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Academic Papers

Alberta: A resource manual for teachers. Edmonton, AB: Author. Alberta Learning, Special Education Branch. (2000). Teaching students who are gifted and talented. Edmonton, AB: Author.

Alberta Education, Learning and Teaching Resources Branch, (2004). The Journey: A handbook for parents of children who are gifted and talented. Edmonton, AB: Author.

Betts, G. T. (1986) The autonomous learner model for the gifted and talented. In J. S. Renzulli,(Ed.), Systems and models for developing programs for the gifted and talented. (pp. 28-56), Mansfield Center, CT: Creative Learning Press.

Coleman, L. J., & Cross, T. L. (2000). Social-emotional development and the personal experience of giftedness. In K. A. Heller, F. J. Mõnks, R. J. Sternberg, & R. F. Sobotnik, (Eds.) International handbook of giftedness and talent (2nd ed), (pp. 271-282), Oxford, UK: Elsevier Science.

Eisner, E. W. (1997). Cognition and representation. A way to pursue the American dream? Phi Delta Kappan, 78, 349-353.

Feldhusen, J. F. (1995). Talent identification and development in education (TIDE), 2nd ed.). Sarasota, FL: Center for Creative Learning.

Feldhusen, J. F., Baska, L. K., & Womble, S.R. (1981). Using standard scores to synthesize data in identification the gifted, Journal for the Education of the Gifted, 4, 177-185.

Feldhusen, J. F., & Jarwan, F. A. (2000). Identification of gifted and talented youth for educational program. In K.A. Heller, F. J. Mõnks, R. J. Sternberg & R.F. Sobotnik, (Eds.) International handbook of giftedness and talent (2nd ed), (pp. 271-282), Oxford, UK: Elsevier Science.

Frederickson, R. H. (1979). Career development and the gifted. In N. Colangelo & R. Zaffrann (Eds.), New voices in counseling the gifted. (pp. 264-276). Des Moines, IA: Kendall/Hunt.

Gagné, F. (2003). Transforming gifts into talents: The DMGT as a development theory. In N. Colangelo & G. A. Davis, Handbook of gifted education, (3rd ed.) (pp 60-74), Boston: Pearson Education. 

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gross, M. U. H. (1986). Radical acceleration in Australia, Terrance, Toa. Gifted Child Today 45, 2-11.

Gross, M. U. H. (1989). In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education, (3rd ed.) (pp 547-557), Boston: Pearson Education.

Gross, M. U. M. (1993). Nurturing the talents of exceptional gifted individuals. In K. A. Heller, F.J. Mönks & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 473-490). Oxford, GB: Pergamon Press.

Gross, M. U. H. (1993). Exceptional children today. London: Routledge

Gross, M. U. M. (2000). Issues in the cognitive development of exceptionally and profoundly gifted individuals. In K. A. Heller, F.J. Mönks, R. K. Sternberg & R.F. Subotnik (Eds.), International handbook of giftedness and talent, (2nd ed.) (pp. 179-192). Oxford, UK: Elsevier Science.

Hollingworth, L. S. (1942). Children above 180 IQ: Their origins and development. Yonkers-on Hudson, N.Y: World Book.

Hoyt, K.B., & Hebeler, J.R. (1974). Career education for gifted and talented students. Salt Lake City, UT: Olympus.

Jarwan, F. A., & Asher, J. W. (1994). Evaluating selection systems in gifted education. In J.B. Hansen & S.M. Hoover, (Eds.) Talent development: Theories and practice, (pp. 47-65). Dubuque, IA: Kendall/Hunt.

Kettle, K. E., Renzulli, J. S., & Rizza, M. G. (1998). Products of mind: Exploring student preferences for product development using my way… an expression style instrument. Gifted Child Quarterly, 42, 48-57.

Kulik, J. A. (1992). An analysis of the research on ability grouping. Historical and contemporary perspectives. Storrs, CT: National Research Center on the Gifted and Talented.

Lubinski, D., & Benbow, C. P. (1994). The study of mathematically precociouis youth: The first three decades of a planed 50-year study of intellectual talent. In R.F. Subotnik and K.D. Arnold (Eds.) Beyond Terman: Contemporary longitudinal studies of giftedness and talent, (pp. 255-281). Norwood, NJ. Ablex.

Lupart, J. L., & Pyryt, M. C. (1996). Hidden gifted students: Underachiever prevalence and profile, Journal for the Education of the Gifted, 20, 36-53.

Marland, Jr., S.P. (1972). Education of the gifted and talented, Volume I. Report to the Congress of the United States by the U.S. Commissioner of Education. Washington, D.C.: U.S. Government Printing Office.

Mendaglio, S. (2003). Heightened multifaceted sensitivity of gifted students: Implications for counseling. Journal of Secondary Gifted Education, 14, 7 2-82.

Mendaglio, S., & Pyryt, M. C. (2002). Using focused assessment to understand and enhance gifted students’ self-concept. AGATE (Journal of the Gifted and Talented Education Council of the Alberta Teachers’ Association), 15 (1), 23-30.

Peters, W. A. M., Grager-Loidl, H., & Supplee, P. (2000). Underachievement in gifted children and adolescents: Theory and practice. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik, (Eds.), International handbook of giftedness and talent. (2nd ed.), (pp. 609-620) Oxford, UK: Elsevier Science.

Pyryt, M. C. (1998). Career education for the gifted: Complexities and recommendations. AGATE, (Journal of the Gifted and Talented education Council of the Alberta Teachers’ Association), 12 (1), 13-17.

Pyryt, M. C. (1999). Effectiveness of major creativity training models, in A. S. Fishkin, B. Cramond, & P. Olszewski-Kubilus, (Eds.), Investigating creativity in youth: Research and methods. (pp. 349- 365). Cresskill, NJ: Hampton Press.

Pyryt, M. C. (2001). The Giftedness/perceptionism connections: Recent research and implications. Quest for giftedness: Proceedings of the 11th SAGE conference (pp. 25-28), Calgary: Society for the Advancement of Gifted Education.

Pyryt, M. C. (2002). P is for parsimony: Exploring curriculum strategies. Paper presented at the meeting of the National Association for Gifted Children, Denver.

Pyryt, M. C. (2003). Technology and the gifted. In N. Colangelo & G. A. Davis, (Eds.), Handbook of gifted education (3rd ed.) (pp. 582-589). Boston: Pearson Education.

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.

Renzulli J. S. (1994). Schools for talent development: A practical plan for total school involvement. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., & Reis, S. A. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S. & Reis, S. A. (2000). The schoolwide enrichment model. In K. A. Heller, F.J. Mönks & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 367-382). Oxford, UK: Pergamon Press.

Renzulli, J. S. & Reis, S. M. (2003). The schoolwide enrichment model: Developing creative and productive giftedness. In N. Colangelo & G. A. Davis, (Eds.), Handbook of gifted education, (3rd ed.), (pp. 184-203), Boston: Pearson Education.

Richert, E. S., Alvino, J., & McDonnel, R. (1982). The national report on identification of gifted and talented youth. Assessment and recommendations for comprehensive identification of gifted and talented youth. Sewell, NJ: Educational Improvement Centre South.

Reis, S. M., Burns, D. E., & Renzulli, J. S. (1982). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

Rimm, S. B. (1986). Underachievement syndrome: Causes and cures, Watertown, WI: Apple.

Robinson, N. M., Reis, S. M., Neilhart, M. & Moon, S. M. (2002). Social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.

Sanborn, M. P. (1979). Career development: Problems of gifted and talented students. In N. Colangelo & R. Zaffrann (Eds.), New voices in counseling the gifted. (pp. 284-300). Debuique, IA: Kendall/Hunt.

Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended practices in gifted education: A critical analysis. New York: Teachers College Press.

Silverman, L. K. (1989). The highly gifted. In J. F. Feldhusen, J. Van Tassel-Baska & K. R. Seeley (Eds.), Excellence in educating the gifted, (pp. 71-83). Denver: Love.

Stanley, J. C. (1996). In the beginning: The study of mathematically precocious youth. In C. P. Benbow & D. Lubinski (Eds.), Intellectual talent: Psychometic and social issues, (pp. 225-235). Baltimore: The Johns Hopkins University Press.

Stanley, J. C. (2001). Helping students learn only what they don’t already know. In N. Colangelo & S. Assouline (Eds.), Talent Development IV, Scotsdale, AZ: Great Potential Press.

Sternberg, R. J. (2003). Giftedness according to the theory of successful intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education, (3rd ed.) (pp. 88-99), Boston: Pearson Education.

Tannenbaum, A.J. (2003). Nature and nurture of giftedness. In N. Colangelo & G. A. Davis, Handbook of gifted education, (3rd ed.) (pp. 45-59), Boston: Pearson Education.

Treffinger, D. J. (1975). Teaching for self-directed learning: A priority for the gifted and talented. Gifted Child Quarterly, 19, 46-59.

Treffinger, D. J. (1986). Fostering effective independent learning through individualized programming. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. (pp. 429-460), Mansfield Center, CT: Creative Learning.

VanTassel-Baska, J. (1986). Effective curriculum and institutional models for talented students. Gifted Child Quarterly, 30, 164-169.

VanTassel-Baska, J., Johnson, D. T., Hughes, C. E., & Boyce, L. N. (1996). A study of the language arts curriculum effectiveness with gifted learners. Journal for the Education of the Gifted, 19, 461- 480.

VanTassel-Baska, J., Bass, G. M., Ries, R. R., Poland, D. L., & Avery, L. D. (1998). A national pilot study of science curriculum effectiveness for high-ability students. Gifted Child Quarterly, 42, 200-211.

VanTassel-Baska, J. (2000). What matters in curriculum for gifted learners: Reflections on theory, research and practice. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education, (3rd ed.) (pp. 174-183), Boston: Pearson Education.

Whitmore, J. R. (1980). Giftedness, conflict and underachievement, Boston: Allyn & Bacon.

Books

Alberta Learning, Special Education Branch. (2000). Teaching students who are gifted and talented. (Book 7 in the Programming for students with special needs series) Edmonton, AB: Author. This should be the basic resource for all teachers in Alberta. It offers information to help provide successful school experiences for students who are gifted and talented, beginning with administrative considerations and various conceptual models. A large part of the binder is devoted to strategies for designing and implementing instruction, detailing nine instructional strategies that can be used for differentiating the learning of gifted students.

Association for Supervision and Curriculum Development. (1994). Challenging the gifted in the regular classroom: Video and facilitator’s guide. Alexandria, VA: Author. This video and guide can be very useful tools for staff development, organized as they are to visually demonstrate strategies that teachers can implement in the classroom, and with a facilitator’s guide to provoke thoughtful activities and discussion. The video is approximately 50 minutes in length when viewed as a presentation but in workshop format it is suitable for a full or half-day staff development session.

Gerling, T. E. (Ed.) (2000). Challenging the gifted: Strategies that deliver. Edmonton, AB: Gifted and Talented Education Council of the Alberta Teachers’ Association. As a follow-up to the ASCD video noted above, the Gifted and Talented Education Council of the ATA has produced this binder of study modules for groups of teachers to facilitate their own professional growth in the area of gifted and talented education. Each module consists of an information component, a discussion component and a methodology component, with texts in the form of overviews, abstracts and articles forming the information component. Most of the modules focus on when and how to use the specific strategies outlined in the video.

Rogers, K.B. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press. This book provides educators and parents with solid, research-based information upon which to formulate an educational plan tailored to the needs of individual gifted children. The author describes various types of gifted children, as well as options for programming, and reports on the effectiveness of each option according to the research.

VanTassel-Baska, J. (1998). Comprehensive curriculum for gifted learners. Needham Heights, MA: Allyn and Bacon. Recognized as the leading expert in curriculum for the gifted, Joyce VanTassel-Baska here provides practitioners with an overall grasp of the theoretical bases and practical applications for curriculum work with the gifted. Chapters on each of the core curriculum areas delineate important considerations in implementing curriculum for the gifted in these subjects. Other chapters focus on additional curriculum areas of importance to gifted learners: the humanities, the arts, thinking skills, affective curriculum and teaching the skills of leadership.

Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted. Rev. Ed. Minneapolis, MN: Free Spirit. This book is both practical and accessible, providing teachers with a blueprint to use in meeting the needs of gifted children in their classes. There are detailed explanations and examples of how to implement the strategies of curriculum compacting, enrichment in the content areas, tiered assignments, independent 9 study and cluster grouping and it is replete with sample forms and graphic organizers to assist teachers in their planning.

Articles

Coleman, M. R. & Gallagher, J .J. (1995). “Appropriate differentiated services: Guide for best practices in the education of gifted children.” Gifted Child Today, 18 (5), 32-33. Based on both research and their own experience, the authors provide 12 basic guidelines for best practice, which together provide a platform on which appropriate differentiated service can be provided for gifted student.

Johnsen, S.K. & Ryser, G. R. (1996). “An overview of effective practices with gifted students in generaleducation settings”. Journal for the Education of the Gifted, 19 (4), 379-404. A thorough review of the research literature about effective practices for the gifted that can be implemented in the general education classroom, this article analyses whether research evidence exists to support commonly recommended practices in the areas of content, student interest, pacing, environment and instructional strategies.

Kulik, J. A. (2003). “Grouping and tracking” In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education (pp. 268-281). A clear summary and analysis of the research on the sometimes controversial issues of ability grouping and tracking, showing that the gains associated with advanced and accelerated classes are especially large.

VanTassel-Baska, J. (1995). “The development of talent through curriculum”. Roeper Review, 18 (2), 98- 102. This article offers one concrete approach to restructuring curriculum for talented learners, in the form of the Integrated Curriculum Model, a comprehensive and cohesive curriculum framework that uses good curriculum design, considers the features of the disciplines under study and that sufficiently differentiates for talented students. The model is the basis for the award-winning curriculum units in language arts, science and social studies that have been developed at the College of William and Mary in Virginia.

Westberg, K. L. (1997). “A multi-site case study of successful classroom practices for high ability students.” Gifted Child Quarterly, 41 (1), 42-51. This is a summary of a study of 10 classrooms and schools with a reputation for implementing differentiated practices for gifted students. It found six common themes emerged across the sites: teachers’ advanced knowledge and training, teachers’ willingness to embrace change, collaboration, teachers’ beliefs and strategies for differentiating the curriculum, leadership, and autonomy and support.

Yewchuk, C. (Ed.) (2000). “Special millennium issue on gifted education in Canada”. AGATE: Journal of the Gifted and Talented Education Council of the Alberta Teachers’ Association, 14 (1), 2-103. This is the most current and comprehensive overview of the state of gifted education in Canada. Contributors from almost every province and from Nunavut describe the past, present and future of gifted education in their respective jurisdictions.