Recommended Reading List

Acceleration

Boatman, T. A., Davis, K. G., & Benbow, C. P. (1995). Best practices in gifted education. In A. Thomas & J. Grimes (Eds.), The academic acceleration of gifted children (pp. 102-132). New York: Teachers College Press.

Feldhusen, J. F., Proctor, T. B., & Black, K. N. (1986). Guidelines for grade advancement of precocious children. Roeper Review, 9, 25-27.

Janos, P. M., Robinson, N., & Lunneborg, C. E. (1989). Markedly early entrance to college: A multi-year comparative study of academic performance and psychological adjustment. Journal of Higher Education, 60, 496-518.

Kolitch, E. R., & Brody, L. E. (1992). Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36, 78-86.

Kulik, C. C., & Kulik, J. A. (1992). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19, 415-428.

Lynch, S. J. (1992). Fast paced high school science for the academically talented: A six-year perspective. Gifted Child Quarterly, 36, 147-154.

National Education Commission on Time and Learning (1994). Prisoners of time. Washington, DC: Government Printing Office.

Plucker, J. A., & Taylor, J. W. V. (1998). Too much too soon? Non-radical advanced grade placement and the self-concept of gifted students. Gifted Education International, 13, 121-135.

Swiatek, M. A., & Benbow, C. P. (1991). Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students. Journal of Educational Psychology, 83, 528-538.

VanTassel-Baska, J. (1992). Education decision making on acceleration and grouping. Gifted Child Quarterly, 36, 68-72.

Counseling

Achter, J. A., Benbow, C. P., & Lubinski, D. (1997). Rethinking multipotentiality among the intellectually gifted: A critical review and recommendations. Gifted Child Quarterly, 41, 5-15.

Adderholt-Elliot, M. (1987). Perfectionism: What's bad about being too good? Minneapolis, MN: Free Spirit.

Berger, S. L. (1990). College planning for gifted and talented youth. Reston, VA: Council for Exceptional Children. ERIC Digest #E490. (ERIC Document Reproduction Service No. ED 321495).

Delisle, J. R. (1992). Guiding the social and emotional development of the gifted and talented. Englewood Cliffs, NJ: Prentice-Hall.

Ford, D. Y., & Harris, J. J. III, (1995). Underachievement among gifted African-American students: Implications for school counselors. School Counselor, 42, 196-203.

Galbraith, J. (1999). The gifted kids' survival guide for ages 10 and under (Rev. ed.). Minneapolis, MN: Free Spirit.

Galbraith, J., & Delisle, J. R. (1996). The gifted kids' survival guide: A teen handbook (Rev. ed.). Minneapolis, MN: Free Spirit.

Grant, B. A., & Piechowski, M. M. (1999). Theories and the good: Toward child-centered gifted education. Gifted Child Quarterly, 43, 4-12.

Halsted, J. W., (1988). Guiding gifted readers from preschool to high school: A guide for parents, teachers, librarians and counselors. Dayton, OH: Ohio Psychology.

Hebert, T. P. (2001). "If I had a new notebook, I know things would change": Bright underachieving young men in urban classrooms. Gifted Child Quarterly, 45, 174-194.

Hebert, T. P., Long, L. A., & Neumeister, K. L. S. (2001). Using biography to counsel gifted young women. Journal of Secondary Gifted Education, 12, 62-79.

Kerr, B. (1991). A handbook for counseling the gifted and talented. Alexandria, VA: American Association for Counseling and Development.

Landau, E., & Weissler, K. (1998). The relationship between emotional maturity, intelligence and creativity in gifted children. Gifted Education International, 13, 100-105.

Moon, S. M., Kelly, K. R, & Feldhusen, J. F. (1997). Specialized counseling services for gifted youth and their families: A need assessment. Gifted Child Quarterly, 41, 16-25.

Olszewski-Kubilius, P. M., & Scott, J. M. (1992). An investigation of the college and career counseling needs of economically disadvantaged minority gifted students. Roeper Review, 14, 141-148.

Piechowski, M. M. (1998). The self victorious: Personal strengths, chance, and co-incidence. Roeper Review, 20, 191-198.

Pleiss, M. K., & Feldhusen, J. F. (1995). Mentors, role models, and heroes in the lives of gifted children. Educational Psychologist, 30, 159-169.

Reis, S. M, McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high-ability students with learning disabilities who succeed in college. Gifted Child Quarterly, 44, 123-134.

Rimm, S. (1991). Why bright kids get poor grades: And what you can do about it. New York: Crown.

Robinson, N. M., & Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. In M.G. Wang, M.C. Reynolds, & H.J. Walberg (Eds.), Handbook of special education: Research and practice, Vol. 4. (pp.57-76). New York: Pergamon Press.

Silverman, L. (1993). Counseling the gifted and talented. Denver, CO: Love.

Swiatek, M. A. (1998). Helping gifted adolescents cope with social stigma. Gifted Child Today Magazine, 21, 42-46.

VanTassel-Baska, J. (1989). The role of the family in the success of disadvantaged gifted learners. Journal for the Education of the Gifted, 13, 22-36.

VanTassel-Baska, J.; Olszewski-Kubilius, P., & Kulieke, M. (1994). A study of self-concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students. Roeper Review, 16, 186-191.

Curriculum

Baum, S. M., Renzulli, J. S., & Hebert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39, 224-235.

Dods, R. F. (1997). An action research study of the effectiveness of problem-based learning in promoting the acquisition and retention of knowledge. Journal for the Education of the Gifted, 20, 423-437.

Friedman, R. C., & Lee, S. W. (1996). Differentiating instruction for high-achieving/gifted children in regular classrooms: A field test of three gifted-education models. Journal for the Education of the Gifted, 19, 405-436.

Gallagher, S. A., & Stepien, W. (1996). Content acquisition in problem-based learning: Depth versus breadth in American studies. Journal for the Education of the Gifted, 19, 257-275.

Gallagher, S. A., Stepien, W., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36, 195-200.

Hebert, T. P. (1993). Reflections at graduation: the long-term impact of elementary school experiences in creative productivity. Roeper Review, 16, 22-28.

Hertzog, N. B. (1998). Open-ended activities: Differentiation through learner responses. Gifted Child Quarterly, 42, 212-227.

Johnson, D. T., Boyce, L. N., VanTassel-Baska, J. (1995). Science curriculum review: Evaluating materials for high-ability learners. Gifted Child Quarterly, 39, 36-43.

Kolitch, E. R., & Brody, L. E. (1992). Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36, 78-86.

Lynch, S. J. (1992). Fast paced high school science for the academically talented: A six-year perspective. Gifted Child Quarterly, 36, 147-154.

Maker, C. J., & Nielson, A. B. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.

Meador, K. S. (1994). The effect of synectics training on gifted and nongifted kindergarten students. Journal for the Education of the Gifted, 18, 55-73.

Miller, R., Mills, C., & Tangherlini, A. (1995). The Appalachia model mathematics program for gifted students. Roeper Review, 18, 138-141.

Mills, C. J., & Ablard, K. E. (1993). Credit and placement for academically talented students following special summer courses in math and science. Journal for the Education of the Gifted, 17, 4-25.

Mills, C. J., Ablard, K. E., & Lynch, S. J. (1992). Academically talented students' preparation for advanced-level coursework after individually-paced precalculus class. Journal for the Education of the Gifted, 16, 3-17.

Moon, S. M. (1995). The effects of an enrichment program on the families of participants: A multiple-case study. Gifted Child Quarterly, 39, 198-207.

Moon, S. M., Feldhusen, J. F., & Dillon, D. R. (1994). Long-term effects of an enrichment program based on the Purdue Three-Stage Model. Gifted Child Quarterly, 38, 38-48.

Olenchak, F. R. (1995). Effects of enrichment on gifted/learning-disabled students. Journal for the Education of the Gifted, 18, 385-399.

Rash, P. K., & Miller, A. D. (2000). A survey of practices of teachers of the gifted. Roeper Review, 22, 192-194.

Ravaglia, R., Suppes, P., Stillinger, C., & Alper, T. (1995). Computer-based mathematics and physics for gifted students. Gifted Child Quarterly, 39, 7-13.

Reis, S. M., Westberg, K. L., Kulikowich, J. M, & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? Gifted Child Quarterly, 42, 123-129.

Rimm, S. B., & Lovance, K. J. (1992). The use of subject and grade skipping for the prevention and reversal of underachievement. Gifted Child Quarterly, 36, 100-105.

Schack, F. D. (1993). Effects of a creative problem-solving curriculum on students of varying ability levels. Gifted Child Quarterly, 37, 32-38.

Shore, B. M., & Delcourt, M. A. B. (1996). Effective curricular and program practices in gifted education and the interface with general education. Journal for the Education of the Gifted, 20, 138-154.

Sowell, E. J. (1993). Programs for mathematically gifted students: A review of empirical research. Gifted Child Quarterly, 37, 124-132.

Swiatek, M. A. (1993). A decade of longitudinal research on academic acceleration through the study of mathematically precocious youth. Roeper Review, 15, 120-123.

Tallent-Runnels, M. K., & Yarbrough, D. W. (1992). Effects of the future problem solving program on children's concerns about the future. Gifted Child Quarterly, 36, 190-194.

VanTassel-Baska, J. (1992). Planning effective curriculum for gifted learners. Denver, CO: Love.

VanTassel-Baska, J. (1993). Comprehensive curriculum for gifted learners. Boston: Allyn & Bacon.

VanTassel-Baska, J., Avery, L. D., Little, C., & Hughes, C. (2000). An evaluation of the implementation of curriculum innovation: The impact of the William and Mary units on schools. Journal for the Education of the Gifted, 23, 244-270.

VanTassel-Baska, J., Bass, G., Ries, R., Poland, D., & Avery, L. D. (1998). A national study of science curriculum effectiveness with high ability students. Gifted Child Quarterly, 42, 200-211.

VanTassel-Baska, J., Johnson, D. T., & Boyce, L. N. (1996). Developing verbal talent: Ideas and strategies for teachers of elementary and middle school students. Boston: Allyn & Bacon.

VanTassel-Baska, J., Johnson, D. T., Hughes, C., & Boyce, L. N. (1996). A study of language arts curriculum effectiveness with gifted learners. Journal for the Education of the Gifted, 19, 461-480.

VanTassel-Baska, J., Leonhard, P., Glenn, C. B., Poland, D., Brown, E., & Johnson, D. (1999). Curriculum review as a catalyst for gifted education reform at the secondary level. Journal of Secondary Gifted Education, 10, 173-183.

Winebrenner, S. (1994). Teaching gifted kids in the regular classroom: Strategies and techniques. Minneapolis, MN: Free Spirit.

Disadvantaged and Underserved Populations

Cornell, D., Delcourt, M., Goldberg, M., & Bland, L. (1995). Achievement and self concept of minority students in elementary school gifted programs. Journal for the Education of the Gifted. 18, 189-209.

Ford, D. (1996). Reversing underachievement among gifted black students: Promising practices and programs. New York: Teachers College Press.

Mills, C., Ablard, K. E., & Brody, L. E. (1993). The Raven's Progressive Matrices: Its usefulness for identifying gifted/talented students. Roeper Review, 15, 185-186.

Mills, C., & Tissot, S. (1995). Identifying academic potential in students from underrepresented populations: Is using the Ravens Progressive Matrices a good idea? Gifted Child Quarterly, 39, 209-217.

Olszewski-Kubilius, P., & Laubscher, L. (1996). Economically disadvantaged gifted students and their subsequent college adjustment. Roeper Review, 18, 202-208.

Passow, A, & Frasier, M. M. (1996). Towards improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18, 198-2O2

VanTassel-Baska, J., Patton, J., & Prillaman, D. (1991). Gifted youth at risk. Reston, VA: Council for Exceptional Children.

Wright, L., & Borland, J. (1993). Using early childhood developmental portfolios in the identification and education of young, economically disadvantaged, potentially gifted students. Roeper Review, 15, 205-210.

General Gifted Education

Borland, J. H. (1989). Planning and implementing programs for the gifted. New York: Teachers College Press.

Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Prentice-Hall.

Colangelo, N., & Davis, G. A. (1997). Handbook on gifted education. Boston: Allyn & Bacon.

Gallagher, J. J., & Gallagher, S. A: (1994). Teaching the gifted child. Boston: Allyn and Bacon.

Piirto, J. (1994). Talented children and adults: Their development and education. New York: Macmillan.

VanTassel-Baska, J. (1997). Excellence in educating gifted and talented learners (3rd ed.). Denver: Love.

Grouping

Brewer, D. J., Rees, D. I., & Argys, L. M. (1995). Detracking Americas' schools: The reform without cost? Phi Delta Kappan, 77, 210-215.

Feldhusen, J. F., & Moon, S. M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36, 63-67.

Gamoran, A., Nystrand, M., Berends, M., & LePore, P. C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal , 32, 687-715.

Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77.

Lando, B. Z. & Schneider, B. H. (1997). Intellectual contributions and mutual support among developmentally advanced children in homogenous and heterogeneous work/discussion groups. Gifted Child Quarterly, 41, 44-57.

Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner: Executive summary (Report No.1). Storrs, CT: The National Research Center on the Gifted and Talented.

Identification

Benbow, C. P., & Minor, L. L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for the identification of the gifted. Gifted Child Quarterly, 34, 21-26.

Callahan, C. M., Tomlinson, C. A., & Pizzat, F. M. (Eds.) (1993). Contexts for promise: Noteworthy practices and innovation in the identification of gifted students. Charlottesville, VA: National Research Center on the Gifted and Talented, University of Virginia.

Clark, G., & Zimmerman, E. (2001). Identifying artistically talented students in four rural communities in the United States. Gifted Child Quarterly, 45, 104-114.

Coleman, M., & Gallagher, J. (1992). Report on state policies related to the identification of gifted students. Chapel Hill, NC: Gifted Education Policy Studies Program. (ERIC Document Reproduction Service No. ED 344 368).

Cunningham, C. M., Callahan, C. M., Plucker, J. A., Roberson, S. C., & Rapkin, A. (1998). Identifying Hispanic students of outstanding talent: Psychometric integrity of a peer nomination form. Exceptional Children, 64, 197-209.

Fasko, D., Jr. (2001). An analysis of multiple intelligences theory and its use with the gifted and talented. Roeper Review, 23, 126-130.

Feldhusen, J. F. (1991). Identification of gifted and talented youth. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice (pp.7-22). New York: Pergamon Press.

Fernandez, A. T., Gay, L. R., Lucky, L. F., & Gavilan, M. R. (1998). Teacher perceptions of gifted Hispanic limited English proficient students. Journal for the Education of the Gifted, 21, 335-351.

Gentry, M., & Owen, S. V. (1999). An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-243.

Han, K., & Marvin, C. (2000). A five year follow-up study of the Nebraska project: Still a long way to go. . . . Roeper Review, 23, 25-33.

Johnsen, S. K. & Ryser, G. R. (1997). The validity of portfolios in predicting performance in a gifted program. Journal for the Education of the Gifted, 20, 253-267.

Lidz, C. S., & Macrine, S. L. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse learners: The contribution of dynamic assessment. School Psychology International, 22 (1), 74-96.

Mills, C., Ablard, K. E., & Brody, L. E. (1993). The Raven's Progressive Matrices: Its usefulness for identifying gifted/talented students. Roeper Review, 15, 185-186.

Olszewski-Kubilius, P. (1998). Talent search: Purposes, rationale, and role in gifted education. Journal of Secondary Gifted Education, 9, 106-113.

Robinson, N. M., & Chamrad, D. L. (1986). Appropriate uses of intelligence tests with gifted children. Roeper Review, 8, 160-163.

Sarouphim, K. M. (2001). DISCOVER: Concurrent validity, gender differences, and identification of minority students. Gifted Child Quarterly, 45, 130-138.

Wright, L. & Borland, J. (1993). Using early childhood developmental portfolios in the identification and education of young, economically disadvantaged, potentially gifted students. Roeper Review, 15, 205-210.

Special issues on identification

Special Issue: Gifted Education at a crossroad. Gifted Child Quarterly, 39, 1995.

Special Issue, Gifted Child Quarterly, 31, 1987.

Special Issue: The IQ controversy. Roeper Review, 8, 1986.

Special Issue, Roeper Review, September, 1992.

Program Practices

Berger, S. L. (Ed.) (1992). Programs and practices in gifted education. Reston, VA: The Council for Exceptional Children.

Grimm, J. (1998). The participation of gifted students with disabilities in gifted programs. Roeper Review, 20, 285-286.

Maker, C. J., Rogers, J. A., Nielson, A. B., & Bauerle, P. R. (1996). Multiple intelligences, problem solving, and diversity in the general classroom. Journal for the Education of the Gifted, 19, 437-460.

Moon, T. R., & Callahan, C. M. (2001). Curricular modifications, family outreach, and a mentoring program: Impacts on achievement and gifted identification in high-risk primary students. Journal for the Education of the Gifted, 24, 305-321.

Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended practices in gifted education. New York: Teachers College Press.

Stake, J. E., & Mares, K. R. (2001). Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation. Journal of Research in Science Teaching, 38, 1065-1088.

VanTassel-Baska, J., Johnson, D. T., Hughes, C., & Boyce, L. N. (1996). A study of language arts curriculum effectiveness with gifted learners. Journal for the Education of the Gifted, 19, 461-480.

Westberg, K., Archambault, F., Dobyns, S., & Slavin, T. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms. Storrs, CT: The National Research Center on the Gifted and Talented.

Staff Development/Teacher Training

Dettmer, P. (1990). Staff development for gifted programs: Putting it together and making it work. Washington, DC: Service Publications.

Frasier, M. M. (1995). An exploratory study of the effectiveness of the staff development model and the research-based assessment plan in improving the identification of gifted economically disadvantaged students. Storrs, CT: The National Research Center on the Gifted and Talented.

Hansen, J., & Feldhusen, J. F. (1994). A comparison study of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38, 115-121.

Reis, S. M., Gentry, M., & Maxfield, L. R. (1998). The application of enrichment clusters to teacher's classroom practices. Journal for the Education of the Gifted, 21, 310-334.

Reis, S. M., & Westberg, K. L. (1994). The impact of staff development on teachers' ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38, 127.

Westberg, K. L., Burns, D. E., Gubbins, E. J., Reis, S. M., Park, S., & Maxfield, L. R. (1998). Professional development practices in gifted education: Results of a national survey. (ERIC Document Reproduction Service No. 424708)

Talent Development

Bloom, B. (Ed.) (1985). Developing talent in young people. New York: Ballantine Books.

Csiksentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.

Feldhusen, J. F. (1995b) Talent development vs. gifted education. Educational Forum, 59, 346-349.

Gardner, H. (1983). Frames of mind. New York: Teachers College Press.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

OERI (1993). National excellence: A case for developing America's talent. Washington, DC: Department of Education, Office of Educational Research and Improvement.

Piirto, J. (1992). Understanding those who create. Columbus, OH: Ohio Psychology Press.

Renzulli, J. S. (1995). Building the bridge between gifted education and total school improvement: Talent development research-based decision making series 9502. Storrs, CT: National Research Center on the Gifted and Talented. (ERIC Document Reproduction Service No.388013)

Stanley, J. (1997). Varieties of giftedness. Journal of Creative Behavior, 31, 93-119.

Technology

McBride, R. O., & Lewis, G. (1993). Sharing the resources: Electronic outreach programs. Journal for the Education of the Gifted, 16, 372-386.

Morgan, T. D. (1993). Technology: An essential tool for gifted and talented education. Journal for the Education of the Gifted, 16, 358-371.