Page 98 - 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. 98
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
Glaudé, M., Breetveld, I., van den Berg, J., & de Bruijn, E. (2011). Pedagogisch-
didactisch handelen van docenten in het middelbaar beroepsonderwijs: Be-
schouwing van de stimulated recall-methode. [Pedagogical-didactic teacher
behaviour in secondary vocational education: Contemplation of the stim-
ulated-recall method]. ’s-Hertogenbosch, The Netherlands: ECBO.
Hansen, J., & Feldhusen, J. (1994). Comparison of trained and untrained teach-
ers of gifted students. Gifted Child Quarterly, 38(3), 115–121.
Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is
equivalent to gifted programs and is sufficient; Classroom teachers have
the time, the skill, and the will to differentiate adequately. Gifted Child
Quarterly, 53(4), 251–253.
Hoogeveen, L., Hell, J. G. van, Mooij, T., & Verhoeven, L. (2004). Onderwi-
jsaanpassingen voor hoogbegaafde leerlingen: Meta-analyses en overzicht
van internationaal onderzoek [Educational adjustments for gifted stu-
dents: Meta-analyses and survey of international research]. Nijmegen, The
Netherlands: Radboud University.
Hoogeveen, L., Van Hell, J. G., & Verhoeven, L. (2005). Teacher attitudes toward
accelerated students in the Netherlands. Journal for the Education of the
Gifted, 29(1), 30–59.
Hoogeveen, L., Van Hell, J. G., & Verhoeven, L. (2011). Social-emotional charac-
teristics of gifted accelerated and non-accelerated students. British Journal
of Educational Psychology, 82(4), 585–605.
Hong, E., Greene, M., & Hartzell, S. (2011). Cognitive and motivational charac-
teristics of elementary teachers in general education classrooms and in
gifted programs. Gifted Child Quarterly, 55(4), 250–264.
Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do
students want? Gifted Child Quarterly, 55(4), 279–299.
Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in
Schools, 49(7), 695–705.
Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher
background and personality styles of students. Gifted Child Quarterly, 47(4),
272–281.
Minnaert, A. E. M. G. (2005). Maakt het verschil? Over onderwijskundige en or-
thopedagogische zorg voor leerlingen in het onderwijs [Does it make a dif-
ference? About educational and special educational needs for students
in education]. In E. J. Knorth, A. E. M. G. Minnaert & A. J. J. M. Ruijsse-
naars (Eds.), Verschillen onderscheiden: Orthopedagogische hulpverlening
en begeleiding bij problematische opvoedings en onderwijsleersituaties (pp.
43–62). Utrecht, The Netherlands: Agiel.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness
in the classroom: Applying self-determination theory to educational prac-
tice. Theory and Research in Education, 7(2), 133–144.
96
Glaudé, M., Breetveld, I., van den Berg, J., & de Bruijn, E. (2011). Pedagogisch-
didactisch handelen van docenten in het middelbaar beroepsonderwijs: Be-
schouwing van de stimulated recall-methode. [Pedagogical-didactic teacher
behaviour in secondary vocational education: Contemplation of the stim-
ulated-recall method]. ’s-Hertogenbosch, The Netherlands: ECBO.
Hansen, J., & Feldhusen, J. (1994). Comparison of trained and untrained teach-
ers of gifted students. Gifted Child Quarterly, 38(3), 115–121.
Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is
equivalent to gifted programs and is sufficient; Classroom teachers have
the time, the skill, and the will to differentiate adequately. Gifted Child
Quarterly, 53(4), 251–253.
Hoogeveen, L., Hell, J. G. van, Mooij, T., & Verhoeven, L. (2004). Onderwi-
jsaanpassingen voor hoogbegaafde leerlingen: Meta-analyses en overzicht
van internationaal onderzoek [Educational adjustments for gifted stu-
dents: Meta-analyses and survey of international research]. Nijmegen, The
Netherlands: Radboud University.
Hoogeveen, L., Van Hell, J. G., & Verhoeven, L. (2005). Teacher attitudes toward
accelerated students in the Netherlands. Journal for the Education of the
Gifted, 29(1), 30–59.
Hoogeveen, L., Van Hell, J. G., & Verhoeven, L. (2011). Social-emotional charac-
teristics of gifted accelerated and non-accelerated students. British Journal
of Educational Psychology, 82(4), 585–605.
Hong, E., Greene, M., & Hartzell, S. (2011). Cognitive and motivational charac-
teristics of elementary teachers in general education classrooms and in
gifted programs. Gifted Child Quarterly, 55(4), 250–264.
Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do
students want? Gifted Child Quarterly, 55(4), 279–299.
Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in
Schools, 49(7), 695–705.
Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher
background and personality styles of students. Gifted Child Quarterly, 47(4),
272–281.
Minnaert, A. E. M. G. (2005). Maakt het verschil? Over onderwijskundige en or-
thopedagogische zorg voor leerlingen in het onderwijs [Does it make a dif-
ference? About educational and special educational needs for students
in education]. In E. J. Knorth, A. E. M. G. Minnaert & A. J. J. M. Ruijsse-
naars (Eds.), Verschillen onderscheiden: Orthopedagogische hulpverlening
en begeleiding bij problematische opvoedings en onderwijsleersituaties (pp.
43–62). Utrecht, The Netherlands: Agiel.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness
in the classroom: Applying self-determination theory to educational prac-
tice. Theory and Research in Education, 7(2), 133–144.
96
