I’m Gifted, Is That OK? The Social Rules of Being Gifted in Australia

Gifted and Talented International

Volumn 11, Issue 1, 1996, Pages 12-16

  Carrington, Neil ^a  

^a NONE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85082062456     PISSN: 15332276     EISSN: 24709565     Source Type: Journal    
DOI: 10.1080/15332276.1996.11672835     Document Type: Article

References (8)

1. Bégin, J., & Gagné, F., (1994). Predictors of attitudes toward gifted education: a review of the literature and a blueprint for future research. Journal for the Education of the Gifted, 17 (2), 161–179.
2. Colangelo, N., & Kelly, K., (1983). A study of student, parent, and teacher attitudes toward gifted programs and gifted students. Gifted Child Quarterly, 27 (3), 107–110.
3. Cramond, B., & Martin, C. E., (1987). Inservice and preservice teachers’ attitudes towards the academically brilliant. Gifted Child Quarterly, 31 (1). 15–19.
4. Fox, G. A., (1968). The gifted: How are they viewed? Gifted Child Quarterly, 12 (1), 22–33.
5. Gross, M. U. M., (1993). Exceptionally gifted children. London: Routledge.
6. Gurko, L., (1953). Heroes, highbrows, and the popular mind. Indianapolis: Bobbs-Merrill.
7. Mead, A. R., (1954). The gifted child in the American culture of today. Journal of Teacher Education, 5, 211–214.
8. Tannenbaum, A., (1962). Adolescent attitudes toward academic brilliance. New York: Bureau of Publications, Teachers College, Columbia University.