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Counseling
| Curriculum
| Disadvantaged/Underserved
Populations | General
Gifted Education | Grouping
| Identification
Special
Issues on Identification | Program
Practices | Staff
Development/Teacher Training | Talent
Development |
Technology
Acceleration |
Boatman, T.
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in gifted education. In A. Thomas & J. Grimes (Eds.),
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Effects of ability grouping on secondary school students:
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Educational Research Journal, 19, 415-428. |
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paced high school science for the academically talented:
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Psychology, 83, 528-538.
VanTassel-Baska, J. (1992). Education
decision making on acceleration and grouping. Gifted
Child Quarterly, 36, 68-72. |
|
Counseling |
Achter, J. A., Benbow, C. P., &
Lubinski, D. (1997). Rethinking multipotentiality among
the intellectually gifted: A critical review and recommendations.
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bad about being too good? Minneapolis, MN: Free
Spirit.
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and talented youth. Reston, VA: Council for Exceptional
Children. ERIC Digest #E490. (ERIC Document Reproduction
Service No. ED 321495).
Delisle, J. R. (1992). Guiding the social and emotional
development of the gifted and talented. Englewood
Cliffs, NJ: Prentice-Hall.
Ford, D. Y., & Harris, J. J. III, (1995). Underachievement
among gifted African-American students: Implications
for school counselors. School Counselor, 42,
196-203.
Galbraith, J. (1999). The gifted kids’ survival
guide for ages 10 and under (Rev. ed.). Minneapolis,
MN: Free Spirit.
Galbraith, J., & Delisle, J. R. (1996). The
gifted kids’ survival guide: A teen handbook
(Rev. ed.). Minneapolis, MN: Free Spirit.
Grant, B. A., & Piechowski, M. M. (1999). Theories
and the good: Toward child-centered gifted education.
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from preschool to high school: A guide for parents,
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I know things would change": Bright underachieving
young men in urban classrooms. Gifted Child Quarterly,
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S. (2001). Using biography to counsel gifted young women.
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62-79.
Kerr, B. (1991). A handbook for counseling the
gifted and talented. Alexandria, VA: American Association
for Counseling and Development.
Landau, E., & Weissler, K. (1998). The relationship
between emotional maturity, intelligence and creativity
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13, 100-105. |
Moon, S. M., Kelly, K. R, & Feldhusen,
J. F. (1997). Specialized counseling services for gifted
youth and their families: A need assessment. Gifted
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An investigation of the college and career counseling
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Piechowski, M. M. (1998). The self victorious: Personal
strengths, chance, and co-incidence. Roeper Review,
20, 191-198.
Pleiss, M. K., & Feldhusen, J. F. (1995). Mentors,
role models, and heroes in the lives of gifted children.
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Reis, S. M, McGuire, J. M., & Neu, T. W. (2000).
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with social stigma. Gifted Child Today Magazine,
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VanTassel-Baska, J. (1989). The role of the family
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Kulieke, M. (1994). A study of self-concept and social
support in advantaged and disadvantaged seventh and
eighth grade gifted students. Roeper Review,
16, 186-191. |
|
Curriculum |
Baum, S. M., Renzulli, J. S., &
Hebert, T. P. (1995). Reversing underachievement: Creative
productivity as a systematic intervention. Gifted
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Dods, R. F. (1997). An action research study of the
effectiveness of problem-based learning in promoting
the acquisition and retention of knowledge. Journal
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Friedman, R. C., & Lee, S. W. (1996). Differentiating
instruction for high-achieving/gifted children in regular
classrooms: A field test of three gifted-education models.
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405-436.
Gallagher, S. A., & Stepien, W. (1996). Content
acquisition in problem-based learning: Depth versus
breadth in American studies. Journal for the Education
of the Gifted, 19, 257-275.
Gallagher, S. A., Stepien, W., & Rosenthal, H.
(1992). The effects of problem-based learning on problem
solving. Gifted Child Quarterly, 36, 195-200.
Hebert, T. P. (1993). Reflections at graduation: the
long-term impact of elementary school experiences in
creative productivity. Roeper Review, 16, 22-28.
Hertzog, N. B. (1998). Open-ended activities: Differentiation
through learner responses. Gifted Child Quarterly,
42, 212-227.
Johnson, D. T., Boyce, L. N., VanTassel-Baska, J. (1995).
Science curriculum review: Evaluating materials for
high-ability learners. Gifted Child Quarterly,
39, 36-43.
Kolitch, E. R., & Brody, L. E. (1992). Mathematics
acceleration of highly talented students: An evaluation.
Gifted Child Quarterly, 36, 78-86.
Lynch, S. J. (1992). Fast paced high school science
for the academically talented: A six-year perspective.
Gifted Child Quarterly, 36, 147-154.
Maker, C. J., & Nielson, A. B. (1996). Curriculum
development and teaching strategies for gifted learners
(2nd ed.). Austin, TX: Pro-Ed.
Meador, K. S. (1994). The effect of synectics training
on gifted and nongifted kindergarten students. Journal
for the Education of the Gifted, 18, 55-73.
Miller, R., Mills, C., & Tangherlini, A. (1995).
The Appalachia model mathematics program for gifted
students. Roeper Review, 18, 138-141.
Mills, C. J., & Ablard, K. E. (1993). Credit and
placement for academically talented students following
special summer courses in math and science. Journal
for the Education of the Gifted, 17, 4-25.
Mills, C. J., Ablard, K. E., & Lynch, S. J. (1992).
Academically talented students’ preparation for
advanced-level coursework after individually-paced precalculus
class. Journal for the Education of the Gifted,
16, 3-17.
Moon, S. M. (1995). The effects of an enrichment program
on the families of participants: A multiple-case study.
Gifted Child Quarterly, 39, 198-207.
Moon, S. M., Feldhusen, J. F., & Dillon, D. R.
(1994). Long-term effects of an enrichment program based
on the Purdue Three-Stage Model. Gifted Child Quarterly,
38, 38-48.
Olenchak, F. R. (1995). Effects of enrichment on gifted/learning-disabled
students. Journal for the Education of the Gifted,
18, 385-399. |
Rash, P. K., & Miller, A. D. (2000).
A survey of practices of teachers of the gifted. Roeper
Review, 22, 192-194.
Ravaglia, R., Suppes, P., Stillinger, C., & Alper,
T. (1995). Computer-based mathematics and physics for
gifted students. Gifted Child Quarterly, 39,
7-13.
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, 123-129.
Rimm, S. B., & Lovance, K. J. (1992). The use of
subject and grade skipping for the prevention and reversal
of underachievement. Gifted Child Quarterly,
36, 100-105.
Schack, F. D. (1993). Effects of a creative problem-solving
curriculum on students of varying ability levels. Gifted
Child Quarterly, 37, 32-38.
Shore, B. M., & Delcourt, M. A. B. (1996). Effective
curricular and program practices in gifted education
and the interface with general education. Journal
for the Education of the Gifted, 20, 138-154.
Sowell, E. J. (1993). Programs for mathematically gifted
students: A review of empirical research. Gifted
Child Quarterly, 37, 124-132.
Swiatek, M. A. (1993). A decade of longitudinal research
on academic acceleration through the study of mathematically
precocious youth. Roeper Review, 15, 120-123.
Tallent-Runnels, M. K., & Yarbrough, D. W. (1992).
Effects of the future problem solving program on children’s
concerns about the future. Gifted Child Quarterly,
36, 190-194.
VanTassel-Baska, J. (1992). Planning effective
curriculum for gifted learners. Denver, CO: Love.
VanTassel-Baska, J. (1993). Comprehensive curriculum
for gifted learners. Boston: Allyn & Bacon.
VanTassel-Baska, J., Avery, L. D., Little, C., &
Hughes, C. (2000). An evaluation of the implementation
of curriculum innovation: The impact of the William
and Mary units on schools. Journal for the Education
of the Gifted, 23, 244-270.
VanTassel-Baska, J., Bass, G., Ries, R., Poland, D.,
& Avery, L. D. (1998). A national study of science
curriculum effectiveness with high ability students.
Gifted Child Quarterly, 42, 200-211.
VanTassel-Baska, J., Johnson, D. T., & Boyce, L.
N. (1996). Developing verbal talent: Ideas and strategies
for teachers of elementary and middle school students.
Boston: Allyn & Bacon.
VanTassel-Baska, J., Johnson, D. T., Hughes, C., &
Boyce, L. N. (1996). A study of language arts curriculum
effectiveness with gifted learners. Journal for
the Education of the Gifted, 19, 461-480.
VanTassel-Baska, J., Leonhard, P., Glenn, C. B., Poland,
D., Brown, E., & Johnson, D. (1999). Curriculum
review as a catalyst for gifted education reform at
the secondary level. Journal of Secondary Gifted
Education, 10, 173-183.
Winebrenner, S. (1994). Teaching gifted kids in
the regular classroom: Strategies and techniques.
Minneapolis, MN: Free Spirit. |
|
Disadvantaged
and Underserved Populations |
Cornell, D., Delcourt, M., Goldberg,
M., & Bland, L. (1995). Achievement and self concept
of minority students in elementary school gifted programs.
Journal for the Education of the Gifted. 18,
189-209.
Ford, D. (1996). Reversing underachievement among
gifted black students: Promising practices and programs.
New York: Teachers College Press.
Mills, C., Ablard, K. E., & Brody, L. E. (1993).
The Raven's Progressive Matrices: Its usefulness for
identifying gifted/talented students. Roeper Review,
15, 185-186.
Mills, C., & Tissot, S. (1995). Identifying academic
potential in students from underrepresented populations:
Is using the Ravens Progressive Matrices a good idea?
Gifted Child Quarterly, 39, 209-217. |
Olszewski-Kubilius, P., & Laubscher,
L. (1996). Economically disadvantaged gifted students
and their subsequent college adjustment. Roeper
Review, 18, 202-208.
Passow, A, & Frasier, M. M. (1996). Towards improving
identification of talent potential among minority and
disadvantaged students. Roeper Review, 18,
198-2O2
VanTassel-Baska, J., Patton, J., & Prillaman, D.
(1991). Gifted youth at risk. Reston, VA: Council
for Exceptional Children.
Wright, L., & Borland, J. (1993). Using early childhood
developmental portfolios in the identification and education
of young, economically disadvantaged, potentially gifted
students. Roeper Review, 15, 205-210. |
| General
Gifted Education |
Borland, J. H. (1989). Planning
and implementing programs for the gifted. New York:
Teachers College Press.
Clark, B. (2002). Growing up gifted: Developing
the potential of children at home and at school
(6th ed.). Upper Saddle River, NJ: Prentice-Hall.
Colangelo, N., & Davis, G. A. (1997). Handbook
on gifted education. Boston: Allyn & Bacon. |
Gallagher, J. J., & Gallagher, S.
A: (1994). Teaching the gifted child. Boston:
Allyn and Bacon.
Piirto, J. (1994). Talented children and adults:
Their development and education. New York: Macmillan.
VanTassel-Baska, J. (1997). Excellence in educating
gifted and talented learners (3rd ed.). Denver:
Love. |
|
Grouping
|
Brewer, D. J., Rees, D. I., & Argys,
L. M. (1995). Detracking Americas' schools: The reform
without cost? Phi Delta Kappan, 77, 210-215.
Feldhusen, J. F., & Moon, S. M. (1992). Grouping
gifted students: Issues and concerns. Gifted Child
Quarterly, 36, 63-67.
Gamoran, A., Nystrand, M., Berends, M., & LePore,
P. C. (1995). An organizational analysis of the effects
of ability grouping. American Educational Research
Journal , 32, 687-715.
Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic
findings on grouping programs. Gifted Child Quarterly,
36, 73-77. |
Lando, B. Z. & Schneider, B. H.
(1997). Intellectual contributions and mutual support
among developmentally advanced children in homogenous
and heterogeneous work/discussion groups. Gifted
Child Quarterly, 41, 44-57.
Rogers, K. B. (1991). The relationship of grouping
practices to the education of the gifted and talented
learner: Executive summary (Report No.1). Storrs,
CT: The National Research Center on the Gifted and Talented.
|
|
Identification
|
Benbow, C. P., & Minor, L. L. (1990).
Cognitive profiles of verbally and mathematically precocious
students: Implications for the identification of the
gifted. Gifted Child Quarterly, 34, 21-26.
Callahan, C. M., Tomlinson, C. A., & Pizzat, F.
M. (Eds.) (1993). Contexts for promise: Noteworthy
practices and innovation in the identification of gifted
students. Charlottesville, VA: National Research
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Clark, G., & Zimmerman, E. (2001). Identifying
artistically talented students in four rural communities
in the United States. Gifted Child Quarterly,
45, 104-114.
Coleman, M., & Gallagher, J. (1992). Report
on state policies related to the identification of gifted
students. Chapel Hill, NC: Gifted Education Policy
Studies Program. (ERIC Document Reproduction Service
No. ED 344 368).
Cunningham, C. M., Callahan, C. M., Plucker, J. A.,
Roberson, S. C., & Rapkin, A. (1998). Identifying
Hispanic students of outstanding talent: Psychometric
integrity of a peer nomination form. Exceptional
Children, 64, 197-209.
Fasko, D., Jr. (2001). An analysis of multiple intelligences
theory and its use with the gifted and talented. Roeper
Review, 23, 126-130.
Feldhusen, J. F. (1991). Identification of gifted and
talented youth. In M. C. Wang, M. C. Reynolds, &
H. J. Walberg (Eds.), Handbook of special education:
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Press.
Fernandez, A. T., Gay, L. R., Lucky, L. F., & Gavilan,
M. R. (1998). Teacher perceptions of gifted Hispanic
limited English proficient students. Journal for
the Education of the Gifted, 21, 335-351.
Gentry, M., & Owen, S. V. (1999). An investigation
of the effects of total school flexible cluster grouping
on identification, achievement, and classroom practices.
Gifted Child Quarterly, 43, 224-243. |
Han, K., & Marvin, C. (2000). A
five year follow-up study of the Nebraska project: Still
a long way to go. . . . Roeper Review, 23,
25-33.
Johnsen, S. K. & Ryser, G. R. (1997). The validity
of portfolios in predicting performance in a gifted
program. Journal for the Education of the Gifted,
20, 253-267.
Lidz, C. S., & Macrine, S. L. (2001). An alternative
approach to the identification of gifted culturally
and linguistically diverse learners: The contribution
of dynamic assessment. School Psychology International,
22 (1), 74-96.
Mills, C., Ablard, K. E., & Brody, L. E. (1993).
The Raven's Progressive Matrices: Its usefulness for
identifying gifted/talented students. Roeper Review,
15, 185-186.
Mills, C., & Tissot, S. (1995). Identifying academic
potential in students from underrepresented populations:
Is using the Ravens Progressive Matrices a good idea?
Gifted Child Quarterly, 39, 209-217.
Olszewski-Kubilius, P. (1998). Talent search: Purposes,
rationale, and role in gifted education. Journal
of Secondary Gifted Education, 9, 106-113.
Robinson, N. M., & Chamrad, D. L. (1986). Appropriate
uses of intelligence tests with gifted children. Roeper
Review, 8, 160-163.
Sarouphim, K. M. (2001). DISCOVER: Concurrent validity,
gender differences, and identification of minority students.
Gifted Child Quarterly, 45, 130-138.
Wright, L. & Borland, J. (1993). Using early childhood
developmental portfolios in the identification and education
of young, economically disadvantaged, potentially gifted
students. Roeper Review, 15, 205-210. |
|
Special
issues on identification |
Special Issue: Gifted Education at a
crossroad. Gifted Child Quarterly, 39, 1995.
Special Issue, Gifted Child Quarterly, 31,
1987. |
Special Issue: The IQ controversy. Roeper
Review, 8, 1986.
Special Issue, Roeper Review, September, 1992. |
|
Program
Practices |
Berger, S. L. (Ed.) (1992). Programs
and practices in gifted education. Reston, VA:
The Council for Exceptional Children.
Grimm, J. (1998). The participation of gifted students
with disabilities in gifted programs. Roeper Review,
20, 285-286.
Maker, C. J., Rogers, J. A., Nielson, A. B., &
Bauerle, P. R. (1996). Multiple intelligences, problem
solving, and diversity in the general classroom. Journal
for the Education of the Gifted, 19, 437-460.
Moon, T. R., & Callahan, C. M. (2001). Curricular
modifications, family outreach, and a mentoring program:
Impacts on achievement and gifted identification in
high-risk primary students. Journal for the Education
of the Gifted, 24, 305-321.
Shore, B. M., Cornell, D. G., Robinson, A., & Ward,
V. S. (1991). Recommended practices in gifted education.
New York: Teachers College Press. |
Stake, J. E., & Mares, K. R. (2001).
Science enrichment programs for gifted high school girls
and boys: Predictors of program impact on science confidence
and motivation. Journal of Research in Science Teaching,
38, 1065-1088.
VanTassel-Baska, J., Johnson, D. T., Hughes, C., &
Boyce, L. N. (1996). A study of language arts curriculum
effectiveness with gifted learners. Journal for
the Education of the Gifted, 19, 461-480.
Westberg, K., Archambault, F., Dobyns, S., & Slavin,
T. (1993). An observational study of instructional
and curricular practices used with gifted and talented
students in regular classrooms. Storrs, CT: The
National Research Center on the Gifted and Talented. |
Staff
Development/Teacher Training |
Dettmer, P. (1990). Staff development
for gifted programs: Putting it together and making
it work. Washington, DC: Service Publications.
Frasier, M. M. (1995). An exploratory study of
the effectiveness of the staff development model and
the research-based assessment plan in improving the
identification of gifted economically disadvantaged
students. Storrs, CT: The National Research Center
on the Gifted and Talented.
Hansen, J., & Feldhusen, J. F. (1994). A comparison
study of trained and untrained teachers of gifted students.
Gifted Child Quarterly, 38, 115-121. |
Reis, S. M., Gentry, M., & Maxfield,
L. R. (1998). The application of enrichment clusters
to teacher’s classroom practices. Journal
for the Education of the Gifted, 21, 310-334.
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.
Westberg, K. L., Burns, D. E., Gubbins, E. J., Reis,
S. M., Park, S., & Maxfield, L. R. (1998). Professional
development practices in gifted education: Results of
a national survey. (ERIC Document Reproduction
Service No. 424708) |
| Talent
Development |
Bloom, B. (Ed.) (1985). Developing
talent in young people. New York: Ballantine Books.
Csiksentmihalyi, M., Rathunde, K., & Whalen, S.
(1993). Talented teenagers: The roots of success
and failure. New York: Cambridge University Press.
Feldhusen, J. F. (1995b) Talent development vs. gifted
education. Educational Forum, 59, 346-349.
Gardner, H. (1983). Frames of mind. New York:
Teachers College Press.
Gardner, H. (1993). Multiple intelligences: The
theory in practice. New York: Basic Books. |
OERI (1993). National excellence:
A case for developing America's talent. Washington,
DC: Department of Education, Office of Educational Research
and Improvement.
Piirto, J. (1992). Understanding those who create.
Columbus, OH: Ohio Psychology Press.
Renzulli, J. S. (1995). Building the bridge between
gifted education and total school improvement: Talent
development research-based decision making series 9502.
Storrs, CT: National Research Center on the Gifted and
Talented. (ERIC Document Reproduction Service No.388013)
Stanley, J. (1997). Varieties of giftedness. Journal
of Creative Behavior, 31, 93-119. |
Technology |
McBride, R. O., & Lewis, G. (1993).
Sharing the resources: Electronic outreach programs.
Journal for the Education of the Gifted, 16,
372-386.
Morgan, T. D. (1993). Technology: An essential tool
for gifted and talented education. Journal for the
Education of the Gifted, 16, 358-371. |
Ravaglia, R., Suppes, P., Stillinger, C.,
& Alper, T. (1995). Computer-based mathematics and
physics for gifted students. Gifted Child Quarterly,
39, 7-13. |
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Center for Gifted Education, P.O Box 8795. Williamsburg, VA 23187-8795
Phone 757-221-2362 Fax 757-221-2184
copyright 2007, The College of William and Mary Center for
Gifted Education
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