Page 337 - totalschool clustergrouping

‫ التجميع العنقودي المدر�سي ال�شامل و التدري�س المتمايز‬336

George, P. (1995). Is it possible to live with tracking and ability grouping? In H. Pool &
J. A. Page (Eds.), Beyond tracking: Finding success in inclusive schools. Bloomington, IN:
Phi Delta Kappan Educational Foundation.
Goldring, E. B. (1990). Assessing the status of information on classroom orga-
nizational frameworks of gifted students. Journal of Educational Research, 83(6), 313-
326.
Greenwood, J. (1887). Principles of education practically applied. New York, NY: D.
Appleton and Company.
Goertzel, V., & Goertzel, M. (2004). Cradles of eminence: Childhoods of more than 700
famous men and women (2nd ed.). Scottsdale, AZ: Great Potential Press.
Gross, M. U. M. (2004). Exceptionally gifted children. London, England:
Routledge Palmer.
Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S., Tieso, C. M., Muller,
L. M., Park, S., Emerick, L. J., Maxfield, L. R., & Burns, D. E. (2002). Implementing
a professional development model using gifted education strategies with all students
(RM02172). Storrs, CT: The National Research Center on the Gifted and Talented.
Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and
potholes. Boston, MA: Allyn and Bacon.
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and
teach all learners, Grades 3–12. Minneapolis, MN: Free Spirit.
Hébert, T. P. (2011). Understanding the social and emotional lives of gifted students.
Waco, TX: Prufrock Press.
Henderson, N. D. (1989). A meta-analysis of ability grouping achievement and
attitude in the elementary grades. Unpublished doctoral dissertation, Mississippi State
University at Mississippi.
Hertberg, H. (2009). Myth 7: Differentiation in the regular classroom is equiv- alent to
gifted programs and is sufficient: Classroom teacher have the time, the skill, and the will
to differentiate adequately. Gifted Child Quarterly, 53, 251–253.