Breaking through assumptions about low-income, minority gifted students

Gifted Child Quarterly

Volumn 50, Issue 1, 2006, Pages 11-25

  Swanson, Julie Dingle ^a  

^a Department of Teacher Education and Department of Sociology and Anthropology   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 32344444976     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/001698620605000103     Document Type: Review

References (34)

1. Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
2. Boyce, L., VanTassel-Baska, J., Burruss J., Sher, B., & Johnson, D. (1997). A problem based curriculum: Parallel learning opportunities for students and teachers. Journal for the Education of the Gifted, 20, 363-379.
3. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
4. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum.
6. Finnan, C., & Swanson, J. D. (2000). Accelerating the learning of all students: Cultivating culture change in schools, classrooms, and individuals. Boulder, CO: Westview Press.
7. Ford, D. Y., Harris, J. J., Tyson, C. A., & Trotman, M. F. (2002). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24, 52-62.
8. Grantham, T. C. (2002). Underrepresentation in gifted education: How did we get here and what needs to change? Roeper Review, 24, 50-51.
9. Keppel, G. (1991). Design and analysis: A researcher's handbook (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
10. Levin, H. (1995). Accelerated schools: The background. In C. Finnan, E. P. St. John, J. McCarthy, & S. Slovacek (Eds.). Accelerated schools in action: Lessons from the field (pp. 3-23). Thousand Oaks, CA: Corwin Press.
11. Means, B., Chelemer, C., & Knapp, M. S. (1991). Teaching advanced skills to advanced students. San Francisco: Jossey-Bass.
12. O'Tuel, F. S. (1999). Year one evaluation report: Javits Project Breakthrough. Unpublished report. University of South Carolina, Columbia.
13. O'Tuel, F. S. (2000). Year two evaluation report: Javits Project Breakthrough. Unpublished report. University of South Carolina, Columbia.
14. O'Tuel, F. S. (2001). Year three evaluation report: Javits Project Breakthrough. Unpublished report. University of South Carolina, Columbia.
15. Page, S. (2000). When changes for the gifted spur differentiation for all. Educational Leadership, 58(1), 62-65.
16. Paul, R. (1992). What every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
17. Peterson, J. M. (1989). Remediation is no remedy. Educational Leadership, 46(6), 24-25.
18. Peterson, J., & Margolin, L. (1997). Naming gifted children: An example of unintended "reproduction." Journal for the Education of the Gifted, 21, 82-100.
19. Piaget, J. (1970). Science of the education and the psychology of the child. New York: Penguin Books.
20. Pogrow, S. (1990). Challenging at-risk students: Findings from the HOTS Program. Phi Delta Kappan, 71, 389-397.
21. Reis, S., Gentry, M., & Maxfield, L. (1998). The application of enrichment clusters to teachers' classroom practices. Journal for the Education of the Gifted, 21, 310-334.
22. Renzulli, J. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield, CT: Creative Learning Press.
23. Ross, P. O. (1993). National excellence: A case for developing America's talent. Washington, DC: U.S. Government Printing Office.
24. Slocumb, P. (2001). Giftedness in poverty. Gifted Education Communicator, 32, 4.
25. Swanson, J. D. (1997). Factors which support and inhibit the use of gifted and talented strategies in Title I schools. Unpublished Doctoral Dissertation, University of South Carolina, Columbia.
26. Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace.
27. The College Board. (1999). Reaching the top: A report of the national task force upon minority high achievement. New York: The College Entrance Examination Board.
28. VanTassel-Baska, J. (1992). Planning effective curriculum for gifted learners. Denver, CO: Love Publishing.
29. VanTassel-Baska, J., Avery, L., 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, 244-272.
30. VanTassel-Baska, J., Bass, G., Ries, R., Poland, D., & Avery, L. (1998). A national study of science curriculum effectiveness with high ability students. Gifted Child Quarterly, 42, 200-211.
31. VanTassel-Baska, J., Johnson, D., Hughes, C., & Boyce, L. (1996). A study of language arts curriculum effectiveness with gifted learners. Journal for the Education of the Gifted, 19, 461-480.
32. VanTassel-Baska, J., Patton, J., & Prillaman, D. (1991). Gifted youth at risk: A report of a national study. Reston, VA: Council for Exceptional Children.
33. VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). Curriculum study of gifted-student learning in the language arts. Gifted Child Quarterly, 46, 30-44.
34. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, MS: Harvard University Press.