Welcome Guest
 

Abstract

Reference
X

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Baum, S. (1984). Meeting the needs of learning disabled gifted children. Roeper Review, 7, 16–19.
  • Baum, S. (1990). Gifted but learning disabled: A puzzling paradox (ERIC EC Digest #E479). Eric Clearinghouse on Disabilities and Gifted Education. Retrieved August 11, 2001, from http://ericec.org/digests/e479.html.
  • Betts, G. (1985). The autonomous learner model. Greeley, CO: Autonomous Learning Publications Specialists.
  • Clark, B. (1983). Growing up gifted (2nd ed.). Columbus, OH: Merrill.
  • Clark, B. (1986). Optimizing learning. Columbus, OH: Merrill.
  • Coleman, M. (2001). Curriculum differentiation: Sophistication. Gifted Child Today. 24(2), 24–25.
  • Feldhusen, J., & Koloff, P. (1986). The Purdue three-stage enrichment model for gifted education at the elementary level. In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 126–152). Mansfield Center, CT: Creative Learning Press.
  • Glennan, T., & Melmed, A. (1996). Fostering the use of educational technology: Elements of a national strategy. Santa Monica, CA: RAND.
  • Karnes, F., & Bean, S. (1990). Developing leadership in gifted youth (ERIC EC Digest #E485). Eric Clearinghouse on Disabilities and Gifted Education. Retrieved August 14, 2001, from http://ericec.org/digests/e485.html.
  • Kellaghan, T., Madaus, G., & Raczek, A. (1996). The use of external examinations to improve student motivation. Washington, DC: American Educational Research Association.
  • Means, B., & Olson, K. (1995). Technology’s role in education: Reform, findings from a national study of innovating schools. Menlo Park, CA: SRI.
  • Morgan, T. (1993). Technology: An essential tool for gifted & talented education. Journal for the Education of the Gifted, 16, 358–71.
  • Multon, K., Brown, S., & Lent, R. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38.
  • Pajares, F., & Valiante, G. (1997). Influence of writing self-efficacy beliefs on the writing performance of upper elementary students. Journal of Educational Research, 90, 353–360.
  • Peters, C. (1996). Perfectionism. Retrieved August 14, 2001, from http://www.nexus.edu.au/teachstud/gat/peters.htm.
  • Renzulli, J., & Reis, S. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
  • Schlichter, C. (1986). Talents unlimited: Applying the multiple talent approach in mainstream and gifted programs. In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 306–350). Mansfield Center, CT: Creative Learning Press.
  • Tannenbaum, A. (1986). The enrichment matrix model. In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 391–428). Mansfield Center, CT: Creative Learning Press.
  • Taylor, C. (1988). Various approaches to and definitions of creativity. In R. J. Sternberg (Ed.), The nature of creativity (pp. 99–121). Portsmouth, NH: Heinemann.
  • Torrance, E. (1981). Creative teaching makes a difference. In J. C. Gowan, J. Khatena, & E. Torrance (Eds.), Creativity: Its educational implications (2nd ed., pp. 165–170). Dubuque, IA: Kendall/Hunt.
  • Treffinger, D., & Sortore, M. (1992). Programming for gifted series. Volume 1: Programming for giftedness—a contemporary view. Sarasota, FL: Center for Creative Learning.
  • Willams, F. (1986). The cognitive-affective interaction model for enriching gifted programs. In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 461–484). Mansfield Center, CT: Creative Learning Press.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
  • Volume 26
  •  Issue 2
  • Publication Date: Spring 2003



Stand By to Roll ...

Dianne Prager and Cathy Alderman

Concentrating on the signal from his headphones, the audio technician calls, “Sound test!” In response, the reporter recites the first few lines of her script. Finding the level satisfactory, the technician signals a thumbs up to the director. “Camera ready?” the director inquires. “Ready!” the videographer replies. Noting that the reporter is in place, the director cues the crew: “Stand by to roll!”



ShoppingCart Summary

Shopping
Your cart is empty.