Escolar Documentos
Profissional Documentos
Cultura Documentos
Acceleration
Assouline, S., Colangelo, N., & VanTassel-Baska, J. (2015). A nation empowered: Evidence trumps the
excuses holding back Americas brightest students (vol. 1). Iowa City, IA: Connie Belin & Jacqueline
Blank International Center for Gifted Education and Talent Development. Free download available at:
https://www.idealsolutionsmath.com/Ecomm/Product/Default.aspx
Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., Lipscomb, J., & Forstadt, L. (2009). Iowa acceleration
scale, 3rd ed., Manual: A guide for whole-grade acceleration, K-8. Scottsdale, AZ: Great Potential Press.
Assouline, S., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (Eds.)(2015). A nation
empowered: Evidence trumps the excuses holding back Americas brightest students (vol. 2). Iowa
City, IA: Connie Belin & Jacqueline Blank International Center for Gifted Education and Talent
Development. Free download available at:
https://www.idealsolutionsmath.com/Ecomm/Product/Default.aspx
Culross, R. R., Jolly, J. J., & Winkler, D. W. (2013). Facilitating grade acceleration: Revisiting the wisdom of
John Feldhusen. Roeper Review, 35(1), 36-46.
Dare, L., & Nowicki, E. (2015). Conceptualizing concurrent enrollment: Why high-achieving students go for
it. Gifted Child Quarterly, 59(4), 249-264.
Feldhusen, J. F., Proctor, T. B., & Black, K. N. (1986). Guidelines for grade advancement of precocious
children. Roeper Review, 9(1), 25-27.
Gagn, F., & Gagnier, N. (2003). The socio-affective and academic impact of early entrance to school.
Roeper Review, 26(3), 128-138.
Gross, M. U. M. (1992). The use of radical acceleration in cases of extreme intellectual precocity. Gifted
Child Quarterly, 36(2), 91-99.
Gross, M. U. M. (1994). Radical acceleration: Responding to academic and social needs of extremely gifted
adolescents. Journal of Secondary Gifted Education, 5(4), 27-34.
Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed.). London: Routledge.
Gross, M. U. M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and
non-acceleration. Journal for the Education of the Gifted, 29(4), 404-429.
Kanevsky, L. S. (2011). A survey of educational acceleration practices in Canada. Canadian Journal of
Education. 34(3), 153-180. Free download: http://ojs.vre.upei.ca/index.php/cje-rce/issue/view/80
Kanevsky, L., & Clelland, D. (2013). Accelerating gifted students in Canada: Policies and possibilities. Canadian
Journal of Education, 36(3), 229-271.
Kulik, J. A., & Kulik, C. C. (1984). Effects of accelerated instruction on students. Review of Educational
Research, 54(3), 409-425.
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Kulik, J. A., & Kulik, C. C. (1984). Synthesis of research on effects of accelerated instruction. Educational
Leadership, 42(2), 84-89.
Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,00: A 10-year follow-up of
the profoundly gifted. Journal of Applied Psychology, 86(4), 718-729.
McCluskey, K. W., Massey, K. J., & Baker, P. A. (1997). Early entrance to Kindergarten: An alternative to
consider. Gifted and Talented International, 12, 27-30.
Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for
best practice. Gifted Child Quarterly, 51(4), 330-341.
New South Wales Board of Studies. (2000). Guidelines for accelerated progression. Board of Studies NSW,
Sydney, Australia.
Proctor, T. B., Feldhusen, J. F., & Black, K. N. (1988). Guidelines for early admission to elementary school.
Psychology in the Schools, 25, 41-43.
Proctor, T.B., Black, K.N., & Feldhusen, J.F. (1988). Early admission to Elementary school; barriers versus
benefits. Roeper Review, 11(2), 85-87.
Reis, S. M., & Purcell, J. H. (1993). An analysis of content elimination and strategies used my elementary
classroom teachers n the curriculum compacting process. Journal for the Education of the Gifted, 16(2),
147-170.
Reis, S. M., Renzulli, J. S., & Burns, D. E. (2016). Curriculum compacting: A guide to differentiating
curriculum through enrichment and acceleration. Waco, TX: Prufrock Press.
Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hbert, T. Plucker, J, & others (1993). Why not let
high ability students start school in January? The curriculum compacting study [Research Monograph
93105]. Storrs, CT: National Research Center on the Gifted/Talented.
Rogers, K. B. (2002). Subject-based acceleration: Which option matches which child best at what age? In K.
B. Rogers, Re-forming gifted education: Matching the program to the child (pp. 105-158). Scottsdale,
AZ: Great Potential Press.
Rogers, K. B. (2002). Grade-based acceleration: Which option matches which child best at what age? In K. B.
Rogers, Re-forming gifted education: Matching the program to the child (pp. 159-204). Scottsdale, AZ:
Great Potential Press.
Sayler, M. F., & Brookshire, W. K. (1993). Social, emotional, and behavioral adjustment of accelerated
students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37(4),
150-154.
Siegle, D., Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators' attitudes about
academic acceleration. Journal Of Advanced Academics, 24(1), 27-51.
Smutny, J. F., Walker, S. Y., & Meckstroth, E. A. (2007). Acceleration for gifted learners, K-5. Thousand Oaks,
CA: Corwin Press.
Southern, T., & Jones, E. (1992). The real problems with academic acceleration. Gifted Child Today, 15(2), 34-
38.
Southern, W. T., & Jones, E. D. (2015). Types of acceleration: Dimensions and issues. In S. Assouline, N.
Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.)(2015). A nation empowered: Evidence
trumps the excuses holding back Americas brightest students (vol. 2, pp. 9-18). Iowa City, IA: Connie
Belin & Jacqueline Blank International Center for Gifted Education and Talent Development.
Stanley, J. (1978). A look back at educational non-acceleration: An international tragedy. Gifted Child Today,
1(3), 2-5, 57-57, 60-63.
Starko, A. J. (1986). Meeting the needs of the gifted throughout the school day: Techniques for curriculum
compacting. Roeper Review, 9(1), 27-33.
Swiatek, M. A. (1993). A decade of longitudinal research on academic acceleration through the study of
mathematically precocious youth. Roeper Review, 15(3), 120-124.
Swiatek, M. A. (1994). Accelerated students' self-esteem and self-perceived personality characteristics: A
five-year longitudinal study. Journal of Secondary Gifted Education, 5(4), 35-41.
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(4), 528-538.
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Assessment
Chappuis, J. (2009). Seven strategies of assessment for learning. Boston: Pearson.
Chappuis, J., & Stiggins, R. J. (2017). An introduction to student-involved assessment FOR learning. New York:
Pearson.
Johnsen, S. K. (2008). Portfolio assessment of gifted students. In J. L. VanTassel-Baska (Ed.), Alternative
assessments with gifted and talented students (pp. 227-258). Waco, TX: Prufrock Press.
Kim, K. H., VanTassel-Baska, J., Bracken, B. A., Feng, A., & Stambaugh, T. (2014). Assessing science
reasoning and conceptual understanding in the primary grades using standardized and performance-
based assessments. Journal of Advanced Academics, 25(1), 47-66.
Kingore, B. (2007). Assessment: Time-saving procedures for busy teachers (4th ed.). Austin, TX: Professional
Associates Publishing.
Renzulli, J. S., & Callahan, C. M. (2008). Product assessment. In J. L. VanTassel-Baska (Ed.), Alternative
assessments with gifted and talented students (pp. 259-284). Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2009). Assessing differentiated student products: A protocol for development
and evaluation. Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2015). Preassessment: Who already understands or can do it? In J. L. Roberts &
T. F. Inman, Strategies for differentiating instruction: Best practices for the classroom (3rd ed., pp. 47-
65). Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2015). Taming the assessment beast. In J. L. Roberts & T. F. Inman, Strategies
for differentiating instruction: Best practices for the classroom (3rd ed., pp. 175-192). Waco, TX:
Prufrock Press.
Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3),
262-269.
VanTassel-Baska, J.L. (2008). Using performance-based assessment to document authentic learning. In J. L.
VanTassel-Baska (Ed.), Alternative assessments with gifted and talented students (pp. 285-308). Waco, TX:
Prufrock Press.
VanTassel-Baska, J. (2014). Performance-based assessment: The road to authentic learning for the gifted.
Gifted Child Today, 37(1), 41-47.
VanTassel-Baska, J. (2017). Curriculum-based assessment for advanced learners. In J. VanTassel-Baska & C. Little
(Eds.), Content-based curriculum for high ability learners (3rd ed., pp. 195-216). Waco, TX: Prufrock Press.
Wiliam, D. (2011). Providing feedback that moves learning forward. In D. Wiliam, Embedded formative
assessment (pp. 107-132). Bloomington, IN: Solution Tree Press.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. West
Palm Beach, FL: Learning Sciences International.
Zollo, K. (2015). Teaching for growth: Designing learning portfolios for the Australian curriculum. Hyde Park,
South Australia: Tracy Marsh Publications.
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Curriculum
Adams, C. M., & Pierce, R. L. (2006). Differentiating instruction: A practical guide to tiered lessons in the
elementary grades. Waco, TX: Prufrock Press.
Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's taxonomy of educational objectives. New York: Longman.
Aulls, M. W., & Shore, B. M. (2008). Gifted education and the research [inquiry] imperative in curriculum. In M.
W. Aulls & B. M. Shore, Inquiry in education: the conceptual foundations for research as a curricular
imperative (Vol 1, pp. 99-119). New York: Lawrence Erlbaum Associates.
Ball, W. H., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education.
Ball, W. H., & Brewer, P. F. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.), Teaching in the
block (pp. 29-64). Larchmont, NY: Eye on Education.
Betts, G. T., Carey, R. J., & Kapushion, B. M. (2017). Autonomous learner model resource book. Waco, TX:
Prufrock Press.
Callahan, C., C. M., Moon, T. R., Oh, S., Azano, A.P., & Hailey, E. P. (2015). What works in gifted
education: Documenting the effects of an integrated curricular/instructional model for gifted students.
American Educational Research Journal, 52(1), 137-167.
Coleman, M. (2003). Exploring secondary options: Four variables for success. Gifted Child Today, 26(1), 22-
24.
Dimitriadis, C. (2016). Nurturing mathematical promise in a regular elementary classroom: Exploring the role
of the teacher and classroom environment. Roeper Review, 38(2), 107-122.
Eysinck, T. H. S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted children. High Ability Studies, 26(1),
63-74.
Gallagher, S. A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going?
Journal for the Education of the Gifted, 20(4), 332-362.
Gallagher, S. A. (2015). Adapting problem-based learning for gifted students. In F. A. Karnes & S. M. Bean
(Eds.). Methods and materials for teaching the gifted (4th ed., p. 413-443). Waco, TX: Prufrock Press.
Gallagher, S. (2016). Social studies curriculum for gifted learners. In K. R. Stephens & F. A. Karnes,
Introduction to curriculum design in gifted education (pp. 195-220). Waco, TX: Prufrock Press.
Heacox, D. & Cash, R. M. (2014). Differentiation for gifted learners: Going beyond the basics. Minneapolis,
MN: Free Spirit Press.
Hockett, J. A., & Brighton, C. M. (2016). General curriculum design: Principles and best practices. In K. R. Stephens
& F. A. Karnes, Introduction to curriculum design in gifted education (pp. 41-62). Waco, TX: Prufrock Press.
Johnsen, S. J., & Goree, K. K. (2015). Teaching gifted students through independent study. In F. A. Karnes & S. M.
Bean (Eds.). Methods and materials for teaching the gifted (4th ed., p. 445-478). Waco, TX: Prufrock Press.
Johnsen, S. K., Parker, S. L., & Farah, Y. N. (2015). Providing services for students with gifts and talents
within a Response-to-Intervention framework. TEACHING Exceptional Children, 47(4), 226-233.
Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child
Quarterly, 55(4), 279-299.
Kanevsky, L. (2017). Tool kit for high end curriculum differentiation. Burnaby, BC: Simon Fraser University.
Karnes, F. A., & Bean, S. M. (Eds.)(2015). Methods and materials for teaching the gifted (4th ed.). Waco, TX: Prufrock
Press.
Little, C. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49(7), 695-705.
Maker, C. J., & Scheiver, S. W. (2010). Curriculum development and teaching strategies for gifted learners
(3rd Ed.). Austin, TX: Pro-Ed.
Matthews, D. J., & Foster, J. F. (2009). Two chapters: Ch. 6 Adaptations: The gifted learner in the regular
classroom and Ch. 7 Alternative options: Stretching the boundaries. In D. J. Matthews & J. F. Foster,
Being smart about gifted education: A guidebook for educators and parents (2nd ed., pp. 111-171).
Scottsdale, AZ: Great Potential Press.
Olszewski-Kubilius, P., & Calvert, E. (2015). Implications of the talent development framework for
curriculum design. In T. Kettler (Ed.), Modern curriculum for gifted and advanced academic
students (pp. 37-53). Waco, TX: Prufrock Press.
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Ozturk, M. A., & Debelak, C. (2008). Affective benefits from academic competitions for middle school gifted
students. Gifted Child Today, 31(2), 48-53.
Powers, E. (2008). The use of independent study as a viable differentiation technique for gifted learners in the
regular classroom. Gifted Child Today, 31(3), 57-65.
Reis, S. M., Renzulli, J. S., & Burns, D. E. (2016). Curriculum compacting: A guide to differentiating
curriculum through enrichment and acceleration. Waco, TX: Prufrock Press.
Roberts, J. L., & Inman, T. F. (2015). Strategies for differentiating instruction: Best practices for the classroom
(3rd ed.). Waco, TX: Prufrock Press.
Robinson, A., & Tabler, A. (2016). Survey of curriculum models in gifted education: Frameworks for developing and
implementing differentiated curricula. In K. R. Stephens & F. A. Karnes, Introduction to curriculum design in
gifted education (pp. 95-128). Waco, TX: Prufrock Press.
Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on
educational practice. Gifted Child Quarterly, 51(4), 382-396.
Siegle, D., Amspaugh, C. M., & Mitchell, M. S. (2017). Learning from and with technology. In J. VanTassel-Baska &
C. Little (Eds.), Content-based curriculum for high ability learners (3rd ed., pp. 437-460). Waco, TX: Prufrock
Press.
Stephens, K. R., & Karnes, F. A. (2016). Introduction to curriculum design in gifted education. Waco, TX: Prufrock
Press.
Stepien, W. J., & Pyke, S. L. (1997). Designing problem-based learning units. Journal for the Education of the
Gifted, 20(4), 380-400.
Tomlinson, C. A. (2014). Differentiated instruction. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and
practices in gifted education (pp. 197-210). Waco, TX: Prufrock Press.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., &
Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning
profile in academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted,
27(2/3), 119-145.
Van Deur, P. (2011). Views of gifted elementary students about self-directed learning. Gifted and Talented
International, 26(1-2), 111-120.
VanTassel-Baska, J., & Little, C. (Eds.). (2017). Content-based curriculum for high-ability learners (3rd ed.). Waco,
TX: Prufrock Press.
Grouping
Abrami, P. C., Lou, Y., Chambers, B., Poulsen, C., & Spence, J. C. (2000). Why should we group students
within-class for learning? Educational Research and Evaluation, 6(2), 158-179.
Adams-Byers, J., Whitesell, S. S., & Moon, S. M. (2004). Gifted students' perceptions of the academic and
social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7-
20.
Allen, K. C. (2012). Keys to successful group work: Culture, structure, nurture. The Mathematics Teacher,
106(4), 308-312.
Coleman, M. R. (1994). Using cooperative learning with gifted students. Gifted Child Today, 17(6), 36-38.
Diezmann, C. M., & Watters, J., J. (2001). The collaboration of mathematically gifted students on challenging
tasks. Journal for the Education of the Gifted, 25(1), 7-31.
French, L. R., Walker, C. L., & Shore, B. M. (2011). Do gifted students really prefer to work alone?. Roeper
Review, 33(3), 145-159.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Karns, K. (1998). High-achieving students' interactions and
performance on complex mathematical tasks as a function of homogeneous and heterogeneous
pairings. American Educational Research Journal, 35(2), 227-267.
Kanevsky, L. (2015). Do high ability learners enjoy learning alone or in groups? It depends. International
Journal of Special Education, 30(2), 32-43.
Kettler, T. (2011). Grouping and instruction for gifted students. Gifted Child Today, 34(3), 62-63.
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Klavir, R. (2008). How do gifted children of various ages perceive their situation in heterogeneous classes and
what can pre-service teachers learn from them? Contemporary Issues in Education Research, 1(1), 29-44
Kulik, J. A. (2003). Grouping and tracking. In N. Colangelo & G. A. Davis, Handbook of gifted education (3rd
ed.) (pp.268-281). Upper Saddle River, NJ: Pearson Education.
Kulik, J. A., & Kulik, C.-L. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly,
36(2), 73-77.
Neber, H., Finserwald, M., & Urban, N. (2001). Cooperative learning with gifted and high- achieving
students: a review and meta-analyses of 12 studies. High Ability Studies, 12(2), 199-214.
Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for
best practice. Gifted Child Quarterly, 51(4), 330-341.
Nelson, T. J. (2011). Assessing internal group processes in collaborative assignments. English Journal, 100(6),
41-46.