Page 96 - 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. 96
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
under grant from the Dutch Organization for Scientific Research (NWO 411-12-
607).
References
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2006). Students’ engage-
ment with school: Critical conceptual and methodological issues of the
construct. Psychology in the Schools, 45, 369–386.
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design
and implementation for novice researchers. The Qualitative Report, 13(4),
544–559.
Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1992). Teacher as social
context (TASC), two measures of teacher provision of involvement, struc-
ture and autonomy support (Technical Report). New York, NY: University
of Rochester.
Bentley, R. (2001). Curriculum development and process in mainstream class-
rooms. In M. J. Stopper (Ed.), Meeting the social and emotional needs of
gifted and talented children (pp. 12–36). London, NY: David Fulton.
Borland, J. H. (2003). Evaluating gifted programs: A broader perspective. In N.
Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 293–307).
Boston, MA: Pearson Education.
Chan, D. W. (2001). Characteristics and competencies of teachers of gifted
learners: The Hong Kong teacher perspective. Roeper Review, 23(4), 197–
202.
Chan, D. W. (2011). Characteristics and competencies of teachers of gifted learn-
ers: The Hong Kong student perspective. Roeper Review, 33(3), 160–169.
Cheung, H. Y., & Hui, S. K. F. (2011). Competencies and characteristics for teach-
ing gifted students: A comparative study of Beijing and Hong Kong teach-
ers. Gifted Child Quarterly, 55, 139–148.
Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of the-
ory and research. Psychology in Schools, 49(7), 622–630.
Colangelo, N., & Assouline, S. G. (2000). Counseling gifted students. In K. H.
Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International hand-
book of giftedness and talent (pp. 595–607). Oxford, England: Elsevier.
Coleman, L. J. (2014). The power of specialized educational environments in
the development of giftedness: The need for research on social context.
Journal for the Education of the Gifted, 37(1), 70–80.
Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study (DBER
Speaker Series No. 48). Retrieved from http://digitalcommons.unl.edu/
dberspeakers/48
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed meth-
ods research. Thousand Oaks, CA: Sage.
Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. A.
94
under grant from the Dutch Organization for Scientific Research (NWO 411-12-
607).
References
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2006). Students’ engage-
ment with school: Critical conceptual and methodological issues of the
construct. Psychology in the Schools, 45, 369–386.
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design
and implementation for novice researchers. The Qualitative Report, 13(4),
544–559.
Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1992). Teacher as social
context (TASC), two measures of teacher provision of involvement, struc-
ture and autonomy support (Technical Report). New York, NY: University
of Rochester.
Bentley, R. (2001). Curriculum development and process in mainstream class-
rooms. In M. J. Stopper (Ed.), Meeting the social and emotional needs of
gifted and talented children (pp. 12–36). London, NY: David Fulton.
Borland, J. H. (2003). Evaluating gifted programs: A broader perspective. In N.
Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 293–307).
Boston, MA: Pearson Education.
Chan, D. W. (2001). Characteristics and competencies of teachers of gifted
learners: The Hong Kong teacher perspective. Roeper Review, 23(4), 197–
202.
Chan, D. W. (2011). Characteristics and competencies of teachers of gifted learn-
ers: The Hong Kong student perspective. Roeper Review, 33(3), 160–169.
Cheung, H. Y., & Hui, S. K. F. (2011). Competencies and characteristics for teach-
ing gifted students: A comparative study of Beijing and Hong Kong teach-
ers. Gifted Child Quarterly, 55, 139–148.
Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of the-
ory and research. Psychology in Schools, 49(7), 622–630.
Colangelo, N., & Assouline, S. G. (2000). Counseling gifted students. In K. H.
Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International hand-
book of giftedness and talent (pp. 595–607). Oxford, England: Elsevier.
Coleman, L. J. (2014). The power of specialized educational environments in
the development of giftedness: The need for research on social context.
Journal for the Education of the Gifted, 37(1), 70–80.
Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study (DBER
Speaker Series No. 48). Retrieved from http://digitalcommons.unl.edu/
dberspeakers/48
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed meth-
ods research. Thousand Oaks, CA: Sage.
Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. A.
94
