Page 33 - 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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Contributors of High Achieving Students’ Linguistic Competence
McVey, D. (2008). Why all writing is creative writing. Innovations in Education &
Teaching International, 45(3), 289–294.
Miller, A. L. (2012). Conceptualizations of creativity: Comparing theories and
models of giftedness. Roeper Review, 34(2), 94–103.
Ngoi, M. & Vondracek, M. (2004). Working with gifted science students in a pub-
lic high school environment: One school’s approach. Journal of Advanced
Academics, 15(4), 141–147.
Olszewski-Kubilius, P. & Lee, S.-Y. (2011). Gender and other group differences in
performance on off-level tests. Gifted Child Quarterly, 55(1), 54–73.
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman,R. K., & West-
berg, K. L. (2002). Scales for rating the behavioral characteristics of superior
students (Revised). Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Siegle, D., Reis, S. M., Gavin, M. K., & Reed, R. (2009). An investi-
gation of the reliability and factor structure of four new Scales for Rating
the Behavioural Characteristics of Superior Students. Journal of Advanced
Academics, 21(1), 84–108.
Sak, U. (2004). About creativity, giftedness and teaching the creatively gifted in
the classroom. Roeper Review, 26(4), 216–223.
Salmela, M. & Uusiautti, S. (2015). A positive psychological viewpoint for suc-
cess at school: 10 characteristic strengths of the Finnish high-achieving
students. High Ability Studies, 26(1), 117–137.
Shade, R. A. (1999). Humour: A course of study for gifted learners. Gifted Child
Today, 22(1), 46–49.
Siegle, D. & McCoach, D. B. (2005). Making a difference: Motivating gifted stu-
dents who are not achieving. Teaching Exceptional Children, 38(1), 22–27.
Sternberg, R. J. (2008). The concept of creativity: Prospects and paradigms. In
R. J. Sternberg (Ed.), Handbook of creativity (11th ed., pp. 3–15). Cambridge,
England: Cambridge University Press.
Stewart, E. D. (1981). Learning styles among gifted/talented students: Instruc-
tional technique preferences. Exceptional Children, 48(2), 134–138.
Stott, A. & Hobden, P. A. (2016). Effective learning: A case study of the learning
strategies used by a gifted high achiever in learning Science. Gifted Child
Quarterly, 60(1), 63–74.
Street, P. (2001). The role of motivation to the academic achievement of gifted
secondary students. Gifted Educational International, 15(2), 164–177.
Sturgell, I. (2008). Touchstone texts: Fertile ground for creativity. Reading Tea-
cher, 61(5), 411–414.
Swiatek, M. A. (2005). Gifted students’ self-perceptions of ability in specific
subject domains: Factor structure and relationship with above-level test
scores. Roeper Review, 27(2), 104–109.
Theodoridou, S. & Davazoglou, A. (2006). Teachers’ evaluation of gifted chil-
dren’s characteristics. Gifted and Talented International, 21, 72–76.
31
McVey, D. (2008). Why all writing is creative writing. Innovations in Education &
Teaching International, 45(3), 289–294.
Miller, A. L. (2012). Conceptualizations of creativity: Comparing theories and
models of giftedness. Roeper Review, 34(2), 94–103.
Ngoi, M. & Vondracek, M. (2004). Working with gifted science students in a pub-
lic high school environment: One school’s approach. Journal of Advanced
Academics, 15(4), 141–147.
Olszewski-Kubilius, P. & Lee, S.-Y. (2011). Gender and other group differences in
performance on off-level tests. Gifted Child Quarterly, 55(1), 54–73.
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman,R. K., & West-
berg, K. L. (2002). Scales for rating the behavioral characteristics of superior
students (Revised). Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Siegle, D., Reis, S. M., Gavin, M. K., & Reed, R. (2009). An investi-
gation of the reliability and factor structure of four new Scales for Rating
the Behavioural Characteristics of Superior Students. Journal of Advanced
Academics, 21(1), 84–108.
Sak, U. (2004). About creativity, giftedness and teaching the creatively gifted in
the classroom. Roeper Review, 26(4), 216–223.
Salmela, M. & Uusiautti, S. (2015). A positive psychological viewpoint for suc-
cess at school: 10 characteristic strengths of the Finnish high-achieving
students. High Ability Studies, 26(1), 117–137.
Shade, R. A. (1999). Humour: A course of study for gifted learners. Gifted Child
Today, 22(1), 46–49.
Siegle, D. & McCoach, D. B. (2005). Making a difference: Motivating gifted stu-
dents who are not achieving. Teaching Exceptional Children, 38(1), 22–27.
Sternberg, R. J. (2008). The concept of creativity: Prospects and paradigms. In
R. J. Sternberg (Ed.), Handbook of creativity (11th ed., pp. 3–15). Cambridge,
England: Cambridge University Press.
Stewart, E. D. (1981). Learning styles among gifted/talented students: Instruc-
tional technique preferences. Exceptional Children, 48(2), 134–138.
Stott, A. & Hobden, P. A. (2016). Effective learning: A case study of the learning
strategies used by a gifted high achiever in learning Science. Gifted Child
Quarterly, 60(1), 63–74.
Street, P. (2001). The role of motivation to the academic achievement of gifted
secondary students. Gifted Educational International, 15(2), 164–177.
Sturgell, I. (2008). Touchstone texts: Fertile ground for creativity. Reading Tea-
cher, 61(5), 411–414.
Swiatek, M. A. (2005). Gifted students’ self-perceptions of ability in specific
subject domains: Factor structure and relationship with above-level test
scores. Roeper Review, 27(2), 104–109.
Theodoridou, S. & Davazoglou, A. (2006). Teachers’ evaluation of gifted chil-
dren’s characteristics. Gifted and Talented International, 21, 72–76.
31
