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References

Betts, G.T. and Neihart, M. (1998). Profiles of the Gifted and Talented. Gifted Child Quarterly, 32(2), 248-253.

Board of Studies NSW. (2003). Guidelines for accelerated progression (revised 2004), Sydney.

Burns, D.E., Purcell, J.H. and Hertberg, H. Curriculum for Gifted Education Students. pp87-111. In Eckert, D.R. and Purcell, J.H. eds (2006). Designing services and programs for high-ability learners. A guidebook for gifted education. National Association for Gifted Students and Corwin Press.5.

Chaffey, G.W., Bailey, S.B. & Vine, K.W. (2003). Identifying high academic potential in Australia Aboriginal children using Dynamic testing. Australisian Journal of Gifted Education, 12(1), 42-55.

Feldhusen, J., & Kennedy, D. (1989). Curriculum development for G.C.T teachers. Gifted Child, Today, 12(6), 12.19.

Gagné, F (2002). Transforming Gifts into Talents: The DMGT as a developmental theory. In Colangelo, N & Davis, G (Eds), Handbook of Gifted Education (3rd ed., PP60-74), Boston: Allyn & Bacon.

Gagné, F. A Differentiated Model of Giftedness and Talent.
http://www.nswagtc.org.au/info/definitions/gagnemodel.html

Gifted and Talented Education Professional Development for Teachers. Australian Journalist D.E.S.T. (2005).

Gross, M.U.M. (1989); The Pursuit of Excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11(4), pp189-194.

Gross, M; Macleod, B; Drummond, D; & Merrick, C (2001). Gifted Students in Primary/Secondary Schools - Differentiating the Curriculum, GERRIC: Sydney.

Kanevsky, L. (1999). The Tool Kit for Curriculum Differentiation, Simon Fraser University, Burnaby.

Kiernan, L. (1996). Differentiating Instruction. (Lesson One. pp 3-4). Alexandria, VA: Association for Supervision and Curriculum Development in AGQTP (Gifted Education Package). Also found at http://www.ascd.org.

Maker, C.V. (1982). Curriculum development for the gifted. Austin, T.X: Pro-Ed.

NSW Department of School Education (2004). Policy and implementation strategies for the education of gifted and talented students (revised 2004), Sydney.

Rogers, K.B. (2002). Re-forming gifted education: Helping parents and teachers to match the option to the child. Scottsdale, AZ : Great Potential Press.

Rogers, K.B. (2005). Matching domain specific identification with programming for learners with gifts or talents. Presentation by Karen B. Rogers for CEO Reference Teachers from the Inner West Region of the Sydney Archdiocese (2006). GERRIC, University of New South Wales.

Rogers, K.B. (2006). Connecting Program Design and District Policies. P207-223. In Eckert, D.R. and Percell, J. eds (2006) Designing services and programs for high-ability learners. A guidebook for gifted education. National Association for Gifted Students and Corwin Press.5.

Rogers, K.B. (2006). Curriculum Development Master Class. GERRIC. The University of New South Wales.

Tannenbaum, A.J. (1983). Gifted Children: Psychological and educational perspectives. New York: MacMillan.

Tomlinson, C.A. & Allan, S.D. (2006). Leadership for differentiating schools and classrooms. Alexandria, V.A: ASCD.

Tomlinson, C.A. and Allan, S.D. (2000). Leadership for Differentiating Schools and Classrooms. Association for Supervision and Curriculum Development Alexandria, Virginia USA.

Tomlinson, C.A. and McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Hawker Brownlow Education, Australia.

VanTassel-Baska, J. (1994). Comprehensive Curriculum for Gifted Learners. Allen and Bacon

Tomlinson, C.A. & Allan, S.D. (2006). Leadership for differentiating schools and classrooms. Alexandria, V.A: ASCD.

Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.