References and Sources

References and sources for 12 Facts about Gifted Education

1.

Relevant sources

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54.

2.

Book overviewing research

Ritchie, S. (2015). Intelligence: All that Matters. Hodder & Stoughton.

Relevant sources

Calvin, C. M. & Batty, G. D. (2011). Intelligence in youth and all cause-mortality: systematic review with meta-analysis. International Journal of Epidemiology, 40, 626–644.

Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement.Intelligence, 35, 13-21.

Kuncel, N. R., & Hezlett, S. A. (2010). Fact and fiction in cognitive ability testing for admissions and hiring decisions. Current Directions in Psychological Science, 19, 339–345.3.

3.

Relevant sources

Robertson, K., Smeets, S., Lubinski, D., & Benbow, C. P. (2010). Beyond the threshold hypothesis: Even among the gifted and top math/science graduate students, cognitive abilities, vocational interests, and lifestyle preferences matter for career choice, performance, and persistence. Current Directions in Psychological Science, 19, 346-351.

4.

Books overviewing research

Carroll, J. B. (1993). Human Cognitive Abilities: A Survey of Factor Analytic Studies. New York: Cambridge University Press.

Ritchie, S. (2015). Intelligence: All that Matters. Hodder & Stoughton. 

5.

Relevant sources

Kell, H. J., Lubinski, D., & Benbow, C.P. (2013). Who rises to the top?: Early indicators. Psychological Science, 24, 648–659.6.

6.

Relevant sources

Lohman, D. F. (2005). Review of Naglieri and Ford (2003): Does the Naglieri Nonverbal Ability Test identify equal proportions of high scoring White, Black, and Hispanic students? Gifted Child Quarterly, 49, 19-28

Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49, 111–138.7.

7.

Relevant source

McBee, M. T., Peters, S. J., & Waterman, C. (2014). Combining scores in multiple-criteria assessment systems: The impact of combination rule. Gifted Child Quarterly, 58, 69–89.8.

8.

Relevant sources

Firmender, J. M., Reis S. M., & Sweeny, S. M. (2012). Reading Comprehension and Fluency Levels Ranges Across Diverse Classrooms: The Need for Differentiated Reading Instruction and Content. Gifted Child Quarterly, 57, 3–14.

Information on reading achievement by state and grade level

http://nces.ed.gov/programs/digest/d11/tables/dt11_126.asp

http://nces.ed.gov/programs/digest/d11/tables/dt11_037.asp

9.

Relevant sources

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: concepts and evidence.Psychological Science in the Public Interest, 9, 105–119.

Pashler, H., Bjork, R., McDaniel, M., & Rohrer, D. (2015). 

Book review: Comment on Sternberg’s review of Zhang. The American Journal of Psychology, 128, 122–125.

10.

Relevant sources

Coleman, W. & Cureton, E. (1954). Intelligence and achievement: The“jangle fallacy” again. Educational and Psychological Measurement, 14, 347–351.

Kelley, T. L. (1927). Interpretation of Educational Measurements. World Book Company.

Lohman, D. (2005). Is ability separate from achievement? Cognitively Speaking. Retrieved from

http://www.riverpub.com/products/group/cogat6/pdfs/newsletters/CS_vol4_summer05.pdf11.

11.

Relevant sources

Assouline, S. G., Colangelo, N., Van Tassel-Baska, J. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students.

Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America’s brightest students, Volume II. The Templeton National Report on Acceleration, 12.

12.

Relevant sources

Lubinski, D. & Benbow, C. P. (2000). States of excellence. American Psychologist, 55, 137–150.

Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6, 216-222.

Sources for other hand-outs

Above-Level Testing is an Important Tool for Assessing the Educational Needs of Academically Talented Students

Relevant sources

Stanley, J. C. (1976). Test better finder of great math talent than teachers are. American Psychologist, 31, 313-314.

Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6, 216-222.

Academic Acceleration Can Help Students Whose Needs Are Not Being Me

Relevant sources

Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. 2). Iowa City, IA: Belin-Blank Center.

Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2004). A nation deceived: How schools hold back America’s brightest students. Iowa City, IA: Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development.

Steenbergen-Hu, S., Makel, M. C., Olszewski-Kubilius, P. (in press). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings from two second-order meta-analyses. Review of Educational Research.

Being High-Achieving Does Not Mean Students Are Learning as Much as They Could Be in School

Relevant source

Rambo-Hernandez, K. E. & McCoach, D. B. (2014). High-achieving and average students’ reading growth: Contrasting school and summertrajectories. The Journal of Educational Research, 108, 112-129.

Large Number of Students Perform Above Grade Level

Relevant source

http://edpolicy.education.jhu.edu/wordpress/?p=153

Same Age Does Not Mean Same Learning Needs

Relevant sources

Firmender, J. M., Reis S. M., & Sweeny, S. M. (2012). Reading Comprehension and Fluency Levels Ranges Across Diverse Classrooms: The Need for Differentiated Reading Instruction and Content. Gifted Child Quarterly, 57, 3-14.

Information on reading achievement by state and grade level

http://nces.ed.gov/programs/digest/d11/tables/dt11_126.asp

http://nces.ed.gov/programs/digest/d11/tables/dt11_037.asp

Selection Criteria Should Match Program Goals

Relevant sources

Makel, M. C. (April, 2016). Assessment of talent development contexts outside of school. Presented at the Inaugural Invitational European/American Summit on Talent Development. Washington DC.

NAGC Program Standard 2.2. https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12-0