Bishop, W.E.Characteristics of teachers judged successful by intellectually gifted, high achieving high school students. In W. Dennis , & M. W. Dennis, (Eds.), The intellectually gifted: An oueruiew. NYC: Grune & Stratton, 1976.
2.
Committee on The Criteria of Teacher Effectiveness of the American Educational Research Association.Report of the committee on the criteria of teacher effectiveness of the American educational research association. Review of Educational Research, 1952, 22, 238-263.
3.
Dorhout, A.Preferred teacher behavior among the gifted, unpublished manuscript, 1982.
4.
Homans, G.Group factors in worker productivity. In H. Proshansky, & B. Seidelberg, (Eds.), Basic studies in social psychology. NYC : Holt, Rinehart & Winston, 1965, 592-604.
5.
Jenkins, D.Power conflict in the classroom and motivation for learning, unpublished manuscript, 1960.
6.
Krumholtz, J.D., & Farquhar, W.W.The effect of three teaching methods on achievement and motivation outcomes in a how-to-study course. Psychological Monographs, 1957, 71(14), 1-26.
7.
Milgram, R.M.Perception of teacher behavior in gifted and non-gifted children. Journal of Educational Psychology, 71(1), 125-128.
8.
Nelson, C.C.Affective and cognitive attitudes of junior high school teachers and pupils . The Journal of Educational Research, 1964 (October), 58(2), 83.
9.
Thelen, H.Educational dynamics: Theory and research. Journal of Social Issues, 1950, 6(2), 30.
10.
Tzidkiyahu, S.The ideal teacher in the eyes of teachers and pupils. Hachinuch: Journal of Educational Thought, 1975, 2(3), 155-164. Washburne , G., & Heil, L.M.What characteristics of teachers affect children's growth. School Reuiew, 1960, 68, 420-428.
