A critique of critiques of gifted education

Journal for the Education of the Gifted

Volumn 19, Issue 2, 1996, Pages 234-249

  Gallagher, James J ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21844506851     PISSN: 01623532     EISSN: None     Source Type: Journal    
DOI: 10.1177/016235329601900208     Document Type: Article

References (10)

1. Allan, S. (1991). Ability grouping research reviews: What do they say about grouping and the gifted? Educational Leadership, 48(6), 60-65.
2. Borland, J. (1996). Gifted education and the threat of irrelevance. Journal for the Education of the Gifted, 19(2), 129-147.
3. Callahan, C. (1996). A critical self-study of gifted education: Healthy practice, necessary evil, or sedition? Journal for the Education of the Gifted, 19(2), 148-163.
4. Callahan, C., & McIntyre, J. (1994). Identifying outstanding talent in American Indian and Alaskan native students. Washington, DC: U.S. Department of Education.
5. Coleman, M. R., & Gallagher, J. J. (1995). Middle schools and their impact on talent development. Middle Schools Journal, 27, 47-56.
6. Feldman, D. (1979). A follow-up of subjects scoring above 180 IQ in Terman's Genetic Studies of Genius. Exceptional Children, 50, 518-523.
7. Frasier, M. (1991). Disadvantaged and culturally diverse gifted students. Journal for the Education of the Gifted, 14, 234-245.
8. Gallagher, J. (1991). Educational reform, values, and gifted students. Gifted Child Quarterly, 35(1), 12-19.
9. Treffinger, D., & Feldhusen, J. (1996). Talent recognition and development: Successor to gifted education. Journal for the Education of the Gifted, 19(2), 181-193.
10. Vonnegut, K. (1950). Welcome to the monkey house. New York: Delacorte.