The Association for the Gifted. (n.d.). Retrieved April 16, 2017, from http://cectag.com/
Brown, E. F. (2011, 12). Is Response to Intervention and Gifted Assessment Compatible?
Journal of Psychoeducational Assessment, 30(1), 103-116.
doi:10.1177/0734282911428200
Burke, K. (2010). Balanced assessment: From formative to summative. Bloomington, IN:
Solution Tree Press.
Chorzempa, B. F., & Lapidus, L. (2009, 01). “To Find Yourself, Think for Yourself”.
TEACHING Exceptional Children, 41(3), 54-59. doi:10.1177/004005990904100306
Gallagher, S. (2012). Concept Development: A Hilda Taba Strategy (pp. 1 -15). Unionville, NY:
Royal Fireworks Press. [Sakai]
Giangreco, M.F., Cloninger, C.J., Dennis, R.E., & Edelman, S.W. (1994). Problem-solving methods to facilitate inclusive education.
In J.S. Thousand, R.A. Villa, & A.I. Nevin (Eds.), Creativity and collaborative learning: A practical guide to
empowering students and teachers (pp. 321–346). Baltimore: Paul H. Brookes Publishing Co. [Sakai]
Hockett, J. A. (2009, 01). Curriculum for Highly Able Learners that Conforms to General
Education and Gifted Education Quality Indicators. Journal for the Education of the
Gifted, 32(3), 394-440. doi:10.4219/jeg-2009-8
Introduction to the parallel curriculum model. [PDF file]. Thousand Oaks, CA: Corwin.
Available at: https://www.corwin.com/sites/default/files/upm-binaries/40655_lep1.pdf
[Accessed 22 Jul. 2017].
Johnsen, S. K., Parker, S. L., & Farah, Y. N. (2015, 02). Providing Services for Students With
Gifts and Talents Within a Response-to-Intervention Framework. TEACHING Exceptional
Children, 47(4), 226-233. doi:10.1177/0040059915569358
Karnes, F. and Stephens, K. (2008). Achieving excellence. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall.
Maker, J. & Schiever, S. (2005). Teaching Models in Education of the Gifted. Austin:
ProED [Sakai]
May, D. G. (1997,March/April). Simulations: Active learning for gifted students, reasons andresources.
Gifted Child Today, 20, 28 – 35. [Sakai]
Miranda, R. J., & Hermann, R. S. (2015). Methods & Strategies: Teaching in Real Time. Science
and Children, 53(1), 80-85.
Ryser, G. R., & Rambo-Hernandez, K. E. (2014, 01). Using Growth Models to Measure School
Performance. Gifted Child Today, 37(1), 17-23. doi:10.1177/1076217513509617
Renzulli Center for Creativity, Gifted Education, and Talent Development. (2017). The Multiple
menu model for developing differentiated curriculum. [online] Available at:
http://gifted.uconn.edu/mmm_differentiated_curriculum/ [Accessed 22 Jul. 2017].
Shaunessy, E. (2000, September/October). Questioning techniques in the gifted classroom.
Gifted Child Today, 23, 14-21. [Sakai]
Stepien, W. & Gallagher, S. A. (1993, April). Problem-Based Learning: As Authentic as itGets.
Educational Leadership (pp. 25-28). [Sakai]
Terry, A. W. & Bohnenberger, J. E. (2003). Service learning: Fostering a cycle of caring in our gifted youth.
The Journal of Secondary Gifted Education, 15 (1), 23-32. [Sakai]
VanTassel-Baska, J. (2014, 01). Performance-Based Assessment. Gifted Child Today, 37(1), 41
47. doi:10.1177/1076217513509618
VanTassel-Baska, J. (2008). What works in curriculum for the gifted. [PDF file]. Available at:
http://hkage.org.hk [Accessed 22 Jul. 2017].