Page 32 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 32
odoros P. Kokkinos, Aikaterini D. Gari, and Lavrentios G. Dellassoudas
Bart, W. M., Hokanson, B., Sahin, I., & Abdelsamea, M. A. (2015). An investigation
of the gender differences in creative thinking abilities among 8th and 11th
grade students. Thinking Skills and Creativity, 17, 17–24.
Beghetto, R. A. (2005). Does assessment kill student creativity? The Educational
Forum, 69, 254–263.
Decker-Collins, N. & Parkhurst, L. (1996). The writing process: A tool for working
with gifted students on the regular classroom. Roeper Review, 18(4), 277–
280.
Dunn, R. & Price, G. E. (1980). The learning style characteristics of gifted stu-
dents. Gifted Child Quarterly, 24(1), 33–36.
Fasko, D. (2001). Education and creativity. Creativity Research Journal, 13(3/4),
317–327.
Gari, A. (2007, May). Gifted Education in Greece. ECHA News, 21(1), 7.
Gari, A., Kalantzi-Azizi, A., & Mylonas, K. (2000). Adaptation and motivation of
Greek gifted pupils: Exploring some influences of primary schooling. High
Ability Studies, 11(1), 55–68.
Gottfried, A. E. & Gottfried, A. W. (2004). Toward the development of a concep-
tualization of gifted motivation. Gifted Child Quarterly, 48(2), 121–132.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009). A la-
tent curve model of parental motivational practices and developmental
decline in math and science academic intrinsic motivation. Journal of Ed-
ucational Psychology, 101, 729–739.
Hoh, P.-S. (2005). The linguistic advantage of the intellectually gifted child: An
empirical study of spontaneous speech. Roeper Review, 27(3), 178–185.
Hong, E., Peng, Y., O’Neil, H. F., & Wu, J. (2013). Domain-general and domain-
specific creative-thinking tests: Effects of gender and item content on test
performance. The Journal of Creative Behavior, 47(2), 89–105.
Klausen, S. H. (2010). The notion of creativity revisited: A philosophical perspec-
tive on creativity research. Creativity Research Journal, 22(4), 347–360.
Kousoulas, F. & Mega, G. (2009). Students’ divergent thinking and teachers’ rat-
ings of creativity. The Journal of Creative Behavior, 43(3), 209–222.
Lashaway-Bokina, N. (2000). Recognizing and nurturing intrinsic motivation: A
cautionary tale. Roeper Review, 22(4), 225–227.
Lau, S. & Cheung, P. C. (2015). A gender-fair look at variability in creativity:
Growth in variability over a period versus gender comparison at a time
point. Creativity Research Journal, 27(1), 87–95.
Lüftenegger, M., Kollmayer, M., Bergsmann, E., Jöstl, G., Spiel, C., & Schober, B.
(2015). Mathematically gifted students and high achievement: The role of
motivation and classroom structure. High Ability Studies, 26(2), 227–243.
Lupart, J. L., Cannon, E., & Telfer, J. A. (2004). Gender differences in adolescent
academic achievement, interests, values and life-role expectations. High
Ability Studies, 15(1), 25–42.
30
Bart, W. M., Hokanson, B., Sahin, I., & Abdelsamea, M. A. (2015). An investigation
of the gender differences in creative thinking abilities among 8th and 11th
grade students. Thinking Skills and Creativity, 17, 17–24.
Beghetto, R. A. (2005). Does assessment kill student creativity? The Educational
Forum, 69, 254–263.
Decker-Collins, N. & Parkhurst, L. (1996). The writing process: A tool for working
with gifted students on the regular classroom. Roeper Review, 18(4), 277–
280.
Dunn, R. & Price, G. E. (1980). The learning style characteristics of gifted stu-
dents. Gifted Child Quarterly, 24(1), 33–36.
Fasko, D. (2001). Education and creativity. Creativity Research Journal, 13(3/4),
317–327.
Gari, A. (2007, May). Gifted Education in Greece. ECHA News, 21(1), 7.
Gari, A., Kalantzi-Azizi, A., & Mylonas, K. (2000). Adaptation and motivation of
Greek gifted pupils: Exploring some influences of primary schooling. High
Ability Studies, 11(1), 55–68.
Gottfried, A. E. & Gottfried, A. W. (2004). Toward the development of a concep-
tualization of gifted motivation. Gifted Child Quarterly, 48(2), 121–132.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009). A la-
tent curve model of parental motivational practices and developmental
decline in math and science academic intrinsic motivation. Journal of Ed-
ucational Psychology, 101, 729–739.
Hoh, P.-S. (2005). The linguistic advantage of the intellectually gifted child: An
empirical study of spontaneous speech. Roeper Review, 27(3), 178–185.
Hong, E., Peng, Y., O’Neil, H. F., & Wu, J. (2013). Domain-general and domain-
specific creative-thinking tests: Effects of gender and item content on test
performance. The Journal of Creative Behavior, 47(2), 89–105.
Klausen, S. H. (2010). The notion of creativity revisited: A philosophical perspec-
tive on creativity research. Creativity Research Journal, 22(4), 347–360.
Kousoulas, F. & Mega, G. (2009). Students’ divergent thinking and teachers’ rat-
ings of creativity. The Journal of Creative Behavior, 43(3), 209–222.
Lashaway-Bokina, N. (2000). Recognizing and nurturing intrinsic motivation: A
cautionary tale. Roeper Review, 22(4), 225–227.
Lau, S. & Cheung, P. C. (2015). A gender-fair look at variability in creativity:
Growth in variability over a period versus gender comparison at a time
point. Creativity Research Journal, 27(1), 87–95.
Lüftenegger, M., Kollmayer, M., Bergsmann, E., Jöstl, G., Spiel, C., & Schober, B.
(2015). Mathematically gifted students and high achievement: The role of
motivation and classroom structure. High Ability Studies, 26(2), 227–243.
Lupart, J. L., Cannon, E., & Telfer, J. A. (2004). Gender differences in adolescent
academic achievement, interests, values and life-role expectations. High
Ability Studies, 15(1), 25–42.
30
