Page 263 - CONCEPTIONSOFGIFTEDNESS
P. 263
áÑgƒªdG º«gÉØe 262
Cognition and Technology Group at Vanderbilt. (1990). Anchored instruc-
tion and its relationship to situated cognition. Educational Researcher,
19, 2–10.
Cognition and Technology Group at Vanderbilt. (1993). Anchored instruc-
tion and situated cognition revisited. Educational Technology, 33, 52–
70.
Coleman, L. J., & Cross, T. L. (2001). Being gifted in school: An introduc-
tion to development, guidance, and teaching. Waco, TX: Prufrock Press.
Csikszentmihalyi, M. (1988). Society, culture, and person: A systems
view of creativity. In R. J. Sternberg (Ed.), The nature of creativity: Con-
temporary psychological perspectives (pp. 325–339). New York: Cam-
bridge University Press.
Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. San Fran-
cisco: Jossey-Bass.
Csikszentmihalyi, M., & Robinson, R. E. (1986). Culture, time, and the
development of talent. In R. J. Sternberg & J. E. Davidson (Eds.), Con-
ceptions of giftedness (pp. 264–284). New York: Cambridge University
Press.
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive
processes: The PASS theory of intelligence. Boston: Allyn & Bacon.
Denton, K., West, J., & Walston, J. (2003). The condition of education
special analysis: Reading – young children’s achievement and class-
room experiences (U.S. Department of Education, Institute of Educa-
tion Sciences,NCES2003-070). Retrieved October 17, 2003, from http://
nces.ed.gov/pubs2003/2003070.pdf
Dewey, J. (1938). Experience & education. New York: Collier MacMillan.
Dewey, J. (1981). Experience and nature. In J. A. Boydston (Ed.), John
Dewey: The later works: Vol. 1. Carbondale, IL: Southern Illinois Univer-
sity Press. (Originalwork published 1925.)
Diener,C. I.,&Dweck, C. S. (1978).Ananalysis of learned helplessness:
Continuous changes in performance, strategy, and achievement cogni-
tions following failure. Journal of Personality and Social Psychology, 36,
451–462.
Duschl, R., & Ellenbogen, K. (1999). Middle school science students’ dia-
logic argumentation. In M. Komorek, H. Behrendt, H. Dahncke, R. Duit,
W. Gr¨aber, & A. Kross (Eds.), Proceedings: Second international con-