Page 1262 - theCambridgehandbookofintelligence1
P. 1262
1261 ™LGôªdG
Gagne, F. (2000). Understanding the complex choreography of talent development. In K. A.
Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook
of giftedness and talent (pp. 67-79). Amsterdam, the Netherlands: Elsevier.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Needham Heights,
MA: Allyn & Bacon.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic
Books. Gardner, H. (1995). Reflections on multiple intelligences: Myths and mes-
sages. Phi Delta Kappan, 77(3), 200-209.
Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.
Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007).
Project M3: Mentoring mathematical minds: Challenging curriculum for talented
elementary students. Journal of Advanced Academics, 18, 566-585.
Gentry, M. L., & Owen, S. V. (1999). An investigation of the effects of total school flexible
cluster grouping on identification, achievement, and classroom practices. Gifted
Child Quarterly, 43, 224-243.
Gruber, H. E. (1986). The self-construction of the extraordinary. In R. J. Sternberg & J. E.
Davidson (Eds.), Conceptions of giftedness (pp. 247-263). New York, NY: Cambridge
University Press.
Gubbins, E. J., Housand, B., Oliver, M., Schader, R., & De Wet, C. (2007). Unclogging the
mathematics pipeline through access to algebraic understanding: University of Con-
necticut site. Storrs: National Research Center on the Gifted and Talented, University
of Connecticut.
Gustafsson, J., & Undheim, J. O. (1996). Individual differences in cognitive functions. In D.
C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 186-242).
New York, NY: Macmillan.
He« bert, T. P. (1993). Reflections at graduation: The long-term impact of elementary
school experiences in creative productivity. Roeper Review, 16, 22-28.
He« bert, T. H., & Reis, S. M. (1999). Culturally diverse high-achieving students in an urban
high school. Urban Education, 34, 428-457.
Housand, A.,& Reis, S. M. (2009). Self-regulated learning in reading: Gifted pedagogy and
instructional settings. Journal of Advanced Academics, 20, 108-136.
Kulik, J. A. (1993). An analysis of the research on ability grouping: Historical and contempo-
rary perspectives (RBDM 9204). Storrs: National Research Center on the Gifted and
Talented, University of Connecticut.
Kulik, C. L. C., & Kulik, J. A. (1982). Effects of ability grouping on secondary school students:
A meta-analysis of evaluation findings. American Educational Research Journal, 19,
415-428.