Page 64 - THEHANDBOOKOFSecondaryGiftedEducation

63 ‫ لوألا جزءلا‬- ‫ألا لصفلا‬

- Moon, S. M., and Hu, S. (2008). Personal talent. In J. A. Plucker and C. Callahan (Eds.),
Critical issues and practices in gifted education: What the research says (pp. 493–511).
Waco, TX: Prufrock Press.

- Moon, S. M., Kolloff, P., Robinson, A., Dixon, F., and Feldhusen, J. F. (2009). The Purdue
Three-Stage Model. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, and C. A.
Little (Eds.), Systems and models for developing programs for the gifted and talented (2nd
ed., pp. 289–321). Mansfield Center, CT: Creative Learning Press.

- Moon, S. M., and Ray, K. (2006). Personal and social talent development. In Dixon, F. A.
and Moon, S. M. (Eds.) The Handbook of Secondary Gifted Education (1st ed.; pp. 249-
280). Waco, TX: Prufrock Press.

- Moon, S. M., and Rosselli, H. C. (2000). Developing gifted programs. In K. Heller, F. Mönks,
R. Sternberg, and R. Subotnik (Eds.), International handbook of giftedness and talent (2nd
ed., pp. 499–521). Amsterdam, Netherlands: Elsevier.

- Nidiffer, L. G., and Moon, S. M. (1994). Middle school seminars. Gifted Child Today, 17(2),
24-27, 39-41.

- Peters, S. J., Matthews, M. S., McBee, M. T., and McCoach, D. B. (2014). Beyond gifted ed-
ucation: Designing and implementing advanced academic programs. Waco, TX: Prufrock
Press.

- Peterson, J. S. (2002). A longitudinal study of post-high-school development in gifted in-
dividuals at risk for poor educational outcomes. Journal of Secondary Gifted Education,
14, 6-18.

- Pipher, M. (1994). Reviving Ophelia. New York, NY: Ballantine Books.

- Powley, S. A., and Moon, S. M. (1993). Secondary English theme units: A pragmatic ap-
proach. Gifted Child Today, 16(4), 52-61.

- Reis, S. M., and Renzulli, J. S. (1986). The secondary triad model. In J. S. Renzulli (Ed.),
Systems and models for developing programs for the gifted and talented (pp. 267-305).
Mansfield Center, CT: Creative Learning Press.

- Reis, S. M., and Renzulli, J. S. (1989). The secondary triad model. Journal for the Education
of the Gifted, 13, 55-77.

- Reis, S. M., and Renzulli, J. S. (2009). The Schoolwide Enrichment Model: A focus on stu-
dent strengths and interests. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert,
and C. A. Little (Eds.), Systems and models for developing programs for the gifted and tal-
ented (2nd ed.). Mansfield Center, CT: Creative Learning Press.

- Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan,
60, 180-184.

- Renzulli, J. S. (2000). Academies of inquiry and talent development: Part I: Organizing ex-
ploratory curriculum. Middle School Journal, 32(9), 5-14.

- Renzulli, J. S. (2001). Academies of inquiry and talent development: Part II: How does an
AITD program get started? Middle School Journal, 33(3), 7-14.

- Renzulli, J. S. (2005, June). Intelligences outside the normal curve: Expanding the con-
ception of giftedness to include co-cognitive traits and to promote social capital. Paper
presented at the DISCOVER! Conference, West Lafayette, IN.

- Rogers, K. B. (1991). Relationship of grouping practices to the education of the gifted and
talented learner. Storrs, CT: The National Research Center on the Gifted and Talented,
University of Connecticut.

- Salovey, P., Mayer, J. D., and Caruso, D. R. (2002). The positive psychology of emotional
intelligence. In C. R. Snyder and S. J. Lopez (Eds.), Handbook of positive psychology. Ox-
ford, England: Oxford University Press.

- Selman, R. L. (2003). The promotion of social awareness. New York, NY: Russell Sage
Foundation.

- Steinberg, L. (1996). Beyond the classroom. New York, NY: Simon and Schuster.

- Steinberg, L. (2014). Adolescence (10th ed.). New York, NY: McGraw Hill.