Assouline, S., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (2015). A nation empowered: Evidence trumps the excuses that hold back America’s brightest students (Vol. 2). Iowa City: Belin-Blank Center for Gifted Education and Talent Development, University of Iowa.
Behak, F.P. (2012). Developing Lifelong Learning Skills through the Implementation of the Multi literacies Approach. Iifelong Learning International Conference 2012. (3 linc `12). P84.
Benjasom, M. Suhaimi. M.S .(2012). Integration Of The Research Into The Cloakroom For The Ulu Al-Albab Approach In Creating , Nurturing And Building Conductive Environment For Lifelong Learning In Malaysia. Lifelong Learning International Conference 2012(3 linc `12). P1.
Betts, G. T. (2004). 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. 27–56). Mansfield Center, CT: Creative Learning Press.
Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal, 52(1), 137–167.
Cao, T. Jung, J, Lee, J. (2017). Assessment in Gifted Education: A Review of the Literature From 2005 to 2016. Journal of Advanced Academics 2017, Vol. 28(3) 163–203.
Cockrell, C. (2014). Project excite. In C. Adams & K. Chandler (Eds.), Effective program models for gifted students from underserved populations (pp. 1-13). Waco, TX: Prufrock Press.
Colangelo, N., Assouline, S. G., & New, J. K. (2006). Gifted in rural America: Faces of diversity. Iowa City: Belin-Blank Center for Gifted Education and Talent Development, University of Iowa.
Coleman, L. J. (2011). Lived experience, mixed messages, and stigma. In T. L. Cross & J. R. Cross (Eds.), Handbook for counselors serving students with gifts and talents: Development,relationships, school issues, and counseling needs/interventions (pp. 371–392). Waco, TX:Prufrock Press
Creswell, J. W., & Plano Clark, V. L. (2007). Designing andconducting mixed methods research. Thousand Oaks, CA: Sage.
Dai, D. Y., Swanson, J. A., & Cheng, J. (2013). State of research on giftedness and gifted education: A survey of empirical studies published during 1998-2010 (April). Gifted Child Quarterly, 55, 126-138.doi:10.1177/-0016986210397831.
Department of Education and Training. (2004). policy and implementation strategis for the education of gifted and talented student. State of NSW, Department of Education and Training, Curriculum K–12 Directorate, 2004.
Ford, D. Y., & Harris, J. J. (2000). A framework for infusing multicultural curriculum into gifted education. Roeper Review, 23, 4-10
Frederick J. Brigham and Jeffrey P. Bakken. (2014). Assessment of individuals who are gifted and talented. Gifted Education: Current Perspectives and Issues Advances in Special Education, Volume 26, 21-40.
Gagne, F. (2002). Toward a Differentiated model of giftedness and talent colangelo and G.A. Davis(Eds), Handbook of Gifted Education (pp. 65-80). Boston : Allyn and Bacon. Washington.
Gallagher, S. (2009). Problem-based learning.In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 193-210). Mansfield, CT: CreativeLearning Press.
Godinez , E.U. (2012). A correlation study of the factors that influence lifelong Chatham, S.S1992. Innovations in teaching- learning process Ed. 4VikAs publishing House pv T. LID.
Hoskins, B. Fredrikson, U. (2013). Learning to learn: What is it and can – it be measured, Joint Research Center Technical Report JRC 46532.
Hughes, C., Kettler, T., Shaunessy-Dedrick, E., & VanTassel-Baska, J. (2014). A teacher’s guide to using the Common Core State Standards in English language arts. Waco, TX:Prufrock Press.
Jacobs, H. H. & Borland, J. H. (1986). The interdisciplinary concept model: Theory and practice. Gifted Child Quarterly, 30(4), 159-163. [See Vol. 4, p. 93.]
Jen, E. Moon. S & Samarapungavan, A. (2015). Using Design-Based Research in Gifted Education. Gifted Child Quarterly2015, Vol. 59(3) 190–200.
Kelemen, G. (2010). A personalized model design for gifted children’ education. Procedia Social and Behavioral Sciences 2 (2010) 3981–3987.
Kettler, T. (2014). Critical thinking skills among elementary school students: Comparing identified gifted and general education student performance. Gifted Child Quarterly, 58(2), 127–136.
Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly 2016, Vol. 60(2) 102–116.
Lee, S. Y., Matthews, M. S., &Olszewski-kubilius, P. (2010). A national picture of talent search and talent search educational programs. The Gifted Child Quarterly, 52 (1): (55-69).
Legg,Sh and Hutter, M.N. (2007). A Collection of Definitions of Intelligence.arXiv:0706.-3639v1 [cs.AI] 25 Jun 2007 Technical Report IDSIA-07-07.
Lewis, J., & Hafer, C. (2007). The challenges of being gifted in a rural community. Digest of Gifted Research, Duke Talent Identification Program. Retrieved from https://tip.duke.-edu/
Lincoln, S.Y, Guba, E.G. (1985). Naturalistic inquiry. Thousand Oaks, CA:Sage.
Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science, 1, 316–345.
Maker, J. (1982). Authentic assessment of problem solving and giftedness in secondary school students. Journal of secondary gifted education, 6, 19-29.
Maker, J. C. (1986). Developing a scope and sequence in curriculum. Gifted Child Quarterly 30(4), 151-158. [See Vol. 4, p. 25.]xxxii Curriculum for Gifted and Talented Students FM-Tassel-Baska.qxd 10/8/03 4:52 PM Page xxxii
Marzooghi, Rahmatallah. (2016). Curriculum Typology. International Journal Enghlishlinguhstics. Vol.6,No.,2016
Matthews, M. S., Ritchotte, J. A., & McBee, M. T. (2013). Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth. High Ability Studies, 24(2), 81–97.
McCoach, D. B., Rabin, S. J. (2012). The case for a schism: Commentary on Subotnik, Olszewski-Kubilius,and Worrell (2011). Gifted Child Quarterly, 56, 210–214.
Monks, F.J. & Pflinger, R. (2005). Gifted Education in 21 European Countries: Inventory and Perspective. RADBOUD UNIVERSITY NIJMEGEN. February 2005.
Moon, S. & Feldhusen, J. F. (1994). The program for academic and creative enrichment (PACE): A follow-up study 10 years later. In R. Subotnik & K. D. Arnold (Eds.), Beyond Terman contemporary longitudinal studies of giftedness and talent. (pp. 375–400). Norwood.
Olszewski-Kubilius, P. (2015). Talent searches and accelerated programming for gifted students. In S. Assouline, N. Colangelo, J. VanTassel-Baska, & A. Shoplik (Eds.), A nation empowered: Evidence trumps the excuses holding back America’s brightest students (pp. 111-122). Iowa City: Belin-Blank Center for Gifted Education and Talent Development,University of Iowa.
Osborn, J. B. (2014). Gifted Children: Are Their Gifts Being Identified, Encourage, or Ignored? /retrieved, 2014, from http://www.-aboutourkids.org/articles/
Pfeiffer, S. I. (2015). Essentials of gifted assessment. New Jersey, NJ: John Wiley
Plunkett, M.; Kronborg, L. (2011). Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1&2), 31-46
Reis, S. M., & Renzulli, J. S. (2003). Curriculum compacting: An easy start to differentiating for high-potential students. In F.A Karnes, & K.R. Stephens (Eds.), the practical strategies series in gifted education.Waco, TX: Prufrock.p, 5.
Renzulli, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32(3), 298-309. [See Vol. 4, p. 115.]
Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150–159.
Renzulli, J. S., & Callahan, C. M. (2008). Product assessment. In J. VanTassel-Baska (Ed.), Alternative assessments with gifted and talented students (pp. 203-225). Waco, TX: Prufrock Press.
Renzulli, J. S., & Reis, S. M. (2012). The Schoolwide Enrichment Model: A focus on student creative productivity, strengths, and interests. In C. M. Callahan & H. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 199-211). New York, NY: Routledge.
Rogers, K. B. (2014). The academic, socialization, and psychological effects of acceleration: Research synthesis. A nation empowered: Evidence trumps the excuses that holdback America’s brightest students (Vol. 2, pp. 19-29). Iowa City: Belin-Blank Center for Gifted Education and Talent Development, University of Iowa.
Schaeffer, K. (2015). Grouping theGifted. A Treatise Presented in Partial Fulfillment Of the Requirements for the Degree, Dallas Baptist University. June 2015.
Smutney, Joan F. (2004). Differentiated instruction for young gifted children. How parents can help, parenting for high potential, (step) 6-11.
Sternberg, R. J. (2002). Teaching for successful intelligence: Principles, practices, and outcomes. Educational and Child Psychology, 20 (2), 6-18.
Sternberg, R. J. (2006). Cognitive Psychology: Thomson ,Wadsworth. 2006. 4th ed
Subotnik, R. F., Tai, R. H., Almarode, J., & Crowe, E. (2013). What are the value added contributions of selective secondary schools of mathematics, science, and technology? Talent Development & Excellence, 5(1), 87-97.
Tomlinson, C. A. (2004). Differentiation for Gifted and Talented Students. London: Sage. 134.
VanTassel-Baska, J. (2007). Overlooked gems: A national perspective on low-income promising learners. Washington, DC: National Association for Gifted Children.
VanTassel-Baska, J. (2014). Curriculum issues: Artful inquiry—the use of questions in working with the gifted. Gifted Child Today, 37(1), 48–50.
VanTassel-Baska, J. (2016). Higher order thinking in gifted education.In J. Baer & A. Kauffman (Eds.), Creativity and reason in cognitive development (pp. 92-113). New York,NY: Cambridge University Press.
VanTassel-Baska, J., & Hubbard, G. (2016). Serving the rural gifted child through advanced curriculum: A challenge of geography. In T. Stambaugh& S. Woods (Eds.), Serving gifted students in rural settings (pp. 155-177). Waco, TX: Prufrock Press.
VanTassel-Baska, J., & Coxen, S. (2016). A tribute to Richard Paul.Roeper Review, 38, 6-8. 310 Journal of Advanced Academics 27(4).
Wechsler, D. (1958). The measurement and appraisal of adult intelligence. Williams & Wilkinds, Baltimore, 4 edition.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Washington, DC: Association for Supervision and Curriculum Development.
Willis, M. (2012). Acceleration: It’s elementary. Parenting for High Potential, 1(7), 14–15.
Xiang, Y., Dahlin, M., Cronin, J., Theaker, R., & Durant, S. (2011). Do high flyers maintain their altitude? Performance trends of top students. Washington, DC: Thomas B. Fordham Institute
yainos, D. and Kyritsi, A. (2011). Greek talented students’ motivation: A qualitative analysis. Gifted and Talented International, 26 (1&2), 131-142.
Zhang, H. Zhang, X. He, YandShi, J. (2017). Clustering Strategy in Intellectually Gifted Children: Assessment Using a Collaborative Recall Task. Gifted Child Quarterly. 2017, Vol. 61(2) 133–142.