Page 158 - THEHANDBOOKOFSecondaryGiftedEducation
P. 158

157 ‫ لوألا ءزجلا‬- ‫باالر لصفلا‬

-	 Reis, S. M., and McCoach, D. B. (2000). The underachievement of gifted students: What do
     we know and where do we go? Gifted Child Quarterly, 44(3), 152–170.

-	 Reis, S. M., and Park, S. (2001). Gender differences in high-achieving students in math and
     science. Journal for the Education of the Gifted, 25(1), 52–73.

-	 Reis, S. M., and Renzulli, J. S. (2004). Current research on the social and emotional devel-
     opment of gifted and talented students: Good news and future possibilities. Psychology in
     the Schools, 41(1), 119–130.

-	 Renzulli, J. S., and Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive
     plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

-	 Renzulli, J. S., and Reis, S. M. (1997). The schoolwide enrichment model: A how to guide for
     educational excellence. Mansfield Center, CT: Creative Learning Press.

-	 Renzulli, J. S., and Reis, S. M. (2012). The Schoolwide Enrichment Model: A focus on stu-
     dent creative productivity, strengths, and interests. In Callahan, C. M., and Hertberg-Da-
     vis, H. (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp.
     199–211). New York, NY: Routledge.

-	 Rimm, S. (1999). See Jane win. New York, NY: Random House.

-	 Rinn, A. N. (2006). Effects of a summer program on the social self-concepts of gifted ad-
     olescents. The Journal of Secondary Gifted Education, 17, 65–75.

-	 Rinn, A. N., McQueen, K. S, Clark, G. L, and Rumsey, J. L. (2008). Gender differences in
     gifted adolescents’ math/verbal self-concepts and math/verbal achievement: Implica-
     tions for the STEM fields. Journal for the Education of the Gifted, 32(1), 34–53.

-	 Rosser, P. (1989). Sex bias in college admissions tests: Why women lose out. Cambridge,
     MA: National Center for Fair and Open Testing.

-	 Rubenstein, L. D., Siegle, D., Reis, S. M. McCoach, D. B., and Burton, M. G. (2012). A com-
     plex quest: The development and research of underachievement interventions for gifted
     students. Psychology in the Schools, 49(7), 678–694.

-	 Rubie-Davies, C. M., Peterson, E., Irving, E., Widdowson, D., and Dixon, R. (2010). Ex-
     pectations of achievement: Student, teacher and parent perceptions. Research in Educa-
     tion, 83(1), 36–53.

-	 Rudasill, K. M., and Callahan, C. M. (2010). Academic self-perceptions of ability and
     course planning among academically advanced students. Journal of Advanced Academics,
     21(2), 300–329.

-	 Rudasill, K. M., Capper, M. R., Foust, R. C., Callahan, C. M., and Albaugh, S. B. (2009).
     Grade and gender differences in gifted students’ self-concepts. Journal for the Education
     of the Gifted, 32(3), 340–367.

-	 Ryan, K. E., and Ryan, A. M. (2005). Psychological processes underlying stereotype threat
     and standardized math test performance. Educational Psychologist, 40(1), 53–63.

-	 Ryan, A. M., and Shim, S. S. (2008). An exploration of young adolescents’ social achieve-
     ment goals and social adjustment in middle school. Journal of Educational Psychology,
     100(3), 672–687.

-	 Sathy, V., Barbuti, S., and Mattern, K. (2006). The new SAT © and trends in test performance.
     New York, NY: The College Board. Retrieved from http://research.collegeboard.org/sites/
     default/files/publications/2012/7/statisticalreport-2006-1-new-sat-trends.pdf

-	 Seon-Young, L., Olszewski-Kubilius, P., and Thomson, D. (2012a). The social compe-
     tence of highly gifted math and science adolescents. Asia Pacific Education Review, 13,
     185–197.

-	 Seon-Young, L., Olszewski-Kubilius, P., and Thomson, D. (2012b). Academically gifted
     students’ perceived interpersonal competence and peer relationships. Gifted Child Quar-
     terly, 56(2), 90–104.

-	 Siegle, D., Moore, M., Mann, R. L., and Wilson, H. E. (2010). Factors that influence in-ser-
     vice and preservice teachers’ nominations of students for gifted and talented programs.
     Journal for the Education of the Gifted, 33, 337–360.
   153   154   155   156   157   158   159   160   161   162   163