Page 99 - 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. 99
Teacher Strategies to Motivate Gifted Students: A Multiple Case Study on Teacher Behavior
Dutch Organization of Scientific Research. (2012). Excellence in primary, sec-
ondary, and higher education. Retrieved from http://nwo.nl/nwohome.nsf
/pages/NWOP_8YPFLD
OECD. (2010). PISA 2009 results: What students know and can do. Students perfor-
mance in reading, mathematics and science. Paris: OECD.
Opdenakker, M. C. J. L. (2014). Leerkracht-leerlingrelaties vanuit een motivation-
eel perspectief [Teacher-student relationships from a motivational per-
spective]. Pedagogische Studiën, 91, 332–351.
Opdenakker, M.-C., & Minnaert, A. (2011). Relationship between learning en-
vironment characteristics and academic engagement. Psychological Re-
ports, 109, 259–284.
Peters, S. J., & Gates, J. C. (2010). The teacher observation form: Revision and
updates. Gifted Child Quarterly, 54(3), 179–188.
Philips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Stud-
ies, 17(1), 57–73.
PISA. (2009). PISA 2009 assessment framework: Key competencies in reading,
mathematics and science. Paris, France: OECD.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers
do and why their students benefit. Elementary School Journal, 106(3), 225–
236.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support. Motivation and
Emotion, 28(2), 147–169.
Renzulli, J. S., & Reis, S. M. (2000). The school wide enrichment model. In K. H.
Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International hand-
book of giftedness and talent (pp. 367–382). Oxford, England: Elsevier.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American Psy-
chologist, 55(1), 68–78.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2010). Motivation in education: Theory,
research, and applications (3rd ed.). Hoboken, NJ: Pearson Education.
Segers, E., & Hoogeveen, L. (2012). Programmeringsstudie excellentieonderzoek
in primair, voortgezet en hoger onderwijs [Programming study on excel-
lence research in primary, secondary, and higher education]. Nijmegen,
The Netherlands: Behavioral Science Institute.
Sisk, D. (2009). Myth 13: The regular classroom teacher can ‘go it alone.’ Gifted
Child Quarterly, 53(4), 269–271.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The
synergistic relationship of perceived autonomy support and structure in
the prediction of self-regulated learning. British Journal of Educational Psy-
chology, 79, 57–68.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal
97
Dutch Organization of Scientific Research. (2012). Excellence in primary, sec-
ondary, and higher education. Retrieved from http://nwo.nl/nwohome.nsf
/pages/NWOP_8YPFLD
OECD. (2010). PISA 2009 results: What students know and can do. Students perfor-
mance in reading, mathematics and science. Paris: OECD.
Opdenakker, M. C. J. L. (2014). Leerkracht-leerlingrelaties vanuit een motivation-
eel perspectief [Teacher-student relationships from a motivational per-
spective]. Pedagogische Studiën, 91, 332–351.
Opdenakker, M.-C., & Minnaert, A. (2011). Relationship between learning en-
vironment characteristics and academic engagement. Psychological Re-
ports, 109, 259–284.
Peters, S. J., & Gates, J. C. (2010). The teacher observation form: Revision and
updates. Gifted Child Quarterly, 54(3), 179–188.
Philips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Stud-
ies, 17(1), 57–73.
PISA. (2009). PISA 2009 assessment framework: Key competencies in reading,
mathematics and science. Paris, France: OECD.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers
do and why their students benefit. Elementary School Journal, 106(3), 225–
236.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support. Motivation and
Emotion, 28(2), 147–169.
Renzulli, J. S., & Reis, S. M. (2000). The school wide enrichment model. In K. H.
Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International hand-
book of giftedness and talent (pp. 367–382). Oxford, England: Elsevier.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American Psy-
chologist, 55(1), 68–78.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2010). Motivation in education: Theory,
research, and applications (3rd ed.). Hoboken, NJ: Pearson Education.
Segers, E., & Hoogeveen, L. (2012). Programmeringsstudie excellentieonderzoek
in primair, voortgezet en hoger onderwijs [Programming study on excel-
lence research in primary, secondary, and higher education]. Nijmegen,
The Netherlands: Behavioral Science Institute.
Sisk, D. (2009). Myth 13: The regular classroom teacher can ‘go it alone.’ Gifted
Child Quarterly, 53(4), 269–271.
Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The
synergistic relationship of perceived autonomy support and structure in
the prediction of self-regulated learning. British Journal of Educational Psy-
chology, 79, 57–68.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal
97
