerson, H. T. Snyder, & J. C. Kaufman (Eds.), Teaching creatively and teaching creativity (pp. 149-162). New York: Springer.
Friedman-Nimz, R. (2012). Using the NAGC gifted programming standards to evaluate progress and success: How and why. In S. K. Johnsen (Ed.), NAGC Pre-K-Grade 12 gifted education programming standards: A guide to planning and implementing high-quality services (pp. 199-213). Waco, TX: Prufrock Press.
Mahlios, M. Friedman-Nimz, R. Rice, S. Peyton, V. & O'Brien, B. (2010). Measuring teachers' curricular beliefs: From Hong Kong to the United States. Curriculum and Teaching, 25(2).
Friedman-Nimz, R. (2009). Cosmetic use of multiple selection criteria! Gifted Child Quarterly, 53(4), 248-251.
Friedman-Nimz, R. (2006). Blending support and social action: the power of a gay-straight alliance and Prideworks conference. The Journal of Secondary Gifted Education, 17(4), 258-264.
Friedman-Nimz, R. (2006). Done to perfection?. Understanding Our Gifted, 18(4), 16-19.
Thomas, K. R., Friedman-Nimz, R. Mahlios, M. & O'Brien, B. (2005). Action in Teacher Education, 27(1), 15-25.
Friedman-Nimz, R. O'Brien, B. & Frey, B. B. (2005). Examining our foundations: Implications for gifted education research. Roeper Review, 28(1), 45-52.
O'Brien, B. Friedman-Nimz, R. Lacey, J. & Denson, D. (2005). From bits and bytes to C++ and web sites: What is computer talent made of? Gifted Child Today, 28(3), 56-64.
Friedman-Nimz, R. & Ellis, J. D. (2005). Science and technology critical problem solving.
Baker, B. D., & Friedman-Nimz, R. (2004). State policies and equal opportunity: The example of gifted education. Educational evaluation and policy analysis, 26(1), 39-64.
Baker, B. D., & Friedman-Nimz, R. (2004). State policy influences governing equal opportunity: The example of gifted education. Educational Evaluation and Policy Analysis.
Friedman-Nimz, R. & Ellis, J. D. (2004). Science and technology critical problem solving.
Baker, B. D., & Friedman-Nimz, R. (2003). Gifted children, vertical equity and state school finance policies. Journal of Educational Finance, 28(4).
Friedman-Nimz, R. & Ellis, J. D. (2003). Science and technology critical problem solving.
Friedman-Nimz, R. Lacey, J. & Denson, D. (2002). Teaming with GT students: Improving on-line teacher education. The Bugle.
Baker, B. D., & Friedman-Nimz, R. (2002). Determinants of the availability of opportunities for gifted children: Evidence from NELS '88. Leadership and Policy in Schools, 1(1).
Baker, B. D., & Friedman-Nimz, R. (2002). Is a Federal mandate the answer? If so, what was the question? Roeper Review, 25(1).
Friedman-Nimz, R. (2001). Creating a context: education against oppression. Advocating for Gifted Gay and Lesbian Youth, 3(2), 1-2.
Friedman-Nimz, R. (2001). Changing our focus to solutions instead of problems. The Bugle.
Friedman-Nimz, R. (2001). Continuing the conversation on multiculturalism. The Bugle.
Friedman-Nimz, R. (2001). Multiculturalism begins at home. The Bugle.
Friedman, R. C. (2000). Families with gifted children. In M. J. Fine & R. L. Simpson (Eds.), Collaboration with parents and families of children with exceptionalities. Austin, TX: Pro-Ed.
Friedman, R. C. & Shore, B. M. (Eds.). (2000). Talents within: Cognition and development (R. C. Friedman & B. M. Shore, Eds.). Washington, DC: American Psychological Association.
Friedman, R. C., Sutherland, B. F., & Hendricks, D. (2000). Examining our lexicon for talent: 21st century implications. Research Briefs, 15.
Friedman, R. C. & Rogers, K. B. (Eds.). (1998). Talent in context: Historical and social perspectives on giftedness (R. C. Friedman & K. B. Rogers, Eds.). Washington, DC: American Psychological Association.
Friedman, R. C., & Lee, S. W. (1996). Differentiating instruction for high-achieving/gifted children in regular classrooms: A field test of three models. Journal for the Education of the Gifted, 19(4), 405-436.
Friedman, R. C. (1996). Magnet Schools Project, U.S.D. 501. First Quarter Formative Evaluation Progress Report. Innovative Practices: Gifted Education. Topeka Public Schools.
Friedman, R. C. (1994). Identification and characteristics of children who are gifted and come from low-income families. In N. Barba (Ed.), Education of special populations of gifted students. Tallahassee, FL: Bureau of Education for Exceptional Students.
Friedman, R. C., Tollefson, N. Van Kleunen, B. Hughes, C. & Agnetta, N. (1994). Voices between classrooms: Assessing the relevance of published practices in general education to the needs of gifted/talented learners. In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent development (Vol. II). Dayton, OH: Ohio Psychology Press.
Friedman, R. C. (1994). Working with low income families of gifted children and youth: Challenges and opportunities. Journal of Educational and Psychological Consultation, 5(4), 321-338.
Friedman, R. C., Robinson, E. & Porter, M. (1994). Exploring dimensions of social giftedness through peer nomination. Research Briefs, 9.
Lee, S. W., & Friedman, R. C. (1994). Inclusion and gifted education: Addressing teacher preparation needs. National Association for Gifted Children Research Briefs, 9.
Friedman, R. C., Lee, S. W., & Knowlton, H. E. (1994). Project Partnership: The Kansas Educational Inclusion Model: Final report. Kansas State Board of Education.
Lee, S. W., & Friedman, R. C. (1993). Differentiating instruction for gifted/high achieving students: A multiple-baseline investigation. National Association for Gifted Children Research Briefs, 8.
Jenkins-Friedman, R. & Lee, S. W. (1993). Differentiating Instruction for Gifted/High Achieving Students in General Education Classrooms: Final Report. Kansas State Board of Education.
Jenkins-Friedman, R. (1993). Esther Katz Rosen Symposium on the psychological development of gifted children: Final report. American Psychological Foundation.
Friedman, R. C., & Tollefson, N. (1992). Applying resiliency in cognition and motivation to giftedness. In N. Colangelo & S. Assouline (Eds.), Issues in talent development. Monroe, NY: Trillium Press.
Jenkins-Friedman, R. & Gallagher, T. J. (1992). Critique: Independent study. In C. J. Maker (Ed.), Current issues in gifted education: Educating gifted students in the regular classroom. Austin, TX: Pro-Ed.
Friedman, R. C., & Gallagher, T. J. (1992). The family with a gifted child. In M. J. Fine (Ed.), Collaborative involvement with parents of gifted children. NY: Clinical Psychology Publishing Co.
Jenkins-Friedman, R. & Lee, S. W. (1992). Differentiating Instruction for Gifted/High Achieving Students in General Education Classrooms: Year 2 Report. Kansas State Board of Education.
Friedman, R. C. (1991). Families of gifted children and youth. In M. J. Fine & C. I. Carlson (Eds.), A handbook of family, school problems and interventions: A systems perspective. NY: Grune & Stratton.
Friedman, R. C., & Murphy, D. L. (1991). Using prediction methods: A better magic mirror. In N. Buchanan & J. F. Feldhusen (Eds.), A guidebook for conducting research and evaluation in gifted education. NY: Teachers College Press.
Jenkins-Friedman, R. & Lee, S. W. (1991). Differentiating Instruction for Gifted/High Achieving Students in General Education Classrooms: Year 1 Report. Kansas State Board of Education.
Jenkins-Friedman, R. & Nielsen, M. E. (1990). Gifted and talented students. In E. L. Meyen (Ed.), Exceptional children in today's schools. Denver: Love Publishing.
Laffoon, K. S., Jenkins-Friedman, R. & Tollefson, N. (1989). Causal attributions of underachieving gifted, achieving gifted, and nongifted students. Journal for the Education of the Gifted, 13(1), 4-21.
Culross, R. R., & Jenkins-Friedman, R. (1988). On coping and defending: Applying Bruner's personal growth principles to working with gifted/talented students. Gifted Child Quarterly, 32(2).
Jenkins-Friedman, R. & Murphy, D. L. (1988). The Mary Poppins Effect: Relationships between gifted students' self concept and adjustment. Roeper Review, 11(1).
Jenkins-Friedman, R. (1987). Searching in the dark. Gifted Child Quarterly, 31(4).
Jenkins-Friedman, R. (Ed.). (1987). Gifted Child Quarterly: Focus on Special Populations,(Fall).
Jenkins-Friedman, R. (1986). Identifying and understanding bright students. In P. G. Friedman & R. Jenkins-Friedman (Eds.), Fostering excellence: Implications of honors education. New York: Jossey-Bass.
Friedman, P. G. & Jenkins-Friedman, R. (Eds.). (1986). Fostering excellence: Implications of honors education (P. G. Friedman & R. Jenkins-Friedman, Eds.). New York: Jossey-Bass.
Jenkins-Friedman, R. (1986). Standing on the shoulders of giants. Gifted Child Quarterly, 31(1).
Friedman, R. (Ed.). (1986). Gifted Child Quarterly: Creative Directions in Evaluation and Research,(Winter).
Jenkins-Friedman, R. Anderson, M. A., & Bransky, T. S. (1986). Teaching gifted students about their abilities: The Gifted Plus Project. ERIC Document Reproduction Service.
Jenkins-Friedman, R. (1986). The gifted program teacher as consultant. ERIC Document Reproduction Service.
Jenkins-Friedman, R. (1985). [Review of the book Teaching gifted children and adolescents, R. H. Swassing (Ed.)]. Exceptional Children 52(2)
Jenkins-Friedman, R. Reis, S. M., & Anderson, M. A. (1985). Teacher training. Council for Exceptional Children Fact Sheets on the Gifted Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children.
Jenkins-Friedman, R. (1984). [Review of the book Our nation's underserved: Young gifted children, M. Karnes (Ed.)]. Exceptional Children 51(5)
Murphy, D. Jenkins-Friedman, R. & Tollefson, N. (1984). A new criterion for the ideal child? Gifted Child Quarterly, 28(1).
Fine, J. M. (1984). A useful framework for parent-teacher contacts. Roeper Review, 6(3).
Friedman, P. G., Jenkins-Friedman, R. & Van Dyke, M. (1984). Identifying the leadership gifted: Self, peer or teacher nominations? Roeper Review, 7(2).
Jenkins-Friedman, R. (1982). Myth: Cosmetic use of multiple selection criteria. Gifted Child Quarterly, 26(1).
Jenkins-Friedman, R. (1982). Self-directed learning for educators of gifted and talented students: Teachers need it too! Journal of Education for the Gifted, 5(2).
Seeley, K. Jenkins, R. & Hultgren, H. (1981). Professional standards for training programs in gifted education. Journal of Education for the Gifted, 4(3).
Ford, B. G., & Jenkins, R. W. (1980). Changing conceptions of the gifted and talented. In D. A. Sabitino (Ed.), Fourth review of special education. New York: Grune & Stratton.
Jenkins, R. W. (1980). [Review of the book Affective direction: Planning for thinking and feeling, B. Eberle and R. Hall]. Journal of Education for the Gifted 4(3)
Jenkins, R. W. (1979). A resource guide to preschool and primary programs for the gifted and talented, Mansfield Center, CT: Creative Learning Press.
Jenkins, R. W., & Stewart, E. D. (1979)..And into the fire - a guide to g/c/t/internship experiences for preprofessionals. Journal of Education for the Gifted, 3(1).
Jenkins, R. W., & Howard, M. R. (1977). Aids to programming for young and talented children. In . (Ed.), Gifts, talents, and the very young: Early childhood education for gifted/talented. Ventura, CA: Ventura County Superintendent of Schools Office.
Jenkins, R. W., & Stewart, E. D. (1977). The community talent miner: A survey for locating community resources. In J. S. Renzulli (Ed.), The enrichment triad model: A guide for developing defensible programs for the gifted and talented. New Haven, CT: Creative Learning Press.