Instructional practices of teachers in general education classrooms and gifted resource rooms: Development and validation of the Instructional Practice Questionnaire

Gifted Child Quarterly

Volumn 50, Issue 2, 2006, Pages 91-103

  Hong, Eunsook ^a   Greene, Mary T ^a   Higgins, Kyle ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646760950     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/001698620605000202     Document Type: Article

References (36)

1. Archambault, F., Westberg, K. L., Brown, S. W., Hallmark, B. W., Zhang, W., & Emmons, C. L. (1993). Classroom practices used with gifted third and fourth grade students. Journal for the Education of the Gifted, 16, 103-119.
2. Barnett, L., & Durden, W. (1993). Education patterns of academically talented youth. Gifted Child Quarterly, 37, 161-168.
3. Bloom, B. (1956). Taxonomy of educational objectives: Cognitive domain. New York: Longman.
4. Clark County School District. (1997). The challenge curriculum guide: Gifted and talented education program. Las Vegas, NV: Author.
5. Cox, J., Daniel, N., & Boston, B. O. (1985). Educating able learners: Programs and promising practices. Austin: University of Texas Press.
6. Feldhusen, J. F. (1997). Educating teachers for work with talented youth. In N. Colangelo & D. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 546-552). Needham Heights, MA: Allyn & Bacon.
7. Feldhusen, J., VanTassel-Baska, J., & Seeley, K. (1989). Excellence in educating the gifted. Denver, CO: Love.
8. Fry, E. (1977). Elementary reading instruction. New York: McGraw Hill.
9. Gallagher, J. (1997). Issues in the education of gifted students. In N. Colangelo & D. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 10-23). Needham Heights, MA: Allyn & Bacon.
10. Gallagher, J., & Gallagher, S. (1994). Teaching the gifted child (4th ed.). Boston: Allyn & Bacon.
11. Gallagher, J., Harradine, C., & Coleman, M. R. (1997). Gifted students in the classroom: Challenge or boredom. Roeper Review, 19, 132-136.
12. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
13. Gardner, H. (1993). Multiple intelligence: The theory into practice. New York: Basic Books.
14. Gentry, M., & Owen, S. V. (1999). An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-243.
15. Gentry, M., Rizza, M. G., & Gable, R. K. (2001). Gifted students' perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. Gifted Child Quarterly, 45, 115-129.
16. Greene, M. T., & Hong, E. (2001). Instructional practice questionnaire. Unpublished manuscript, University of Nevada, Las Vegas.
17. Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 276-293.
18. Marland, S. (1971). Education of the gifted and the talented (Vol. 1). Washington, DC: U.S. Government Printing Office.
19. Nelson, K. C., & Prindle, N. (1992). Gifted teacher competencies: Ratings by rural principals and teachers compared. Journal for the Education of the Gifted, 15, 357-369.
20. Olenchak, F. R., & Castle, C. (1997). Assessing the effectiveness of gifted programs statewide. In T. L. Cross, J. J. Gallagher, & A. Starko (Eds.), Research Briefs (pp. 15-32). Washington, DC: National Association for Gifted Children Service Publication.
21. Passow, A. (1982). Differentiated curricula for the gifted/talented. Ventura County, CA: Office of the Superintendent of Schools.
22. Renzulli, J. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
23. Renzulli, J. (1988). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Stemberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). New York: Cambridge University Press.
24. Schumm, J. S., & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers' perspectives. Remedial and Special Education, 12, 18-25.
25. Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychology, 26, 337-345.
26. Sowa, C., & May, K. (1997). Expanding Lazarus and Folkman's paradigm to the social and emotional adjustment of gifted children and adolescents (SEAM). Gifted Child Quarterly, 41, 36-42.
27. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
28. Tomlinson, C. (1995). Deciding to differentiate instruction in middle school: One school's journey. Gifted Child Quarterly, 39, 77-87.
29. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
30. Tomlinson, C. (2001). How to differentiate instruction in mixedability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
31. Torrance, E. P. (1963). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall.
32. Torrance, E. P., & Sisk, D. A. (2001). Gifted and talented children in the regular classroom. Buffalo, NY: Creative Education Foundation Press.
33. VanTassel-Baska, J. (1994). Comprehensive curriculum for gifted learners (2nd ed.). Boston: Allyn & Bacon.
34. Vaughn, S., Schumm, J. S., & Kouzekanani, K. (1993). What do students with learning disabilities think when their general education teachers make adaptations? Journal of Learning Disabilities, 26, 545-555.
35. Ward, V. (1961). Finding the gifted: An axiomatic approach. Columbus, OH: Charles E. Merrill.
36. Westberg, K. L., Archambault, F. X., Dobyns, S. M., & Slavin, T. J. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16, 120-146.