Page 345 - totalschool clustergrouping

‫ التجميع العنقودي المدر�سي ال�شامل و التدري�س المتمايز‬344

& S. R. Pritzker (Eds.), Encyclopedia of creativity (2nd ed., Vol. 2, pp. 325– 334). San
Diego, CA: Academic Press.
Pierce, R., Cassady, J., Adams, C., Neumeister, K., Dixon, F., & Cross, T. (2011). The
effects of clustering and curriculum on the development of gifted learn- ers’ math
achievement. Journal for the Education of the Gifted, 34, 569–596.
Porcher, S. (2007). An examination of the use of differentiated instruction practices
for gifted students in an elementary cluster model classroom (Doctoral disser- tation,
University of West Georgia). Available from ProQuest Dissertations and Theses
database. (UMI No. 3273802)
Purcell, J. (1994). The status of programs for high ability students (CRS94306).
Storrs, CT: The National Research Center on the Gifted and Talented.
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The
complete guide to modifying the regular curriculum for high ability students. Waco, TX:
Prufrock Press.
Reis, S. M., Colbert, R. D., & Hébert, T. P. (2004). Understanding resilience in diverse,
talented students in an urban high school. Roeper Review, 27, 110–120.
Reis, S. M., Gentry, M., & Park, S. (1995). Extending the pedagogy of gifted educa- tion
to all students: The enrichment cluster study. Technical Report. Storrs, CT: The National
Research Center on the Gifted and Talented.
Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students
with special needs. Exceptionality, 10, 113–125.
Reis, S. M., McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high-
ability students with learning disabilities who succeed in college. Gifted Child Quarterly,
44, 123–134.
Reis, S. M., & Purcell, J. (1993). An analysis of content elimination and strat- egies used
by elementary classroom teachers in the curriculum compacting process. Journal for the
Education of the Gifted, 16, 147–170.
Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above
average. Educational Leadership, 50, 51–57.