Page 97 - 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. 97
Teacher Strategies to Motivate Gifted Students: A Multiple Case Study on Teacher Behavior
Davis (Eds.), Handbook of gifted education (pp. 558–571). Boston, MA: Pear-
son.
De Boer, G. C., & Minnaert, A. E. M. G. (2011). Scholen profileren zich tot Begaafd-
heidsprofielschool: De ontwikkeling op scholen aan de hand van een zelf-
beoordeling [Schools with a gifted profile: School development based on
a self-assessment instrument] (Research report). Groningen, The Nether-
lands: University of Groningen.
De Boer, G. C., Opdenakker, M. C. J. L., & Minnaert, A. E. M. G. (2013). The devel-
opment of an in-class teacher observation form to assess differentiation and
motivation of gifted students (Internal manuscript). Groningen, The Nether-
lands: University of Groningen.
De Boer, G. C., Minnaert, A. E. M. G., & Kamphof, G. (2013). Gifted education in
the Netherlands. Journal for the Education of the Gifted, 36(1), 133–150.
De Boer, G. C., Brakke, J. S., & Minnaert, A. E. M. G. (2013). Scholen profileren
zich tot Begaafdheidsprofielschool: Docentcompetenties en mate van
tevredenheid over het begaafdheidsprofiel van de school [Schools with a
gifted profile: Teacher competencies, and level of satisfaction about the
gifted profile] (Research report). Groningen, the Netherlands: University
of Groningen.
Deci, E. L., Eghrari, H., Patrick, B., & Leone, D. (1994). Facilitating internalization:
The self-determination theory perspective. Journal of Personality, 62(1) 119–
142.
Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human
needs and the self-determination of behaviour. Psychological Inquiry, 11,
227–268.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and
education: The self-determination perspective. Educational Psychologist,
26(4), 325–346.
Eyre, D. (2002). Effective schooling for the gifted and talented: A school-wide
approach to the gifted and talented. In D. Eyre, & H. Lowe (Eds.), Curricu-
lum provision for the gifted and talented in the secondary school (pp. 1–26).
London, England: David Fulton.
Feldhusen, J., & Hansen, J. (1987). Selecting and training teachers to work with
the gifted in a Saturday program. Gifted Education International, 4(1), 82–
94.
Feldhusen, J., & Hansen, J. (1988). Teachers of the gifted: Preparation and su-
pervision. Gifted Education International, 5(2), 84–89.
Garn, A. C. & Jolly, J. L. (2014). High ability students’ voice on learning motiva-
tion. Journal of Advanced Academics, 25(1), 7–24.
Graffam, B. (2006). A case study of teachers of gifted learners: Moving from
prescribed practice to described practitioners. Gifted Child Quarterly, 50,
119–131.
95
Davis (Eds.), Handbook of gifted education (pp. 558–571). Boston, MA: Pear-
son.
De Boer, G. C., & Minnaert, A. E. M. G. (2011). Scholen profileren zich tot Begaafd-
heidsprofielschool: De ontwikkeling op scholen aan de hand van een zelf-
beoordeling [Schools with a gifted profile: School development based on
a self-assessment instrument] (Research report). Groningen, The Nether-
lands: University of Groningen.
De Boer, G. C., Opdenakker, M. C. J. L., & Minnaert, A. E. M. G. (2013). The devel-
opment of an in-class teacher observation form to assess differentiation and
motivation of gifted students (Internal manuscript). Groningen, The Nether-
lands: University of Groningen.
De Boer, G. C., Minnaert, A. E. M. G., & Kamphof, G. (2013). Gifted education in
the Netherlands. Journal for the Education of the Gifted, 36(1), 133–150.
De Boer, G. C., Brakke, J. S., & Minnaert, A. E. M. G. (2013). Scholen profileren
zich tot Begaafdheidsprofielschool: Docentcompetenties en mate van
tevredenheid over het begaafdheidsprofiel van de school [Schools with a
gifted profile: Teacher competencies, and level of satisfaction about the
gifted profile] (Research report). Groningen, the Netherlands: University
of Groningen.
Deci, E. L., Eghrari, H., Patrick, B., & Leone, D. (1994). Facilitating internalization:
The self-determination theory perspective. Journal of Personality, 62(1) 119–
142.
Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human
needs and the self-determination of behaviour. Psychological Inquiry, 11,
227–268.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and
education: The self-determination perspective. Educational Psychologist,
26(4), 325–346.
Eyre, D. (2002). Effective schooling for the gifted and talented: A school-wide
approach to the gifted and talented. In D. Eyre, & H. Lowe (Eds.), Curricu-
lum provision for the gifted and talented in the secondary school (pp. 1–26).
London, England: David Fulton.
Feldhusen, J., & Hansen, J. (1987). Selecting and training teachers to work with
the gifted in a Saturday program. Gifted Education International, 4(1), 82–
94.
Feldhusen, J., & Hansen, J. (1988). Teachers of the gifted: Preparation and su-
pervision. Gifted Education International, 5(2), 84–89.
Garn, A. C. & Jolly, J. L. (2014). High ability students’ voice on learning motiva-
tion. Journal of Advanced Academics, 25(1), 7–24.
Graffam, B. (2006). A case study of teachers of gifted learners: Moving from
prescribed practice to described practitioners. Gifted Child Quarterly, 50,
119–131.
95
