Page 68 - sciencestrategiesforstudent
P. 68
™LGôŸG áªFÉb
Adams, C. M., & Pierce, R. L. (2012). Differentiation that really works: Science.
Waco, TX: Prufrock Press.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teach-
ing and assessing: A revision of Bloom’s taxonomy of educational objectives
[Complete edition]. New York, NY: Longman.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Re-
view of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153
Feng, A. X., VanTassel-Baska, J., Quek, C., Bai, W., & O’Neill, B. (2005). A longitu-
dinal assessment of gifted students’ learning using the Integrated Curriculum
Model (ICM): Impacts and perceptions of the William and Mary language arts
and science curriculum. Roeper Review, 27, 78-83.
Feynman, R. P. (1985). “Surely you’re joking, Mr. Feynman!”: Adventures of a curi-
ous character. New York, NY: W. W. Norton.
Fleischman, H. L., Hopstock, P. J., Pelczar, M. P., & Shelley, B. E. (2010). Highlights
from PISA 2009: Performance of U.S. 15-year-old students in reading, math-
ematics, and science literacy in an international context (NCES 2011-004).
Washington, DC: U.S. Government Printing Office. Retrieved from http://
nces.ed.gov/pubs2011/2011004.pdf
Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic
motivation of gifted students: A self-determination theory perspective. Gifted
Child Quarterly, 54, 263-272. doi:10.1177/0016986210377657
Gentry, M., & MacDougall, J. (2009). Total school cluster grouping: Model, research,
and practice. In J. S. Renzulli, E. J. Gubbins, S. K. McMillen, R. D. Eckert, & C.
A. Little (Eds.), Systems & models for developing programs for the gifted &
talented (2nd ed., pp. 211-234). Mansfield Center, CT: Creative Learning Press.
Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little, Brown.