Academically Gifted Programs And Services Formats - An Annotated Bibliography

Student: Minh Kim. Assignment EDST 5803 . 2011 Page 1
Kim Ngoc Minh, University of New South Wales, Sydney, Australia.
Minh.kim@student.unsw.edu.au ; minhkn@gmail.com
Academically Gifted Programs and Services’ Formats
– an annotated bibliography
Introduction and methodology
Upon writing this paper, I found a book named A Menu of Options For
Grouping Gifted Students (Rogers, 2006). “A menu” is what I would like to
discuss for the purpose of this annotated bibliography. It leads me to imagine
that in a so-called “gifted education restaurant”, I am helping a school
administrator, counsellor, teacher, parent or community leader to choose a
variety of appropriate options for their gifted and academically talented child.
Before “ordering”, they need a menu: a “mini” encyclopaedia with brief
introductions and more references of other gifted services and the formats of
their programs. Apparently, they will not order only one dish, but rather a
combination of suitable dishes for each gifted child. Moreover, they will require
different programs according to their own positions, that will fit more correctly
within the home (if they are parents or counsellors), school (if they are
administrators or teachers), or community (if they are community leaders or
others). I will clarify further about the annotated bibliography’s methodology
and structure below.
First, the terms of the paper’s topic must be defined. NSW Department of
Education and Training (2004) cites from Berger (1991) that a program is a
“comprehensive, sequential system for educating students with identifiable
needs”. In the glossary of NAGC (National Association for Gifted Children
(U.S.), 2010) , it is stated:
Programs/programming: Formally structured, regularly scheduled,
ongoing services provided to students with gifts and talents in school or
community settings (e.g., museum, laboratory, or university).
Programming includes goals, student outcomes, strategies to accomplish
them, and procedures for assessing and evaluating these over time. The
Committee prefers the term “programming” because it indicates the

ongoing nature of these services, while “program” could refer to a one-
time event.
From the perspective of our Parents or Community “customers”, the provisions
for gifted and talented children are not necessarily “comprehensive” and
“formally structured”, rather they could be in a various and even “one-time-
only” models. This is why I also use the “service” term for this “menu”, as was
defined also by NAGC (2010):
Services/servicing: Educational and related interventions that are
provided to students in or outside of the regular school setting. Agiven
service may be one-time-only, annual, or ongoing, and may be provided
even in the absence of formal gifted programming. Examples may include
counselling, tutoring, and mentoring.
Services and programs consist of two important components: curriculum and
format (Borland, 1989; Moon & Rosselli, 2000). This annotated bibliography
focuses on the “format”, which is described as “the administrative delivery
system utilized” or “the form [of] the delivery of special services to the gifted”.
Actually, Borland (1989) asserts the “program format” referring to “take within
the school system”. However, as presented above, the term “services” has
already been added to our topic to reach a more widened approach)
Second, we identify the structure of this annotated bibliography. By
reviewing the recent works (or very important papers, if they are not recent), we
organise our “menu” into four main categories:
1. Foundation, Framework
2. Home
3. School
4. Community

Figure 1: The Category of Annotated Bibliography “Academically Gifted
Programs and Services’ formats”
The first part provides the “must read” list, which answers the questions
“Why” (Theories, Models, Practices), “How to do”, “When” (Curriculum,
Planning, Implementing, Evaluating, Professional development) and “Who”
(Identification). It also includes the general standards, guidelines as well as
state-of-the-art reviews of formats of gifted programs and services. A
supplement is provided for further involvement, especially on the internet
environment.
To answer the questions “What kinds of” and “Where”, the next three parts
are three “places”, where the gifted children’s needs are catered. Each place
is indicated by an icon (heart, star or sun): “Home” - ; “School” - , and
“Community” - . The “Home” here means mainly within family
interactions, such as parenting and home-schooling. The “School” refers to
regular school, which young students attend on a daily basis. The
“Community” mentions activities which are organised “out-of-school”,
such as summer camps, university-based services, or online competitions.
Each item’s brief content review is provided, as well as one or more above
icons, labelled according to relevance. There are items which could be in
more than one category, which are placed in the most relevant category and
labelled with the relevant icon. These items are ordered by the published
time. In addition, each “form” or “format” is labelled a number in
parentheses to count the total (up to that format) listed in this “menu”.
Foundation, Framework
Home School Community

1. Foundation, framework
1.1.Handbook; Encyclopedia and up-to-date Reviews of Models and
Theories
Mönks, F. J., Sternberg, R. J., & Subotnik, R. F., with Kurt A.Heller.
(2000). The international handbook of giftedness and talent (Second., p.
950). Pergamon.
With seven parts and 59 chapters written by over 100 distinguished authors
(from 24 nations) in the gifted and talented education field, this international
handbook is a worldwide and a comprehensive review of theories and
practices. The two largest parts are “Gifted education and programming” and
“Examples of country efforts, policies, programs and issues” with 26
chapters, which provide the hands-on formats of gifted programs and
services from all over the world.
Colangelo, N., & Davis, G. A. (Eds.). (2003). Handbook of Gifted
Education (p.640) (Third Edit.). Allyn & Bacon.
As one of pioneer handbooks in the field, this third edition provides readers
an excellent balance of research and practical applications from well-known
gifted education experts. Particularly, the largest section is Part III –
Instructional Models and Practices, in which we can see the high level
reviews of Enrichment and Acceleration, Curriculum, Grouping and
Tracking, Mentoring, Summer and Saturday Programs, Talent Searches.
Pfeiffer, S. I. (2008). Handbook of Giftedness in Children: Psycho-
educational Theory, Research, and Best Practices (p. 420). Springer.
A thorough picture of the field, with 32 leading experts and their 20 areas of
expertise, from History to the current Conceptions, from Family of the gifted
learners to Federal and State policies, from Identification and nurturing (with
international views) to counselling, setting appropriate curriculum, in both a
psychological and educational approach. It is a comprehensive and
contemporary resource for parents, practitioners and researchers.

Kerr, B. (2009). Encyclopedia of Giftedness, Creativity, and Talent. (B.
Kerr, Ed.) (p. 1112). Sage Publications, Inc.
With two volumes and over 1000 pages, spreading 411 entries through more
than 550,000 words, this Encyclopaedia is a must-have for any school,
community or dedicated family in gifted education. It is the work of 21
editors and hundreds of contributors who are both the eminent scholars in the
field, providing a state-of-the-art “dictionary” by A to Z entries list.
Furthermore, there is a reader guide which is based on the well-organised
topics. For example, under Programs and Interventions, we could see variety
of sub-topics, such as Acceleration options, Coaching, Summer Camps and
Talent Searches, with a list of most outstanding gifted centres that run these
programs in all over the United States.
Shavinina, L. (Ed.). (2009). International Handbook on Giftedness. (p.
1542). Springer.
This handbook is both thoughtful, and the thickest handbook in the field,
with 1542 pages and 73 chapters. It not only states systematically regular
topics in gifted and talented education, the handbook brings us the discussion
of new gifted and talented domains such as computer technology talent
(Chapter 37), entrepreneurs giftedness (Chapter 36), and talent and
giftedness in cinema (Chapter 33). In addition, the up-to-date formats and
practices, especially with technology support, also are explored. For
instance, there are Future Problem Solving in Gifted Education ( Chapter
55), - Recent Developments in Technology Implications for Gifted
Education (Chapter 56) , High Intellectual and Creative Educational
Multimedia Technologies for the Gifted(Chapter 57) The Iowa Online
Advanced Placement Academy (Chapter 59). Furthermore, a wide range of
international practices have been reviewed, from Asia to South America,
Europe, Africa and Middle East.
1.2. Standard, guidelines
NSW Department of Education and Training. (2004). What are the
options? Extension programs for gifted and talented students in
comprehensive schools.
To discuss in a critical view the foundation of the document “Policy and
implementation strategies for the education of gifted and talented students”
(revised 2004), points out the goals of extension programs, being

acceleration, flexible grouping options, differentiation of the curriculum:
enrichment and extension, and counselling. To keep on the track of general
understanding, a system overview and outline of theory, model,
characteristics and identification are presented comprehensively. After
setting this foundation, the formats of gifted and talented programs in the
schools are introduced with clear descriptions, examples and cases. A
practical guide finally is expressed for school level and key learning area
level with ongoing support from regional and state offices. This is truly a
thoughtful and hands-on guidebook for administrators and teachers in gifted
education.
National Association for Gifted Children (U.S.). (2010). NAGC Pre-K-
Grade 12 Gifted Programming Standards. Education.
Revising from the 1998 edition, this up-to-date paper declares six standards
with emphasis on the student outcomes and evidence-based practices. There
are: Learning and Development; Assessment; Curriculum Planning and
Instruction; Learning Environment; Programming and Professional
Development. Applying this standard, the practitioners could do the
following tasks in gifted field appropriately: assess, evaluate, and improve
local plans and programming • Plan curriculum • Provide professional
development • Advocate • Develop, improve, and evaluate state standards •
Approve gifted plans and programs and monitor for compliance with state
regulations. An official glossary of terms is also provided for consistency in
understanding and practicing.
2. Home
Parenting (1) and Home-schooling (2):
Freeman, J. (2000) Families, the essential context for gifts and talents (pp.
573-585). In: K.A. Heller, F.J. Monks, R. Sternberg & R. Subotnik,
International Handbook of Research and Development of Giftedness and
Talent. Oxford: Pergamon Press.
By scanning a series of works in parenting the gifted in almost 50 years,
Freeman points out the main points in the interaction between parents and
children as well as individual differences within families. After reviewing
several international researches of “follow-up” studies, the author also consults

“good parenting” advice, such as “Teaching skills are needed by parents to
develop general and specific areas of their children's potentials” ; “Parents also
have to be aware of their own feelings, notably to avoid labels and categories
such as gender, in bringing up children who can demonstrate their gifts.”; “ Real
emotional support is not quite the same as love: parenting in the name of love
can be directive and so inhibit the growth of children's gifts where they are not
acceptable. Pride and pleasure in children's accomplishments (or efforts), along
with suggestions and encouragement to practice, provide excellent feedback for
improving performance.”
Rogers, K. B. (2002). Re-forming gifted education : matching the program to
the child (p. xxiii, 504 p.). Scottsdale, AZ: Great Potential Press.
As a “must read” and very friendly guide book in the field for parents, this book
reviews the forms of gifted programs in a systematic and easy-to-follow
appearance. The unique advantage of this book are useful figures and tables,
which parents ( and teachers as well) could use as rich information resources as
well as apply for their everyday activities. There are many poignant examples:
“The match of gifted characteristics and gifted provisions” (p.90); “Some talent
search and other accelerated programs” (with detail addresses, p.130); various
“Candidate forms” for the gifted programs and services; full lists of Saturday
and Summer Programs (p.332), Good books for gifted Students (p.358),
competitions and contests for talent areas (p.362), and so on. Especially, there is
a Gifted Education Planner, which is convenient for parents to clarify their
child’s strengths, weaknesses as well as learning styles, and set an appropriate
educational plan for their gifted child. The invaluable “Shoulds” lists are also
provided for both schools and parents in nurturing the children.
The author also writes a hands-on section named “Homeschooling: A last
resort”, where she claims that in the most cases, homeschooling parents do an as
well or better job in comparison with public schools. She also provides a rich
resource for a home-schooling curriculum, with detail contents/guideline
categories. To conclude, she points out that “talent development, as well as
interest development and self-awareness, must be the primary thrust of parents’
efforts” and “dexterity, spatial visualization, social problem solving, and
memory must also be taught outside of school”.
Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed., p. 307 p.).
London ; New York: RoutledgeFalmer.

The author shows an “academic” diary of 15 extraordinary gifted children,
whose physical, academic, social and emotional development were traced
closely and sensitively in almost 20 years. One would like to understand deeply
the truth (and in some cases, very bitter) paths of these profound kids as well as
their special needs and the responds from families and schools, one could learn
the good examples and the sad stories, so they do not happen to their gifted
child. In terms of effective gifted programs for these gifted learners in the
research, Gross (2004) concludes that they “have been designed through close
cooperation among the school, the parents and the child”. These capable parents
understand thoroughly the acceleration, ability grouping and intellectual and
emotional needs of their children.
Robinson, A., Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted
education : an evidence-based guide (p. xv, 286 p.). Waco, TX: Prufrock
Press.
Throughout research and evidence-based practices, this book provides
invaluable advice to administrators, teachers and especially parents of gifted
and talented children. The unique point of this book is practical advocating. In
each practice, there are two sections: What We Know and What We Can Do,
with a concise consultation in separate parts for school, classroom,home-based
activities and parents’ involvement. As a service publication of National
Association of Gifted Children (US), this book is a thoughtful menu for setting
a great “meal” in nurturing gifted and talented children.
3. School
Acceleration: Early Admission to Kindergarten (3); Early Admission to First
Grade (4); Grade-Skipping (5); Continuous Progress (6); Self-Paced
Instruction (7); Subject-Matter Acceleration/Partial Acceleration (8);
Combined Classes (9); Curriculum Compacting (10);Telescoping Curriculum
(11); Mentoring (12); Extracurricular Programs (13); Correspondence
Courses (14); Early Graduation (15); Concurrent/Dual Enrollment (16);
Advanced Placement (17); Credit by Examination (18); Acceleration in
College (19); Early Entrance into Middle School, High School, or College(20)
(based on Southern & Jones, 2004)

Colangelo, N., Assouline, S. G., & Gross, M. U. M. (Eds.). (2004). A nation
deceived: How schools hold back Americaʼs brightest students. Connie Belin
& Jacqueline N. Blank International Center for Gifted Education and
Talent Development, University of Iowa.
One cannot approach the holistic database of acceleration without reading this
thoughtful work. This 2 –volume of international acceleration advocacy (even
its title and content are based mainly on the United States’ circumstance) has
been translated into nine different languages. It has been distributed free online
through a resourceful website, leading to a new wave of meaningful efforts to
support acceleration in worldwide schools.
Volume 1 consists of exposing “a national scandal”, the ignorance of
excellence. It also introduces several types of acceleration with brief analysis of
each type, through social, economic and academic perspectives. It raises a
strong voice with a simple and straight tone, which as they assert, t “every
sentence in this volume is culled from the research of America’s leading
education experts” (Colangelo, Assouline, & Gross, 2004, Vol I p.53) Apendix
F provides a resourceful list of centres, competitions, materials, organizations,
programs relating to acceleration and gifted education in general.
Volume 2 supports the acceleration advocacy through 11 chapters of detail
research-based discussions by the eminent scholars in the field. As cited above,
it is the first time a wide range of 18 forms of acceleration has been reviewed
and listed . Furthermore, a various approaches of acceleration, such as “Public
policy”, “Meta-analytic studies’’, “Long-term effects”, “Whole-grade”,
“Radical”, and “Twice-Exceptional’. For further reading and to be further
persuaded, one could read Appendix C – An annotated bibliography on
acceleration (Colangelo et al., 2004, Vol II p.129), with 263 references in 12
different categories.
The exceptional sections of this useful material are the outstanding arguments
of the stereotypes, with a practical application. Particularly, there is one
attached leaflet to the volumes with straight messages: “Some prejudice points
and their counterpoints”, “Some types of acceleration”, “What do accelerated
students contribute to society?”, “What teachers can do?”. In the Appendix G of
Volume I – What you can do right now, the authors point out specific steps for
raising awareness and choose “not to hold back our brightest students”.
Grouping: Special schools for the gifted (21); School within a school (22);
Self-contained classes (23); Multi-tracked programs (24); Pull-out programs
(25); Resource room programs (26); Provisions within the regular classroom

(27) International Baccalaureate Program (28); Individual Education
Programs (IEP) (29); Regrouping by ability/achievement level for specific
instruction (30); Cluster grouping by ability/performance (31); Within-
class/flexible grouping (32); Like-performing/Like-ability cooperative
learning (33); Cross-grade/multi-age grouping (34); Peer tutoring dyads (35).
(Based on Rogers (2002, 2006), Davis and Rimm (2004) , Shaunessy and Suldo
(2010))
Rogers, K. B. (2006). A menu of options for grouping gifted students.
Prufrock Press.
Generally, Rogers divides grouping into two categories: one by the gifted
children’s ability and the other based on their performance. According to her,
there are four forms of ability grouping: full-time ability grouping, cluster
grouping, pull-out enrichment groups and like-ability cooperative groups; as
well as six forms of performance grouping: regrouping by achievement level for
specific instruction, cluster grouping by performance, within-class/flexible
grouping , like-performing cooperative learning , cross-grade/multi-age
grouping and resource room pull-out enrichment clusters. This method of
classification is different from her previous works, , where she describes by the
size of group, “whole class” and “small group strategies”.
Using the “menu” concept, the author starts this short and practical guidebook
by two cases, which are catered by integrated options of grouping forms in their
development path. Afterward, she clarifies 10 forms of grouping, in companion
with researches’ evidence. The unique and most practical part of this book is
“Selecting and implementing the best forms of grouping for a school”, where
she analyses three main factors: administration, teacher and curricula. She
makes two concise and useful tables, which advise: (1) regular teacher role, (2)
gifted resource teacher role, (3) Content/knowledge to be acquired and (4) skills
to be developed. This tool is very convenient to the administrators and teachers
in setting curricula and implementing these programs.
Enrichment: Independent study (36); Scientific Research(37); Learning
Centres(38); Art Projects(39); Fieldtrips /Excursions/Exchange (40), Peers of
Cross-Aged Mentorship (with broad and/or deep knowledge) (41), Distinction
Courses (42); Talent Exhibition (43); Lecture (44); Discussion (45); Mini

courses (46); Creative Problem Solving (47) (based on Davis and Rimm
(2004), Rogers ( 2002), Colangelo and Davis (2002))
Davis, G., & Rimm, S. (2004). Enrichment and grouping. Education of the
gifted and talented (Fifth., pp. 139-164). Allyn & Bacon.
In this chapter, the authors point out that both enrichment and acceleration
require grouping. On the other hand, Gross (2003) asserts that rather than
debating "acceleration versus enrichment", we let them stand as vis-à-vis
interaction. That means I am classifying for visual-aid effect of a “restaurant”
menu, in which some forms could be combined or compounded (with
“ingredient”, certainly) to serve our gifted children.
If Rogers (2002) directs mainly the methodology and principle of enrichment
activities in her section of “enrichment”. Davis and Rimm (2004) show both
“higher order” objectives and specific practices in detail. The authors stress 10
objectives, however in my opinion there are three powerful goals for these
enrichment programs: “maximum achievement in basic skills, based on needs,
not age”; “content and resources beyond the prescribed curriculum”; “higher-
level thinking skills, critical thinking, library and research skills”. After that
they review thoroughly 11 strategies/practices of enrichment programs, which
were placed above in the list of the programs, as well as placed in the
“Community” section, as with my method of classification.
Counselling: Psychosocial needs counselling (48), Academic counselling
(49); Career Counselling(50) (based on Davis and Rimm (2004); VanTassel-
Baska (1998))
Davis, G., & Rimm, S. (2004). Understanding and counseling gifted
students. Education of the gifted and talented (pp. 425-451). Allyn &
Bacon.
Stating a “general rule” that “the greater the gift, the greater the counselling
need”, the authors establish two clear steps: Firstly, to understand the “unique
personal and educational problems of gifted students.” Secondly, once
understanding, the next goal of counselling functions “can be carried out by
teachers, counsellors, parents, or others.” After re-identifying the gifted and
talented children’s characteristics, the authors review literature in the field in the

areas concerned, such as Gifted and gay, suicide, career guidance, stress
management. The most poignant and practical part of this chapter is
“Developing a counselling program for gifted students”, in which the authors
clarify the role of each stakeholder: Administrator; Teacher; Counsellor and
Parents. From my point of view, the role of the child’s peers could be also
highly important in many special cases, such as when the gifted children would
only believe and share their problems with their same-age friends. For solving
and helping three needs of gifted learners: Psychosocial Needs Counselling,
Academic Counselling; Career Counselling; the authors set up three parallel
strategy packages for teachers and counsellors.
4. Community
Out-of-school: Weekend (Saturday) Programs (51); Summer Programs (52);
Competitions/Contests for talent areas (53); Tutorial and correspondence
programs (54); Social actions and service projects (55); Parents association
activities/self-help groups (56); University/College- based programs (57);
Future Problem Solving (58); Odyssey of the mind (59); Junior great books
(60); Tournament of Minds (61); Mentorship (in community) (62); After-3-
hours activities (63); Interests of Faith Youth activities (64); Children Palace
(65); Open access centres(66); Talent Searches(67);
Zoo/Park/Gallery/Library/Museum/Sport Centres courses (68); Online
courses(69); Research Projects with Scientist(70) ( Based on Mönks, Sternberg
and Subotnik (2000); Davis and Rimm (2004); Rogers (2002); Kerr (2009);
Freeman (2002); Freeman, Raffan and Warwick (2010))
Freeman, J. (2002). Out-of-school educational provision for the gifted and
talented around the world. London.
This comprehensive 2-part report (from the Department of Education and Skills,
UK) is an extremely detailed and globally appreciated paper in the out-of-
school area of the gifted and talented field. Reviewing nearly 50 countries from
continent to continent, the author shows a big picture of services and programs,
including their formats, which provide an out-of-school setting. The report then
moves from describing to comparing, summarising and analysing talent
searches in the US, Germany, Australia and Spain; the Children Palaces
throughout China; Saturday activities in South Africa; Gifted and Talented
centres in Brazil, Canada; competitions in Russia, just to name a few. Because

of these various models and practices, the author uses part two to come to
overall conclusions, such as British-American comparisons; practical
challenges; international variation, and so on. Especially, she asserts the sharp
and thoughtful recommendations with a multi-dimension view - For Selection:
Broad conception, Multiple criteria, Vocational Creativity. For Provision:
Standards, Flexibility, Individuality, Accessibility, and Emotion. For Following
on: Networks, Evaluation. Her outlook is worth-while for any policy makers,
parents, practitioners or researchers in the field, to think thoroughly and to apply
practically:
“Without a policy for high-level provision at an administrative level, there
will inevitably be a lack of consistency. The value of out-of-school education
is diminished when it is independent of the child’s schooling. What is more,
children need to have good learning year every year, and all through the year.
Even for the gifted and talented, a piecemeal top-up from time to time is less
likely to be effective than continuing tuition, mentoring etc. Hence, whatever
the out-of-school activity, it should be followed-up where possible within the
pupil’s normal life.” (Freeman, 2002, p.54)
Conclusion
This annotated bibliography brings the overviews in parallel with necessary
references of 70 formats of gifted programs and services. However, categorising
the programs and services’ formats has never been the absolute solution, as we
see below:
All over the world, virtually every programme for the gifted and talented
overlaps and interacts with local educational systems, sometimes with
international contacts such as competitions and web-site cooperative lists,
sometimes with part-time enrichment, as well as summer-schools, and
almost all supported by parental involvement. (Freeman, 2002)
It also points out that to cater the child’s need in gifted education, a “teamwork”
between Home, School and Community should be established for a “multi-
touch” approach. This cooperation will build a friendly and appropriate
environment for nurturing that bright bud.

Furthermore, more time should be spent on “what these learners will actually
do” than “what form” “is to be selected” (Rogers, 2006). This idea links to that
of a “restaurant” of “raw food”, or a fresh food store, where we show a variety
of choices for parents, teachers, administrators, community leaders, counsellors
and other interested people. After selecting, they will combine these options
together, prepare the ingredient, then “cook” to serve their gifted children
individually, based on their different needs and characteristics. Hence,
presenting the list of formats in gifted programs and services is just the first step
of a holistic strategy in nurturing a gifted child. These include (but are not
limited to): Choosing a theory/model/framework; identification; planning,
implementation, assessment and evaluation of those options of formats. The
annotated bibliographies of these related topics should be made or found for
further understanding the whole process.

REFERENCES
Borland, J. H. (1989). Planning and implementing programs for the gifted. New
York. Teachers College Press.
Colangelo, N., Assouline, S. G., & Gross, M U M (Eds.). (2004). Anation
deceived: How schools hold back Americaʼs brightest students. Connie
Belin & Jacqueline N. Blank International Center for Gifted Education and
Talent Development, University of Iowa.
Colangelo, N., & Davis, G A. (2002). Handbook on Gifted Education. Allyn &
Bacon, 75 Arlington St., Suite 300, Boston, MA 02116 ($96). Tel: 800-666-
9433 (Toll Free); Web site: http://www. ablongman. com.
Davis, G. A., & Rimm, S. B. (2004). Education of the Gifted and Talented.
(Fifth Edit., p. 534). Allyn & Bacon.
Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.).
Boston: Allyn and Bacon.
Freeman, J. (2002). Out-of-school educational provision for the gifted and
talented around the world. Education. London.
Freeman, J., Raffan, J., & Warwick, I. (2010). Worldwide provision to develop
gifts and talents - an international survey research report. Education.
Gross, M. (2003). International perspectives. In Nicholas Colangelo & G. Davis
(Eds.), Handbook of Gifted Education (pp. 547-557). Allyn & Bacon.
Gross, Miraca U M. (2004). Exceptionally gifted children (2nd ed., p. 307 p.).
London ; New York: RoutledgeFalmer.
Kerr, B. (2009). Encyclopedia of Giftedness, Creativity, and Talent. (B. Kerr,
Ed.)Cognitive Development (p. 1112). Sage Publications, Inc. Retrieved
from http://www.amazon.com/Encyclopedia-Giftedness-Creativity-Talent-
Barbara/dp/1412949718.
M.Moon, S., & C.Rosselli, H. (2000). Developing gifted programs.
International Handbook of Giftedness and Talent (pp. 499-521). Elsevier
Inc.
Mönks, F. J., Sternberg, R. J., & Subotnik, R. F., with Kurt A.Heller. (2000).
The international handbook of giftedness and talent (Second., p. 950).
Pergamon.

National Association for Gifted Children (U.S.). (2010). NAGC Pre-K-Grade
12 Gifted Programming Standards.
NSW Department of Education and Training. (2004). What are the options?
Extension programs for gifted and talented students in comprehensive
schools.
Rogers, K. B. (2002). Re-forming gifted education : matching the program to
the child (p. xxiii, 504 p.). Scottsdale, AZ: Great Potential Press.
Rogers, K. B. (2006). Amenu of options for grouping gifted students. Prufrock
Press.
Shaunessy, E., & Suldo, S. M. (2010). Strategies Used by Intellectually Gifted
Students to Cope With Stress During Their Participation in a High School
International Baccalaureate Program. Gifted Child Quarterly, 54(2), 127-
137. doi: 10.1177/0016986209355977.
Southern, W. T., & Jones, E. D. (2004). Types of Acceleration: Dimensions and
Issues. In N Colangelo, S. G. Assouline, & M U M Gross (Eds.), ANation
Deceived: How schools hold back Americaʼs brightest students (pp. 5-12).
Connie Belin & Jacqueline N. Blank International Center for Gifted
Education and Talent Development, University of Iowa.
VanTassel-Baska, J. (1998). Excellence in educating gifted & talented learners.
Love Publishing Company.

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