Annotated Bibliography

Professional Development


Clark, G., & Zimmerman, E. (2002). Tending the special spark: Accelerated and enriched curricula for highly talented art students. Roeper Review, 24(3), 161-68.

No abstract available.

Coil, C. (2004). Standards-based activities and assessments for the differentiated classroom. Marion, IL: Pieces of Learning.

No abstract available.

Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007). Project M³: mentoring mathematical minds - A research-based curriculum for talented elemetary students. Journal of Advanced Academics, 18(4), 566-585.

No abstract available.

Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publishing.

No abstract available.

Johnsen, S. K., VanTassel-Baska, J., & Robinson, A. (2008). Using the national gifted education standards for university teacher preparation programs. Thousand Oaks, CA: Corwin Press.

No abstract available.

Kitano, M., Montgomery, D., VanTassel-Baska, J., & Johnsen, S. K. (2008). Using the national gifted education standards for PreK-12 professional development. Thousand Oaks, CA: Corwin Press.

No abstract available.

Reis, S. M., & Renzulli, J. S. (2005). Curriculum compacting: An easy start to differentiating for high-potential students. Waco, TX: Prufrock Press.

No abstract available.

Renzulli, J. S., Smith, L. H., & Reid, S. M. (1982). Curriculum compacting: An essential strategy for working with gifted students. The Elementary School Journal, 82(3), 185-194.

No abstract available.

Rotigel, J. V. (2003). Understanding the young gifted child: Guidelines for parents, families, and educators. Early Childhood Education Journal, 30(4), 209-214.

No abstract available.

Stamps, L. S. (2004). The effectiveness of curriculum compacting in first grade classrooms. Roeper Review, 27(1), 31-41.

No abstract available.

Starko, A. J. (2008). Teacher preparation. In J.A. Plucker & C.M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 681-694). Waco, TX: Prufrock Press.

No abstract available.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

No abstract available.

VanTassel-Baska, J. (2003). Differentiating the language arts for high ability learners, K-8. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. (ERIC Document Reproduction Service No. ED474306)

No abstract available.

VanTassel-Baska, J. (2005). Acceleration strategies for teaching gifted learners. Waco, TX: Prufrock Press.

No abstract available.

VanTassel-Baska, J. (2006). A content analysis of evaluation findings across 20 gifted programs: A clarion call for enhanced gifted program development. Gifted Child Quarterly, 50(3), 199-215.

No abstract available.

VanTassel-Baska, J., & Little, C.A. (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press.

No abstract available.

VanTassel-Baska, J., & Stambaught, T. (2005). Comprehensive curriculum for gifted learners (3rd ed.). Boston: Allyn & Bacon.

No abstract available.

Winebrenner, S. (2006). Effective teaching strategies for open enrollment honors and AP classes. The Journal of Secondary Gifted Education, 17(3), 159-177.

No abstract available.