Challenges and possibilities for serving gifted learners in the regular classroom

Theory into Practice

Volumn 44, Issue 3, 2005, Pages 211-217

  VanTassel Baska, Joyce ^a   Stambaugh, Tamra ^a  

^a The College of William and Mary   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23944450648     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4403_5     Document Type: Review

References (18)

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3. DuFour, R., & Eaker, R. E. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service.
4. Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
5. Ford, D. Y., & Harris, J. J., III. (1995). Underachievement, among gifted African-American students: Implications for school counselors. School Counselor, 42, 196-203.
6. 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(2), 123-129.
7. Rogers, K. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential.
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9. Stambaugh, T. (2001, Winter). Cluster grouping the gifted: One school's journey. The Review: Ohio Association for Gifted Children, 4-5.
10. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
11. Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
12. VanTassel-Baska, J. (2003). Content-based curriculum for low income and minority gifted learners (Research Monograph RM03180). Storrs: National Research Center on Gifted and Talented, University of Connecticut.
13. VanTassel-Baska, J., & Baska, A. (2004, Winter). Working with gifted students with special needs: A curriculum and program challenge. Gifted Education Communicator, 4-7, 27.
14. VanTassel-Baska, J., Bass, G. M., Reis, R. R., Poland, D. L., & Avery, L. D. (1998). A national pilot study of science curriculum effectiveness for high ability students. Gifted Child Quarterly, 42, 200-211.
15. VanTassel-Baska, J., & Little, C. A. (2003). (Eds.). Content-based curriculum for high-ability learners. Waco, TX: Prufrock.
16. VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). A curriculum study of gifted student learning in the language arts. Gifted Child Quarterly, 46, 30-44.
17. Westberg, K., Archambault, F., Dobyns, S., & Slavin, T. (1993). The classroom practices observational study. Journal for the Education of the Gifted, 16, 120-146.
18. Westberg, K., & Daoust, M. E. (2004). The results of the replication of the classroom practices survey replication in two states. Storrs: National Research Center on the Gifted and Talented, University of Connecticut.