An effective mathematics and science curriculum option for secondary gifted education

Roeper Review

Volumn 22, Issue 4, 2000, Pages 266-269

  Tyler‐Wood, Tandra L ^a   Mortenson, Mark ^a   Putney, Dawn ^b   Cass, Michael A ^b  

^a UNIVERSITY OF NORTH TEXAS   (United States)

^b UNIVERSITY OF WEST GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85007838156     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783190009554050     Document Type: Article

References (9)

1. American College Test, (n.d.). Iowa City, IA: American College Testing (new edition each year).
2. Charlton, J.C. (1994). Follow-up insights on rapid educational acceleration. Roeper Review, 17(2), 123-130.
3. Francis, R. and Underhill, R.G. (1996). A procedure for integrating math and science. School Science and Mathematics, 96(3), 114-119.
4. Lemley, D. (1994). Motivating underachieving gifted secondary students. Gifted Child Today, 17,40-41.
5. McCamey, S.B. (1987). Gifted Evaluation Scale, Hawthorne Educational Services, Colm-bia, MO.
6. McFaden, D.M., Nelson, B.A., and Randall, C.M. (1996). Redesigning the model: A successfully integrated approach to teaching and learning. Bulletin, 80,1-6.
7. Michael, W. B., and Smith, R. A. (1989). Technical manual for the Dimensions of Self-Concept. San Diego: Edits.
8. Sherman, L. A. (1986, November). Cooperative strategies in secondary mathematics and science classes: Three comparative studies. Paper presented at the annual meeting of the School Science and Mathematics Association, Lexington, KY.
9. US Department of Education, National Center for Educational Statistics. (1998). Initial findings from the Third International Mathematics an Science Study (TIMMS): A study of the US twelfth-grade mathematics and science achievement in international context. Washington, D.C.: US Government Printing Office