Page 48 - GiftedEducationProgrammingStandards
P. 48
47 ÚHƒgƒŸG á«HôJ á›Èd NAGC ÒjÉ©e ‘ áeóqp ≤e :∫h’C G π°üØdG
Olszewski-Kubilius, P., Grant, B., & Seibert, C. (1994). Social support systems and
the disadvantaged gifted: A framework for developing programs and services.
Roeper Review, 17, 20–25.
Purcell, J. H., & Leppien, J. H. (1998). Building bridges between general practitioners
and educators of the gifted: A study of collaboration. Gifted Child Quarterly,
42, 172–181.
Pyryt, M. C. (2003). Technology and the gifted. In N. Colangelo & G. A. Davis
(Eds.), Handbook of gifted education (3rd ed., pp. 582–589). Boston, MA:
Allyn & Bacon.
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The
complete guide to modifying the regular curriculum for high ability students.
Mansfield Center, CT: Creative Learning Press.
Renzulli, J. (1978). What makes giftedness? Reexamining a definition. Phi Delta
Kappan, 60, 180–184.
Renzulli, J. S., & Reis, S. M. (2003). The Schoolwide Enrichment Model: Developing
creative and productive giftedness. In N. Colangelo & G. A. Davis (Eds.),
Handbook of gifted education (3rd ed., pp. 184–203). Boston, MA: Allyn &
Bacon.
Rogers, K. B. (1991). The relationship of grouping practices to the education of the
gifted and talented learner: Research-based decision making series. Storrs:
University of Connecticut, The National Research Center on the Gifted and
Talented.
Ross, J., & Smyth, E. (1995). Differentiating cooperative learning to meet the
needs of gifted learners: A case for transformational leadership. Journal for
the Education of the Gifted, 19, 63–82.
Ryser, G. R. (2011). Fairness in testing and nonbiased assessment. In S. K. Johnsen
(Ed.), Identifying gifted students: A practical guide (pp. 63–74). Waco, TX:
Prufrock Press.
Shade, B. J., Kelly, C., & Oberg, M. (1997). Creating culturally responsive classrooms.
Washington, DC: American Psychological Association.
Siegle, D. (2004). Using media and technology with gifted learners. Waco, TX:
Prufrock Press.
