Page 247 - CONCEPTIONSOFGIFTEDNESS
P. 247

áÑgƒªdG º«gÉØe  246

                       ™LGôªdG

Bartenwerfer, H. (1978). Identifikation der Hochbegabten. In K. J. Klauer
  (Ed.), Handbuch der Pl¨adagogischen Diagnostik (Vol. 4, pp. 1059–
  1069). D¨ usseldorf: Schwann.

Gagné, F. (1995). Learning about the nature of gifts and talents through
  peer and teacher nominations. In M. W. Katzko & F. J. Mönks (Eds.),
  Nurturing talent – Individual needs and social ability (pp. 20–31). Assen,
  The Netherlands: Van Gorcum.

Gardener, H. (1983). Frames of mind: The theory of multiple intelligenc-
  es. New York: Basic Books.

Gardener, H. (1999). Intelligence reframed: Multiple intelligences for the
  21st century. New York: Basic Books.

Hany, E. A. (1987). Modelle und Strategien zur Identifikation hoch-
  begabter Sch¨ uler. Unpublished doctoral dissertation, University of Mu-
  nich, Germany.

Henry, W. A., III (1994). In defense of elitism. New York: Doubleday.

Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and
  class structure in American life. New York: Free Press.

Lubinski, D., Benbow, C. P., Shea, D. L., Eftekhari-Sanjani, H., & Halvor-
  son, M. B. (2001). Men and women at Promise for Scientific Excellence:
  Similarity not dissimilarity. Psychological Science, 12, 309–317.

Minton, H. L. (1988). Lewis M. Terman – Pioneer in psychological testing.
  New York: University Press.

Mönks, F. J. (1992). Development of gifted children: The issue of iden-
  tification and programming. In F. J. Mönks & W. A. M. Peters (Eds.),
  Talent for the future (pp. 191–202). Proceedings of the Ninth World
  Conference on Gifted and Talented Children. Assen, The Netherlands:
  Van Gorcum.

Petersen, P. (Ed.). (1916). Der Aufstieg der Begabten. Leipzig, Germany:
  Teubner.

Reezigt, G. J. (1993). Effecten van differentiatie op de basisschool [Ef-
  fects of differentiation in elementary schools]. Groningen, The Nether-
  lands: RION.
   242   243   244   245   246   247   248   249   250   251   252