Identifying Gifted Learning in the Regular Classroom: Seeking Intuitive Theories

Author:

Munro John

Publisher

Springer Singapore

Reference57 articles.

1. Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247

2. Betts, G. and Neihart, M. (2010). Revised profiles of the gifted and talented. Downloaded from http://www.davidsongifted.org/db/Articles_id_10114.aspx).

3. Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO Taxonomy. New York: Academic Press.

4. Callahan, C. M., & Miller, E. M. (2005). A child-responsive model of giftedness. In R. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 38–51). West Nyack, NY: Cambridge University Press.

5. Cañas, A. J., & Novak, J. D. (2010). The theory underlying concept maps and how to construct and use them. Práxis Educativa, 5(1), 9–29. https://doaj.org/toc/1809-4309

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