Myth 13: The regular classroom teacher can "Go it alone"

Gifted Child Quarterly

Volumn 53, Issue 4, 2009, Pages 269-271

  Sisk, Dorothy ^a  

^a LAMAR UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70349609593     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/0016986209346939     Document Type: Article

References (10)

1. Kaplan, S. (2007) Differentiation by depth and complexity. In W. Conklin & S. Frei (Eds.) Differentiating the curriculum for gifted learners. Huntington Beach, CA: Shell Education.
2. Kaplan, S. (2009). Layering differentiated curricula for the gifted and talented. In F. Karnes & S. Bean (Eds.), Methods and materials for teaching the gifted (pp. 107-145). Waco, TX: Prufrock Press.
3. Renzulli, J.S., Gentry, M., & Reis, S. (2007). Enrichment cluster for developing creativity and high end learning. Gifted and Talented International, 22, 39-46.
4. Shore, B., Cornell, D., Robinson, A., & Ward, V. (1991). Recommended practices in gifted education: A critical analysis. New York: Teachers College Press.
5. Sisk, D. (2008). Historical perspectives in gifted education. In F. Karnes & K. Stephens (Eds.), Achieving excellence: Educating the gifted and talented (pp. 1-17). New York: Merrill/Prentice Hall.
6. Sisk, D. (2009). Making great kids greater: Easing the burden being gifted. Thousand Oaks, CA: Corwin Press.
7. Swanson, J. (2006). Breaking through assumptions about low-income, minority gifted students. Gifted Child Quarterly, 50, 11-24.
8. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
9. Van Tassel-Baska, J., MacFarlane, B., & Feng, A. (2008). A cross-cultural study of exemplary teaching: What do Singapore and the United States secondary gifted class teachers say? Gifted and Talented International, 21, 38-47.
10. Westberg, K., & Archambault, F. (1997). A multi-site case study of successful classroom practices for high ability students. Gifted Child Quarterly, 41, 42-51.