Page 164 - STEMEducation

163 É¡ª∏©Jh º«à°S äÉ°ü°üîJ ¢ùjQóJ »a π«°üëàdGh OGó©à°S’G ¢SÉ«b :øeÉãdG π°üØdG

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development.
Educational Psychologist, 41(2), 111-127.

Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12
education: Status, prospects, and an agenda for research. Washington, DC: The National
Academies Press.

Johnsen, S. K. (2008). Portfolio assessment of gifted students. In J. L. VanTassel- Baska
(Ed.), Alternative assessments with gifted and talented students (pp. 227-257). Waco,
TX: Prufrock Press.

Keating, D. P. (Ed.). (1976). Intellectual talent: Research and development. Baltimore, MD:
Johns Hopkins University Press.

Kell, H., Lubinski, D., Benbow, C. P. (2013). Who rises to the top? Early indicators.
Psychological Science, 24(5), 648-659.

Krutetskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago,
IL: University of Chicago Press. [Original work published 1968]

Lohman, D. F. (2009). Identifying academically talented students: Some general principles,
two specific procedures. In L. Shavinina (Ed.), Handbook of giftedness (pp. 971-998).
Amsterdam, The Netherlands: Elsevier.

Lohman D. F., & Lakin, J. (2008). Nonverbal test scores as one component of an identification
system: Integrating ability, achievement, and teacher ratings. In J. L. VanTassel-Baska,
(Ed.), Alternative assessments with gifted and talented students (pp. 41-66). Waco,
TX: Prufrock Press.

Mann, R. L. (2006). Effective teaching strategies for gifted/learning-disabled students with
spatial strengths. Journal of Secondary Gifted Education. 27, 112-121.

McBee, M. (2010). Examining the probability of identification for gifted programs for
students in Georgia elementary schools: A multilevel path analysis study. Gifted Child
Quarterly, 54, 283-297.