Page 123 - THEHANDBOOKOFSecondaryGiftedEducation
P. 123
المرجع في تربية الم ْوهوبين للمرحلة الثانو ّية122
- Jacobs, J. C. (1971). Effectiveness of teacher and parent identification of gifted children as
a function of school level. Psychology in the Schools, 8, 140-142.
- Kitano, M. K. (2011). Issues in research on Asian American gifted students. In J. A. Castel-
lano and A. D. Frazier (Eds.), Special populations in gifted education (pp. 3–25). Waco, TX:
Prufrock Press.
- Litster, K., and Roberts, J. (2011). The self-concept and perceived competencies of gift-
ed and non-gifted students: A meta-analysis. Journal of Research in Special Educational
Needs, 11, 130-140.
- Littrell, J. M., and Peterson, J. S. (2005). Portrait and model of a school counselor. Boston,
MA: Houghton Mifflin/Lahaska Press.
- LoCicero, K. A., and Ashby, J. S. (2000). Multidimensional perfectionism in middle school
age gifted students: a comparison to peers from the general cohort. Roeper Review, 22,
182-185.
- Long-Mitchell, L. A. (2011). High-achieving Black adolescents’ perceptions of how
teachers impact their academic achievement. In J. A. Castellano and A. D. Frazier (Eds.),
Special populations in gifted education (pp. 99–123). Waco, TX: Prufrock Press.
- Ludwig, G., and Cullinan, D. (1984). Behavior problems of gifted and nongifted elementary
school girls and boys. Gifted Child Quarterly, 28, 37–39.
- Mandel, H. P., and Marcus, S. I. (1995). Could do better: Why children underachieve and
what to do about it. New York, NY: HarperCollins.
- Martin, L. T., Burns, R. M., and Schonlau, M. (2010). Mental disorders among gifted and
nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly,
54, 31–41.
- McCoach, D. B., and Siegle, D. (2003). Factors that differentiate underachieving gifted
students from high-achieving gifted students. Gifted Child Quarterly, 47, 144-154.
- Mendaglio, S. (1995). Sensitivity among gifted persons: A multi-faceted perspective.
Roeper Review, 17, 169–172.
- Mendaglio, S. (2008). Dabrowski’s theory of positive disintegration: A personality theory
for the 21st century. In S. Mendaglio (Ed.), Dabrowski’s theory of positive disintegration
(pp. 13-40). Scottsdale, AZ: Great Potential Press.
- Mendaglio, S., and Peterson, J. S. (Eds). (2007). Models of counseling gifted children, ad-
olescents, and young adults. Waco, TX: Prufrock Press.
- Mofield, E. L., and Chakraborti-Ghosh, S. (2010). Addressing multidimensional perfec-
tionism in gifted adolescents with affective curriculum. Journal for the Education of the
Gifted, 33, 479-513.
- Moon, S. M., and Hall, A. S. (1998). Family therapy with intellectually and creatively gifted
children. Journal of Marital and Family Therapy, 24, 59–80.
- Myers, R. S. and Pace, T. M. (1986). Counseling gifted and talented students: Historical
perspectives and contemporary issues. Journal of Counseling and Development, 64, 548-
551.
- Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the
empirical literature say? Roeper Review, 22, 10-17.
- Neihart, M., Reiss, S. M., Robinson, N. M., and Moon, S. M. (2002). The social and emo-
tional development of gifted children: What do we know? Washington, DC: National Asso-
ciation of Gifted Children.
- Nice, J. B. (2006). Academically underachieving and achieving adolescent girls: Quantita-
tive and qualitative differences in self-efficacy, planning, and developmental asynchrony.
Toronto, Canada: York University.
- Olszewski-Kubilius, P. (2003). Special summer and Saturday programs for gifted students.
In N. Colangelo and G. A. Davis (Eds.), Handbook of gifted education. (3rd ed., pp. 219-
228 ). Boston, MA: Allyn and Bacon.