Page 39 - bestpracticingiftededucation
P. 39
ÚHƒgƒŸG á«HôJ ‘ äÉ°SQɪŸG π°†aGC 38
Hollingworth, L. S. (1939). What we know about the early selection and training of
leaders. Teachers College Record, 40, 575–592.
Hollingworth, L. S. (1942). Children above 180 IQ Stanford-Binet: Origin and de-
velopment. Yonkers-on-Hudson, NY: World Book.
Hollingsworth, P. L. (1990, May/June). Making it through parenting. Gifted Child
Today, 13(3), 2–7.
Katz, E. (1994). Affective education: Self-concept and the gifted student. Boulder,
CO: Open Space Communications.
Kerr, B. (1991). A handbook for counseling the gifted and talented. Alexandria, VA:
American Association for Counseling and Development.
Landau, E. (1990). The courage to be gifted. Unionville, NY: Trillium Press.
Ludwig, G., & Cullinan, D. (1984). Behavior problems of gifted and nongifted el-
ementary school girls and boys. Gifted Child Quarterly, 28, 37–39.
Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame
of reference model. American Educational Research Journal, 23, 129–149.
Moon, S. M. (2002). Counseling needs and strategies. In M. Neihart, S. M. Reis, N.M.
Robinson, & S. M. Moon (Eds.), The social and emotional development of
gifted children: What do we know? (pp. 213–222). Waco, TX: Prufrock Press.
Morrison, W. F. (2001). Emotional/behavioral disabilities and gifted and talented
behaviors: Paradoxical or semantic differences in characteristics? Psychology
in the Schools, 38, 425–431.
Olszewski-Kubilius, P. (1997). Special summer and Saturday programs for gifted
students. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted educa-
tion (2nd ed., pp. 180–188). Needham Heights, MA: Allyn & Bacon.
Oram, G. D., Cornell, D. G., & Rutemiller, L. A. (1995). Relations between academic
aptitude and psychological adjustment in gifted program students. Gifted Child
Quarterly, 39, 236–244.
Plucker, J. A., & Stocking, V. B. (2001). Looking outside and inside: Self-concept
development of gifted adolescents. Exceptional Children, 67, 535–548
Pollin, L. (1983). The effects of acceleration on the social and emotional development
of gifted students. In C. Benbow & J. Stanley (Eds.), Academic precocity: Aspects
of its development (pp. 160–179). Baltimore: Johns Hopkins University Press.