Üstün Yetenekli ve Normal Gelişen Çocukların Sınıf İçi Etkinliklere Yönelik Görüşleri

Author:

ŞENOL Fatma Betül,KOCA Selda

Publisher

The Journal of Turkish Educational Sciences, Gazi University

Reference45 articles.

1. Alexander, J. M., & Schnick, A. K. (2008). Motivation. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 423–447). Waco, TX: Prufrock Press.

2. Archambault, F. X., Westberg, K., Brown, S. B., Hallmark, B. W., Emmons, C. 1., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers. Storrs, CT: National Research Center on the Gifted and Talented.

3. Assouline, S. G., Colangelo, N., Ihrig, D., & Forstadt, L. (2006). Attributional choices for academic success and failure by intellectually gifted students. Gifted Child Quarterly, 50(4), 283-294. https://doi.org/10.1177%2F001698620605000402

4. Bacanlı, H. & Sahinkaya, O. (2011). The adaptation study of academic motivation scale into Turkish. Procedia-Social and Behavioral Sciences, 12, 562-567. https://doi.org/10.1016/j.sbspro.2011.02.068

5. Bildiren, A. (2018). The interest issues of gifted children, World Journal of Education, 8(1), 17-26. https://doi.org/10.5430/wje.v8n1p17

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