Further references in Gifted and Talented Education

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Further references in Gifted and Talented Education

● Betts, G. T. (1985). Autonomous learner model for the gifted and talented . Greeley, Colorado, USA:

Autonomous Learning Publications and Specialists.

● Betts, G. T., & Neihart, M. (1988). Profiles of the gifted and talented. Gifted Child Quarterly , 32, 248–

253.

● Betts, G. T., & Kerchner, J. K. (1999). Autonomous Learner Model: Optimizing ability . Greeley, Colorado,

USA: ALPS Publishing.

● Bevan-Brown, J. (1993). Special Abilities: A Māori perspective [MEd thesis]. Palmerston North, NZ:

Massey University.

● Bevan-Brown, J. (1996). Special abilities: A Māori perspective. In D. McAlpine and R. Moltzen (Eds),

Gifted and Talented: New Zealand Perspectives (pp. 91–109). Palmerston North, NZ: Massey University

E.R.D.C. Press.

● Bevan-Brown, J. (1999). Personal communication.

● Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.

Handbook I: Cognitive domain . New York, USA: Longmans, Green and Co.

● Callahan, C. M., & Hunsaker, S. L. (1991). Evaluation of acceleration programs. In W.T. Southern and E.

D. Jones (Eds), The Academic acceleration of gifted children . New York, USA: Teachers College Press.

● Dabrowski, K. (1967). Personality Shaping through Positive Disintegration . Boston, USA: Little, Brown.

● Dabrowski, K. (1972). Psychoneurosis is Not an Illness . London, UK: Gryf.

● Department of Education, Victoria. (1996). Bright Futures . Victoria, Australia: Department of Education.

● Dettmer, P., & Landrum, M. (1998). Staff development: The key to effective gifted education programs .

Waco, Texa, USA: Prufrock Press.

● Feldhusen, J. F., & Kolloff, P. B. (1978). A three-stage model of gifted education. Gifted Child Today , 3,

53–57.

● Gagné, F. (1996). A thoughtful look at the concept of talent development". Tempo: The Journal of the

Texas Association for Gifted and Talented . Fall, 5–10.

● Gardner, H. (1993). Multiple intelligence: The theory in practice . New York, USA: Basic Books.

● Green, P. (2000). Personal communication.

● Heacox, D. (1991).

Up from underachievement . Victoria, Australia: Hawker Brownlow Education.

● Hill, C. G. N. (1977). Gifted is as gifted does . Paper presented to the second annual general meeting of the New Zealand Association of Gifted Children, Auckland, New Zealand.

● Javits, J. K. (1988). Gifted and talented students' education act. USA: Department of Education.

● Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain.

New York, USA: David McKay Co.

● Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic findings on grouping programs". Gifted Child Quarterly

36, 73–77.

● Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th ed.). Merril:

Englewood Cliffs, New Jersey.

● Maker, C. J., & Nielson, A. B. (1995). Teaching models in education of the gifted (2nd ed.). Austin,

Texas, USA: Pro-Ed.

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● McAlpine, D. (1996). The identification of children with special abilities. In D. McAlpine and R. Moltzen

(Eds), Gifted and talented: New Zealand perspectives

University E.R.D.C. Press.

(pp. 63–90). Palmerston North, NZ: Massey

● McAlpine, D., & Reid, N. (1996). Teacher observation scales for identifying children with special abilities .

Wellington: New Zealand Council for Educational Research, and Palmerston North, NZ: Massey

University E.R.D.C. Press.

● Marland, S. P. (1972). Education of the gifted and talented, Vol 1. Report to the Congress of the United

States Commissioner of Education. Washington, DC: US Government Printing Office.

● Moltzen, R. (1996). Underachievement. In D. McAlpine and R. Moltzen (Eds), Gifted and talented: New

Zealand perspectives (pp. 407–426). Palmerston North, NZ: Massey University E.R.D.C. Press.

● Moon, S. M., Feldhusen, J. F., & Dillon, D. R. (1994). Long-term effects of an enrichment program based on the Purdue three-stage model. Gifted Child Quarterly 38, 38–48.

● New Zealand Department of Education (1986). Draft policy.

● Piechowski, M. (1997). Emotional giftedness: An expanded vew. APEX , 10 (1), 37–47.

● Reid, N. (1990). Identifying the culturally different gifted in New Zealand. APEX, 3 (3), 3–10.

● Reid, N. (1996). Evaluation of Programmes. In D. McAlpine and R. Moltzen (Eds), Gifted and Talented:

New Zealand Perspectives (pp. 377–389). Palmerston North, NZ: Massey University E.R.D.C. Press.

● Reis, S. M. and Renzulli, J. S. (1985). The Secondary Triad Model: A practical plan for implementing gifted programs . Mansfield Center, Connecticut, USA: Creative Learning Press.

● Reis, S. M., & Renzulli, J. S. (1986). The Secondary Triad Model. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 267–307). Mansfield Center,

Connecticut, USA: Creative Learning Press.

● Renzulli, J. S. (1977). The Enrichment Triad Model: A guide for developing defensible programs for the gifted and talented . Mansfield Center, Connecticut, USA: Creative Learning Press.

● Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan , 60, 180–

181.

● Renzulli, J. S., & Reis, S. M. (1985). The Schoolwide Enrichment Model: A Comprehensive Plan for

Educational Excellence.

Mansfield Center, Connecticut, USA: Creative Learning Press.

● Renzulli, J. S., & Reis, S. M. (1986). The Enrichment Triad/Revolving Door Model: A schoolwide plan for the development of creative productivity. In J. S. Renzulli (Ed.),

Learning Press.

Systems and models for developing programmes for the gifted and Talented (pp. 216–266). Mansfield Center, Connecticut, USA: Creative

● Riley, T. L. (1996). Curriculum models: The Framework for educational programmes. In D. McAlpine and

R. Moltzen (Eds), Gifted and Talented: New Zealand Perspectives

Massey University E.R.D.C. Press.

(pp. 185–200). Palmerston North:

● Roberts, J. L., & Roberts, R. A. (1986). Differentiating inservice through teacher concerns about education for the gifted. Gifted Child Quarterly, 30(3), 141.

● Robinson, A. (1997). Cooperative Learning for Talented Students: Emergent Issues and Implications. In

N. Colangelo, & G.A. Davis (Eds.), Handbook of gifted education

Heights, Massachusetts, USA: Allyn and Bacon.

(2nd ed.) (pp. 243–252). Needhan

● Schmitz, C., & Galbraith, J. (1991). Managing the social and emotional needs of the gifted.

Australia:

Hawker Brownlow Education.

● Tomlinson, C. A. (1999). The differentiated classroom . Alexandria, Vancouver, USA: ASCD.

● Townsend, M. A. R. (1996). Enrichment and acceleration: Lateral and vertical perspectives in provisions for gifted and talented children". In D. McAlpine and R. Moltzen (Eds), Gifted and Talented: New

Zealand Perspectives (pp. 361–376). Palmerston North, NZ: Massey University E.R.D.C. Press.

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● United States Curriculum Council of the National Leadership Training Institute on the Gifted Talented

(1986). Programs for the gifted and talented.

● United States Office of Educational Research and Improvement (1993). National excellence: A case for developing America's talent .

● Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners (2nd ed.). Boston, USA: Allyn and Bacon.

● Van Tassel-Baska, J., & Avery, L. (1997). Perspectives on evaluation: Local considerations. In T. Cross

(Ed.), Research Briefs

Service Publications.

(pp. 118–128). Washington DC, USA: National Association for Gifted Children

● Williams, F.E. (1970). Classroom ideas for encouraging thinking and feeling.

Buffalo, New York, USA:

DOK Pubs.

● Winebrenner, S. (1992). Teaching gifted kids in the regular classroom . Waco, Texas, USA: Prufrock

Press.

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