Although many of these titles relate to more than one area of giftedness, each title is listed under the most appropriate category.
Gifted Education
Theory and Research Underlying the Three Ring Conception of Giftedness
The Enrichment Triad Model and Talent Development
Curriculum Differentiation
Curriculum Compacting
Type I Training
Type II and Type III Training
Enrichment Clusters
Administration/Coordinating a SEM Program
Evaluation
The Role of the Enrichment Specialists
Staff Development
Intelligence Related
Creativity
Thinking Skills/Problem Solving
Parenting
Twice Exceptional
Cultural and Linguistically Diverse Populations
Social and Emotional Issues
Counseling
Gender Issues
Perfectionism
Underachievement
Gifted Education
Coleman, L. J., & Cross, T. L. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
Heller, K. A., Monks, F. A., Sternberg, R. J., & Subotnik, R. F. (Eds.). (2000). International handbook of giftedness and talent (2nd ed.). New York, NY: Elsevier.
Karnes, F. A., & Bean, S. M. (Eds.). (2001). Methods and materials for teaching the gifted. Waco, TX: Prufrock Press.
Karnes, F. A., & Bean, S. M. (Eds.). (2005). Methods and materials for teaching the gifted (2nd Ed.). Waco, TX: Prufrock Press.
Renzulli, J. S., & Reis, S. M. (1991). The reform movement and the quiet crisis in gifted education. Gifted Child Quarterly, 35(1), 26-35.
Robinson, A., & Slavin, R. E. (1990). Point-counterpoint: Cooperative learning and the gifted and talented. Journal for the Education of the Gifted, 14(1), 3-36.
Schlichter, C. L., & Olenchak, F. R. (1992). Identification of inservice needs among schoolwide enrichment schools. Roeper Review, 14(3), 159-162.
Sternberg, R. J. (1982). Lies we live by: Misapplication of tests in identifying the gifted. Gifted Child Quarterly, 26(4), 157-161.
Sternberg, R. J. & Davidson, J. E. (Eds.). (1986). Conceptions of giftedness. New York, NY: Cambridge University Press.
Sternberg, R. J. & Davidson, J. E. (Eds.). (2005). Conceptions of giftedness (2nd Ed.). New York, NY: Cambridge University Press.
Van Tassel-Baska, J. (1998). Excellence in educating gifted and talented learners (3rd ed.). Denver, CO: Love Publishing.
Theory and Research Underlying the Three Ring Conception of Giftedness
Reis, S. M., & Renzulli, J. S. (1982). A research report on the revolving door identification model: A case for the broadened conception of giftedness. Phi Delta Kappan, 63, 619-620.
Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184.
Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (pp. 332-357). New York, NY: Cambridge University Press.
Renzulli, J. S. (1988). A decade of dialogue on the three-ring conception of giftedness. Roeper Review, 11, 18-24.
Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23, 3-54.
Renzulli, J. S. (1999). Reflections, perceptions, and future directions. Journal for the Education of the Gifted, 23, 125-146.
The Enrichment Triad Model and Talent Development
Baum, S.M., & Reis, S.M., & Maxfield, L.R. (1998). Nurturing the gifts and talents of primary grade students. Mansfield Center, CT: Creative Learning Press.
Olenchak, F. R., & Renzulli, J. S. (1989). The effectiveness of the schoolwide enrichment model on selected aspects of elementary school change. Gifted Child Quarterly, 33, 36-46.
Purcell, J.H., & Renzulli, J.S. (1998). Total talent portfolio: A systematic plan to identify and nurture gifts and talents. Mansfield Center, CT: Creative Learning Press.
Reis, S. M., & Renzulli, J. S. (1982). A research report on the revolving door identification model: A case for the broadened conception of giftedness. Phi Delta Kappan, 63, 619-620.
Reis, S. M., & Renzulli, J. S. (1985). Secondary triad model: A practical plan for implementing gifted programs at the junior and senior high school levels. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1982). What makes a problem real: Stalking the illusive meaning of qualitative differences in gifted education. Gifted Child Quarterly, 26, 147-156.
Renzulli, J. S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1994). Teachers as talent scouts. Educational Leadership, 52(4), 75-81.
Renzulli, J. S. (1997). Interest-A-lyzer family of instruments: A manual for teachers. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1998). A rising tide lifts all ships: Developing the gifts and talents of all students. Phi Delta Kappan, 80(2), 105-111.
Renzulli, J. S. (2000). Academies of inquiry and talent development: Part I: Organizing exploratory curriculum. Middle School Journal, 32(9), 5-14.
Renzulli, J. S. (2001). Academies of inquiry and talent development: Part II: How does an AITD program get started? Middle School Journal, 32(3), 7-14.
Renzulli, J. S., & Reis, S. M. (1986). The triad reader. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., & Reis, S. M. (1994). Research related to the schoolwide enrichment triad model. Gifted Child Quarterly, 38(1), 7-20.
Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. (2nd ed.). Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Reis, S. M., & Smith, L. H. (1981). The revolving door identification model. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., & Westberg, K. L. (2002). Scales for rating the behavioral characteristics of superior students (Rev. ed.). Mansfield Center, CT: Creative Learning Press.
Curriculum Differentiation
Association for Supervision and Curriculum Development. (1994). Challenging gifted learners in the regular classroom. Alexandria, VA: Author.
Association for Supervision and Curriculum Development. (1997). Differentiating instruction . Alexandria, VA: Author.
Association for Supervision and Curriculum Development. (2000). Educational Leadership, 58(1). Alexandria, VA: Author.
Beecher, M. (1996). Developing the gifts and talents of all students in the regular classroom. Mansfield Center, CT: Creative Learning Press.
Chuska, K. R. (1995). Improving classroom questions: A teacher’s guide to increasing student motivation, participation, and higher-level thinking. Bloomington, IN: Phi Delta Kappan Educational Foundation.
Cummings, C. (2000). Winning strategies for classroom management. Alexandria, VA: Association for Supervision and Curriculum Development.
Gavin, M. K., Gubbins, E. J., Guenther, D. R., Neu, T. W., Reis, S. M., Robinson, G. J., Siegle, D., Schuler, P. A., & Vahidi, S. (1994). Curricular options for high-end learning (Videotape and Guidebook V943). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Gentry, M. L. (1999). Promoting student achievement and exemplary classroom practices through cluster grouping: A research-based alternative to heterogeneous elementary classrooms (Research Monograph RM99138). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Gregory, G. & Chapman, C. (2002). Differentiated instructional strategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press.
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Press.
Kingore, B. (2004). Differentiation: Simplified, realistic, and effective. Austin, TX: Professional Associates Publishing.
Maker, C. J., & Neilson, A. B. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.
Parke, B. N. (1989). Gifted students in the regular classroom. Needham Heights, MA: Allyn and Bacon.
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298-309.
Renzulli, J. S. (2001). Enriching curriculum for all students. Arlington Heights, IL: SkyLight Professional Development.
Renzulli, J. S., Leppien, J.H., Hays, T. S. (2000). The multiple menu model: A practical guide for developing differentiated curriculum. Mansfield Center, CT: Creative Learning Press.
Rogers, K. (1991). The relationship of grouping practices to the education of the gifted and talented learner (RBDM9102). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Rogers, K. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press.
Schack, G. D. (1988). Methodologies of the disciplines: A key to differentiated education for the gifted. Roeper Review, 10(4), 71-75.
Schlichter, C. L., & Palmer, W. R. (Eds.). (1993). Thinking smart: Primer of talents unlimited. Mansfield Center, CT: Creative Learning Press.
Tomlinson, C. A. (1992). Gifted education and the middle school movement: Two voices in teaching the academically talented. Journal for the Education of the Gifted, 15, 206-238.
Tomlinson, C. A. (1996). Differentiating instruction for mixed ability classrooms: A professional inquiry kit. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2001). How to differentiate in mixed ability classrooms (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades K-5. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades 5-9. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades 9-12. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C., Kaplan, S., Renzulli, J., Purcell, J., Leppien, J., & Burns, D. (2002). The parallel curriculum: A design to develop and challenge high-ability learners. Thousand Oaks, CA: Corwin Press.
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., Moon, T., & Callahan, C. M. (1998). How well are we addressing academic diversity in the middle school? Middle School Journal, 29(3), 3-11.
Williamson, R., & Johnston, H. (1998). Able learners in the middle level school. Reston, VA: National Association for Secondary School Principals.
Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit.
Curriculum Compacting
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: A guide for teachers [Videotape V921]. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Reis, S. M., & Purcell, J. H. (1993). An analysis of content elimination and strategies used by elementary classroom teachers in the curriculum compacting process. Journal for the Education of the Gifted, 16, 147-170.
Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above-average. Educational Leadership, 50, 51-57.
Reis, S. M., Westberg, K. L., Kulikowich, J. K., Caillard, F., Hébert, T. P., Plucker, J., Purcell,J. H., Rogers, J. B., & Smist, J. M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research Monograph 93106). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Renzulli, J. S., & Smith, L. H. (1979). Guidebook for developing individualized educational programs (IEP) for gifted and talented students. Mansfield Center, CT: Creative Learning Press.
Starko, A. J. (1986). It’s about time: Inservice strategies for curriculum compacting. Mansfield Center, CT: Creative Learning Press.
Weber, P. (1983). Design for differentiation. Buffalo, NY: D.O.K.
Type I Training
Beecher, M. (1996). Developing the gifts and talents of all students in the regular classroom: An innovative curricular design based on the enrichment triad model. Mansfield Center, CT: Creative Learning Press.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: The Association for Supervision and Curriculum Development.
Corwin, R. B., & Russell, S. J. (1990). Used numbers: Real data in the classroom. Palo Alto, CA: Dale Seymour.
Dahlstrom, L. M. (1990). Writing down the days: 365 creative journaling ideas for young people. Minneapolis, MN: Free Spirit.
Espeland, P., & Wallner, R. (1991). Making the most of today: Daily reading for young people on self-awareness, creativity and self-esteem. Minneapolis, MN: Free Spirit.
McCutcheon, R. (1985). Get off my brain: A survival guide for lazy students. Minneapolis, MN: Free Spirit.
Stockdale, K., & Kauffman, G. (1994). Primary sources: Teacher’s guide. Logan, IA: Perfection Learning.
Treffinger, D. J., Hohn, R. L., & Feldhusen, J. F. (1989). Reach each you teach II: A handbook for teachers (2nd ed., rev.). East Aurora, NY: D.O.K.
Type II and Type III Training
Baum, S., Gable, R. K., & List, K. (1987). Chi square, pie-charts and me. Monroe, NY: Trillium.
Beecher, M. (1996). Developing the gifts and talents of all students in the regular classroom: An innovative curricular based on the enrichment triad model. Mansfield Center, CT: Creative Learning Press.
Burns, D. E. (1990). Pathways to investigative skills: Instructional lessons for guiding students from problem solving to product. Mansfield Center, CT: Creative Learning Press.
Jorgensen, K. L. (1993). History workshop: Reconstructing the past with elementary students. Portsmouth, NH: Heinemann.
Kobrin, D. (1996). Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, NH: Heinemann.
Lewis, B. L. (1991). The kids guide to social action. Minneapolis, MN: Free Spirit.
Polette, N. (1991). Research without copying (2nd ed.). O’Fallon, MO: Book Lures.
Schack, G. (1988). Experts-in-a-book: Using how to books to teach methodologies of practicing professionals. Roeper Review, 10(4), 68-71.
Starko, A. J., & Schack, G. D. (1992). Looking for data in all the right places: A guidebook for conducting original research with young investigators. Mansfield Center, CT: Creative Learning Press.
Starko, A. J., & Schack, G. D. (1998). Research comes alive! A guidebook for conducting original research with middle and high school students. Mansfield Center, CT: Creative Learning Press.
Enrichment Clusters
Gentry, M. L., Reis, S. M., Renzulli, J. S., Moran, C., & Warren, L. (1996). Enrichment clusters: Using high-end learning to develop talents in all students (Videotape and Facilitators’ Guide V955). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Reis, S. M., Gentry, M. L., & Park, S. (1995). Extending the pedagogy of gifted education to all students: The enrichment cluster study (Research Monograph 95118). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Renzulli, J. S. (1996). How to develop an authentic enrichment cluster. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Renzulli, J. S., Gentry, M., & Reis, S. M. (2003). Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning. Mansfield Center, CT: Creative Learning Press.
Administration/Coordinating a SEM Program
Bauer, D. G. (1994). The principal’s guide to grant success. New York, NY: Scholastic.
Callahan, C. M. (1995). Using evaluation to improve programs for the gifted. The School Administrator, 52(4), 22-24.
Callahan, C. M., & Caldwell, M. S. (1995). A practitioner’s guide to evaluating programs for the gifted. Washington, DC: National Association for Gifted Children.
Cooper, C. R. (1995). Integrating gifted education into the total school curriculum. The School Administrator, 52(4), 8-15.
Cooper, C. R., Lingg, M. A., Puricelli, A. H., & Yard, G. J. (1995). Dissimilar Learners. St. Louis, MO: Pegasus Publications
Friedman, N. G. (2005). Opening doors: The administrator’s guide to the schoolwide enrichment model. Mansfield Center, CT: Creative Learning Press.
Gregorc, A. F. (1985). Inside style: Beyond the basics. Columbia, CT: Gregorc Associates.
Hennessey, A. (1992). Getting the word out: Working with your local school reporter. Phi Delta Kappan, 9, 82-84.
Landrum, M. (2002). Consultation in gifted education: Teachers working together to serve students. Mansfield, CT: Creative Learning Press.
Martin, M. D., & Landrum, J. W. (1990). Proposal power: The educator’s proposal writing handbook. Bloomington, IN: Phi Delta Kappan.
Passow, A. H. (1985). Intellectual development of the gifted, In F. R. Link (Ed.), Essays on the intellect (pp 23-43). Alexandria, VA: Association for Supervision and Curriculum Development.
Sternberg, R. J. (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York, NY: Simon & Schuster.
White, W. L., & Renzulli, J. S. (1987). A forty-year follow-up of students who attended Leta Hollingworth’s school for gifted students. Roeper Review, 10, 89-94.
Evaluation
Reis, S. M. (1983). Avoiding the testing trap. Journal for the Education of the Gifted, 7, 45-59.
Renzulli, J. S. (1975). A guidebook for evaluating programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1984). Evaluating programs for the gifted: Four questions about the larger issues. Gifted Education International, 2, 83-87.
The Role of the Enrichment Specialists
Barth, R. S. (1990). Improving schools from within. San Francisco: Jossey-Bass Publishers.
Chalfant, J., & Pysh, M. V. (1993). Teacher assistance teams: Implications for the gifted. In C. J. Maker (Ed.), Critical issues in gifted education (pp. 33-48). Austin, TX: Pro-Ed.
Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2-11.
Elliot, J. (1985). Facilitating action research in schools: Some dilemmas. In R. S. Burgess (Ed.), Field methods in the study of education (pp. 235-262). London: Falmer Press.
Maeroff, G. I. (1993). Team building for school change. New York, NY: Teachers College Press.
Mohr, M., & MacLean, M. (1987). Working together: A guide for teacher-researchers. Urbana, IL: National Council of Teachers of English.
Murray, J. (1991). Restructuring schools: Capturing and assessing the phenomena. New York, NY: Teachers College Press.
Staff Development
Dantonio, M. (1995). Collegial coaching: Inquiry into the teaching self. Bloomington, IN: Phi Delta Kappan.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
Guskey, T. R., & Sparks, D. (1991). What to consider when evaluating staff development. Educational Leadership, 49(3), 73-76.
Hord, S. M., Rutherford, W. L., Huling-Austin, L., & Hall, G. E. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.
Joyce, B., & Showers, B. (1988). Student achievement through staff development. White Plains, NY: Longman.
Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42(7), 48.
Showers, B., Joyce, B., & Bennet, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3), 77-87.
Intelligence Related
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum.
Baum, S. M., Viens, J., Slatin, B., & Gardner, H. (in press). Multiple intelligences: Pathways to implementation. Washington, DC: American Psychological Association.
Bloom, B. (Ed.). (1985). Developing talent in young people. New York, NY: Ballantine Press.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York, NY: Cambridge University Press.
Gardner, H. (1993). Frames of mind. New York, NY: Basic Books.
Gardner, H. (1993). Multiple intelligences: Theory into practice. New York, NY: Basic Books.
Gardner, H. (1995). ASCD Multiple intelligences video series. Alexandria, VA: Association for Supervision and Curriculum Development.
Gardner, H. (1997). Teaching for multiple intelligences (Special issue). Educational Leadership, 55.
Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.
Sternberg, R. (1996). Successful intelligence: How practical and creative intelligence determine success in life. New York, NY: Simon & Schuster.
Creativity
Amabile, T. M. (1989). Growing up creative. Buffalo, NY: The Creative Education Foundation.
Cray-Andrews, M., & Baum, S. M. (1996). Creativity, 1, 2, 3 (2nd ed.). Unionville, NY: Royal Fireworks Press.
Davis, G. A. (1983). Creativity is forever. Dubuque, IA: Kendall Hunt Publishing.
Dickinson, C., Dickinson, P., & Rideout, E. (1987). Brainstorming: Activities for creative thinking. Sunnyvale, CA: Creative Publications.
Eberle, B. (1971). Scamper: Games for imagination development. Buffalo, NY: D.O.K.
Eberle, B. (1996). Scamper On: More creative games and activities for imagination development. Waco: TX: Prufrock Press.
Eberle, B. (1997). Scamper: Creative games and activities for imagination development. Waco, TX: Prufrock Press.
Parnes, S. J. (1981). The magic of your mind. Buffalo, NY: Creative Education Foundation.
Reis, S. M., & Renzulli, J. S. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35(3), 128-134.
Starko, A. J. (2000). Creativity in the classroom: School of curious delight. Mahwah, NJ: Lawrence Erlbaum Associates.
Sternberg, R. J. (Ed.). (1999). Handbook of Creativity. New York, NY: Cambridge University Press.
Sternberg, R. J., & Williams, W. M. (1996). How to develop student creativity. Alexandria, VA: Association for Supervision and Curriculum Development.
Torrance, E. P. (1977). Creativity in the classroom. Washington, DC: National Education Association.
Torrance, E. P. (1980). Creativity and futurism in education: Retooling. Education, 100(4), 298-311.
Torrance, E. P. (1984). Mentor relationships: How they aid creative achievement, endure, change and die. Buffalo, NY: Bearly.
Von Oech, R. (1983). A whack in the side of the head. New York, NY: Warner Communications.
Von Oech, R. (1986). A kick in the seat of the pants. New York, NY: HarperPerennial.
Thinking Skills/Problem Solving
Beyer, B. K. (1997). Improving student thinking. Boston, MA: Allyn and Bacon.
Black, H., & Black, S. M. (1992). Organizing thinking. Pacific Grove, CA: Critical Thinking Press.
Bromley, K., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers. New York, NY: Scholastic.
Costa, A. L. (Ed.). (1985). Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
Coleman, L. J., & Gallagher, S. A. (Eds.). (1997). Problem-based learning (Special Issue). Journal for the Education of the Gifted, 20(4).
Delisle, J. R. (1997). How to use problem-based learning in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
deBono, E. (1971). The use of lateral thinking. Harmondsworth, England: Penguin.
deBono, E. (1985). Six thinking hats. London: Penguin Books.
deBono, E. (1991). Six thinking hats for schools. Logan, IA: Perfection Learning.
deBono, E. (1992). Six action shoes. London, England: Fontana.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York, NY: HarperCollins.
Gastman, J. W. (1989). Creatrivia. Carthage, IL: Good Apple.
Graham, E. M. (1992). Think-a-Grams. Pacific Grove, CA: Critical Thinking Press and Software.
Halpern, D. (1996). Thought and knowledge: An introduction to critical thinking. Hillsdale, NJ: Lawrence Erlbaum.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. Washington, DC: American Psychological Association.
Levy, N. (1987). Stories with holes. Hightstown, NJ: N. L. Associates.
McIntosh, J. E., & Meacham, A. J. (1997). Creative problem solving in the classroom: A teacher’s guide to effectively using CPS in any classroom. Waco, TX: Prufrock Press.
Norris, S. P., & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Critical Thinking Press.
O’Reilly, K. (1993). Critical thinking in United States history. Pacific Grove, CA: Critical Thinking Press.
Rice, D. (1996). How to manage learning centers in the classroom: Grades K-6. Huntington Beach, CA: Teacher Created Materials.
Rohrer, D. (1993). Thought provokers. Berkeley, CA: Key Curriculum Press.
Schlichter, C. (1990). Thinking smart. Mansfield Center, CT: Creative Learning Press.
Sloane, P. (1991). Lateral thinking puzzlers. New York: NY Sterling Publishing.
Sorenson, J. S., Buckmaster, L. Francis, M., & Knauf, K. (1996). Power of problem solving. Boston, MA: Allyn and Bacon.
Swartz, R. J., & Park, S. (1994). Infusing the teaching of critical and creative thinking into elementary instruction. Pacific Grove, CA: Critical Thinking Press.
Parenting
Smutny, J. F. (2001).Stand up for your gifted child: How to make the most of kids’ strengths at school and at home. Minneapolis, MN: Free Spirit.
Strip, C. A. (2000). Helping gifted children soar: A practical guide for parents and teachers. Scottsdale, AZ: Gifted Psychology Press.
Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1994). Guiding the gifted child. Scottsdale, AZ: Gifted Psychology Press.
Twice Exceptional
Baum, S. M., Owen, S. V., & Dixon, J. (1991). To be gifted and learning disabled. Mansfield Center, CT: Creative Learning Press.
Daniels, P. R. (1984). Teaching the gifted/learning disabled child. Rockville, MD: Aspen Press.
Fox, L. H., Brody, L., & Tobin, D. (Eds.). (1983). Learning disabled gifted children: Identification and programming. Baltimore: University Park Press.
Kaufman, F., Kalbfleisch, M. L., & Castellanos, F. X. (2000). Attention deficit disorders and gifted students: What do we really know? (Research Monograph RM00146). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Reis, S. M., Neu, T. W., & McGuire, J. M. (1995). Talents in two places: Case studies of high ability students with learning disabilities who have achieved (Research Monograph RM95114). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Whitmore, J. R., & Maker, J. C. (1986). Intellectual giftedness in disabled persons. Rockville, MD: Aspen Press.
Cultural and Linguistically Diverse Populations
Baker, C. (1988). Key issues in bilingualism and bilingual education. Clevedon, England: Multilingual Matters.
Bialystok, E. (1991). Language processing in bilingual children. New York, NY: Cambridge University Press.
Bialystok, E., & Hakuta, K. (1994). In other words: The science and psychology of second language acquisition. New York, NY: Basic Books.
Bonner, F. A. (2001). Gifted African American male college students: A phenomenological study (Research Monograph RM01148). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Castellano, J. A., & Diaz, E. I. (2002). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Allyn and Bacon.
Fraiser, M. M., García, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students (Research Monograph 95204). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Frasier, M. M., & Passow, A. H. (1994). Towards a new paradigm for identifying talent potential (Research Monograph 94112). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Kloosterman, V. I. (1999). Socio-cultural contexts for talent development: A qualitative study on high ability, Hispanic, bilingual students (Research Monograph RM99142). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Kogan, E. (2003). Gifted bilingual students: A paradox? In S. Mendaglio (Ed.) Interchange, (Vol. 3, No. 1, pp. 107-113). New York, NY: Springer.
Maker, C. J., & Schiever, S. (Eds.). (1989). Critical issues in gifted education: Defensible programs for cultural and ethnic minorities (Vol. 2). Austin, TX: Pro-ed.
Oreck, B., Baum, S., & McCartney, H. (2000). Artistic talent development for urban youth: The promise and the challenge (Research Monograph RM00144). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Reis, S. M., Hébert, T. P., Díaz, E. I., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school. (Research Monograph 95120). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Slocumb, P. D. & Payne, R. K. (2000). Removing the mask: giftedness in poverty. Highlands, TX : RFT Publishing.
Trueba, H.T. (1989). Raising silent voices. Educating the linguistic minorities for the 21st century. Boston, MA: Heinle & Heinle.
Social and Emotional Issues
Beymer, L. (1995). Meeting the guidance and counseling needs of boys. Alexandria, VA: American Counseling Association.
Herring, R. D. (1997). Multicultural counseling in schools: A synergetic approach. Alexandria, VA: American Counseling Association.
Kerr, B. A. (1991). A handbook for counseling the gifted and talented. Alexandria, VA: American Counseling Association.
Neihart, M., Reis, S.M., Robinson, N.M., & Moon, S.M. (Eds.). (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
Peterson, J. S. (1993). Talk with teens about self and stress: 50 guided discussions for school and counseling groups. Minneapolis, MN: Free Spirit.
Pipher, M. (1995). Reviving Ophelia: Saving the selves of adolescent girls. New York, NY: Ballentine Books.
Silverman, L. K. (Ed.). (1992). Counseling the gifted and talented. Denver, CO: Love.
Torrance, E. P., Goff, K. & Satterfeld, N. B. (1998). Multicultural mentoring of the gifted and talented. Waco, TX: Prufrock Press.
Counseling
Alsop, G. (1997). Coping or counseling: Families of intellectually gifted students. Roeper Review, 20, 28-34.
Cohen, L. M., & Frydenberg, E. (1993). Coping for capable kids. Melbourne, Australia: Hawker Brownlow Education.
Hipp, E. (1985). Fighting invisible tigers: A stress management guide for teens. Minneapolis, MN: Free Spirit.
Kroth, R. L., & Edge, D. (1997). Strategies for communicating with parents and families of exceptional children. Denver, CO: Love.
McGoldrick, M., Giordano, J., & Pearce, J. K. (Eds.). (1996). Ethnicity and family therapy (2nd ed.). New York, NY: The Guilford Press.
Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love.
VanTassel-Baska, J. L. (1990). A practical guide to counseling the gifted in a school setting. Reston, VA: The Council for Exceptional Children.
Vernon, A. (1993). Counseling children and adolescents. Denver, CO: Love.
Gender Issues
Reis, S. M. (1998). Work left undone: Choices and compromises of talented women. Mansfield Center, CT: Creative Learning Press.
Sadker, D. M., & Sadker, M. (1994). Failing at fairness: How America’s schools cheat girls. New York, NY: MacMillan.
Trentacosta, J., & Kenney, M. (Eds.). (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity (1997 Yearbook). Reston, VA: National Council of Teachers of Mathematics.
Wellesley College Center for Research on Women. (1992). The AAUW report: How schools shortchange girls. Washington, DC: American Association of University Women Educational Foundation.
Wellesley College Center for Research on Women. (1996). Girls in the middle: Working to succeed in school. Washington, DC: American Association of University Women Educational Foundation.
Wellesley College Center for Research on Women. (1998). Separated by sex: A critical look at single-sex education for girls. Washington, DC: American Association of University Women Educational Foundation.
Perfectionism
Adderholt-Elliott, M. (1987). Perfectionism: What’s bad about being too good? Minneapolis, MN: Free Spirit.
Bireley, M., & Genshaft, J. (1991). Understanding the gifted adolescent: Educational, developmental, and multicultural issues. New York, NY: Teachers College Press.
Mallinger, A., & DeWyze, J. (1992). Too perfect: When being in control gets out of control. New York, NY: Fawcett Columbine.
Mandel, H. P., Marcus, S. I., & Dean, L. (1995). Could do better: Why children underachieve and what to do about it. New York, NY: John Wiley & Sons.
Roberts, M. S. (1995). Living without procrastination. Oakland, CA: New Harbinger.
Schuler, P. A. (1999). Voices of perfectionism: Perfectionistic gifted adolescents in a rural middle school (Research Monograph RM99140). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Silverman, L. (Ed.) (1993). Counseling the gifted and talented. Denver, CO: Love.
Smith, A. W. (1990). Overcoming perfectionism: The key to a balanced recovery. Deerfield Beach, FL: Health Communications.
Underachievement
Heacox, D. (1991). Up from underachievement. Minneapolis, MN: Free Spirit.
Mandel, H. P., Marcus, S. I., & Dean, L. (1995). Could do better: Why children underachieve and what to do about it. New York: John Wiley & Sons.
Raffini, J. P. (1996). 150 ways to increase intrinsic motivation in the classroom. Needham Heights, MA: Allyn and Bacon.
Reis, S. M., & McCoach, D.B. (2000). The Underachievement of Gifted Students: What Do We Know and Where Do We Go? Gifted Child Quarterly, 44, 152-170.
Rimm, S. B. (1995). Why bright kids get poor grades and what you can do about it. New York, NY: Crown.
Rimm, S. B., Cornale, M. S., Manos, R., & Behrand, J. (1992). Guidebook for implementing the trifocal underachievement program for schools. Waterstown, WI: Apple Publishing.
Supplee, P. L. (1990). Reaching the gifted underachiever. New York, NY: Teacher’s College Press.
Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston, MA: Allyn and Bacon.