Page 81 - identifyinggiftedstudents
P. 81
ÚHƒgƒŸG ÜÓ£dG ≈∏Y ±ôt ©àdG 80
Ford, D. Y. (1998) The underrepresentation of minority students in gifted education:
Problems and promises in recruitment and retention. The Journal of Special Edu-
cation , 32, 4-14.
Frasier, M. M. (1994). A manual for implementing the Frasier Tal-
ent Assessment Profile (F-TAP,) : A multiple criteria model for the iden-
ti- fication and education of gifted students, Athens: Georgia Southern Press.
Frasier, M. M. (1997). Multiple criteria: ‘The mandate and the challenge. Roeper
Review, 20(2), 2-4.
Grantham, T. C. (2003). Increasing Black student enrollment in gifted programs: An
exploration of the Pulaski County Special School District’s advocacy efforts. Gifted
Child Quarterly , 47, 46-65.
Johnsen, S., & Ryser, G. (1994). Identification of young gifted children from lower income
families. Gifted and Talented international , 9(2), 62-68.
Lohman, D. F. (2005). ‘The role of nonverbal ability tests in identifying academically
gifted students: An aptitude perspective. Gifted Child Quarterly , 49, 111-138.
No Child Left Behind Act, P.L. 107-110 (Title IX, Part A, Definition 22) (2002).
Pfeiffer, S. I. (2002). Identifying gifted and talented students: Recurring issues and
promising solutions. Journal/ of Applied School Psychology, 19, 31-50.
Ramsey, P. A. (1993) Sensitivity review: The ETS experience as a case study. In P. ‘N.
Holland & H. Wainer (Eds.), Differential item functioning (pp. 367-388). Mah-
wah, NJ: Erlbaum.
Salvia, J., Ysseldyke, J. B., & Bolt, 5. (2007). Assessment (10th ed.). Boston, MA: Hough-
ton-Mifflin.
U.S. Bureau of the Census. (2007). The statistical abstract of the United States . Wash-
ington, DC: Author.
VanDerHayden, A. M., & Witt, J. C. (2005). Quantifying context in assessment: Captur-
ing the effect of base rates on teacher referral and a problem-solving model of
identification. School Psychology Review , 34, 161-183.
VanTassel-Baska, J., Feng, A. X., & Evans, B. L. (2007). Patterns of identification and
performance among gifted students identified through performance tasks: A three-
year analysis. Gifted Child Quarterly , 51, 218-231.