Page 100 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
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et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
effect of teacher behaviour and student engagement across the school
year. Journal of Educational Psychology, 85(4), 571–581.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimi-
join, K., & Reynolds, T. (2003). Differentiating instruction in response to stu-
dent readiness, interest, and learning profile in academically diverse class-
rooms: A review of literature. Journal for the Education of the Gifted, 27(2/3),
119–145.
VanTassel-Baska, J. (2006). A content analysis of evaluation finding across 20
gifted programs: A clarion call for enhanced gifted program development.
Gifted Child Quarterly, 50(3), 199–215.
VanTassel-Baska, J., Feng, A. X., Brown, E., Bracken, B., Stambaugh, T., French,
H., & Bai, W. (2008). A study of differentiated instructional change over 3
years. Gifted Child Quarterly, 52(4), 297–312.
VanTassel-Baska, J., MacFarlane, B., & Feng, A. X. (2006a). A cross-cultural study
of exemplary teaching: What do Singapore and the United States sec-
ondary gifted class teachers say? Gifted and Talented International, 21(2),
38–47.
VanTassel-Baska, J., Quek, C., & Feng, A. (2005). The classroom observation scale
revised manual. Williamsburg, VA: The College of William and Mary.
VanTassel-Baska, J., Quek, C., & Feng, A. X. (2006b). The development and use
of a structured teacher observation scale to assess best practice. Roeper
Review, 29(2), 84–92.
Vialle, W., & Quigley, S. (2002). Selective students’ view of the essential character-
istics of effective teachers (Unpublished manuscript). University of Wollon-
gong, Wollongong, NSW.
98
effect of teacher behaviour and student engagement across the school
year. Journal of Educational Psychology, 85(4), 571–581.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimi-
join, K., & Reynolds, T. (2003). Differentiating instruction in response to stu-
dent readiness, interest, and learning profile in academically diverse class-
rooms: A review of literature. Journal for the Education of the Gifted, 27(2/3),
119–145.
VanTassel-Baska, J. (2006). A content analysis of evaluation finding across 20
gifted programs: A clarion call for enhanced gifted program development.
Gifted Child Quarterly, 50(3), 199–215.
VanTassel-Baska, J., Feng, A. X., Brown, E., Bracken, B., Stambaugh, T., French,
H., & Bai, W. (2008). A study of differentiated instructional change over 3
years. Gifted Child Quarterly, 52(4), 297–312.
VanTassel-Baska, J., MacFarlane, B., & Feng, A. X. (2006a). A cross-cultural study
of exemplary teaching: What do Singapore and the United States sec-
ondary gifted class teachers say? Gifted and Talented International, 21(2),
38–47.
VanTassel-Baska, J., Quek, C., & Feng, A. (2005). The classroom observation scale
revised manual. Williamsburg, VA: The College of William and Mary.
VanTassel-Baska, J., Quek, C., & Feng, A. X. (2006b). The development and use
of a structured teacher observation scale to assess best practice. Roeper
Review, 29(2), 84–92.
Vialle, W., & Quigley, S. (2002). Selective students’ view of the essential character-
istics of effective teachers (Unpublished manuscript). University of Wollon-
gong, Wollongong, NSW.
98
