Page 66 - bestpracticingiftededucation
P. 66
65 (»YɪàL’G ´ƒædG) Qóæ÷G ¥hôa :™HGôdG π°üØdG
Lubinski, D., & Benbow, C. P. (1992). Gender differences in abilities and prefer-
ences among the gifted: Implications for the math-science pipeline. Current
Directions in Psychological Science, 1, 61–66.
Luscombe, A., & Riley, T. L. (2001). An examination of self-concept in academically
gifted adolescents: Do gender differences occur? Roeper Review, 24, 20–22.
McCloy, T. M., & Koonce, J. M. (1982). Sex as a moderator variable in the selection
and training of persons for a skilled task. Aviation, Space and Environmental
Medicine, 53, 1170–1172.
McLaughlin, S. C., & Saccuzzo, D. P. (1997). Ethnic and gender differences in locus
of control. Journal for the Education of the Gifted, 20, 268–283.
Olszewski-Kubilius, P., & Turner, D. (2002). Gender differences among elementary
school-aged gifted students in achievement, perceptions of ability, and subject
preference. Journal for the Education of the Gifted, 25, 233–268.
Plucker, J. A. (1998). Gender, race, and grade differences in gifted adolescents’ coping
strategies. Journal for the Education of the Gifted, 21, 423–436.
Reis, S. M., & Park, S. (2001). Gender differences in high-achieving students in math
and science. Journal for the Education of the Gifted, 25, 52–73.
Rejskind, F. G., Rapagna, S. O., & Gold, D. (1991). Gender differences in children’s
divergent thinking. Creativity Research Journal, 5, 165–174.
Schober, B., Reimann, F., & Wagner, P. (2004). Is research on gender-specific un-
der-achievement in gifted girls an obsolete topic? New findings on an often
discussed issue. High Ability Studies, 15, 43–62.
Secada, W. G., Fennema, E., & Adajian, L. B. (Eds.). (1995). New directions for equity
in mathematics education. Cambridge, UK: Cambridge University Press.
Shore, B. M., & Carey, S. M. (1984). Verbal ability and spatial tasks. Perceptual and
Motor Skills, 59, 255–259.
Shore, B. M., Hymovitch, J., & Lajoie, S. P. (1982). Processing differences in the relation
between ability and field-independence. Psychological Reports, 50, 391–395.
Shore, B. M., & Lazar, L. (1996). IQ-related differences in time allocation during
problem solving. Psychological Reports, 78, 848–849.
Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student percep-
tions of gifted students’ ability and effort. Gifted Child Quarterly, 42, 39–47.