BlandL. C.Van Tassel-BaskaJ.BrackenB.FengA.StambaughT.KimK. H. (2009). Assessing science reasoning and conceptual understanding in the primary grades using multiple measures of performance: Project Clarion. Manuscript submitted for publication.
3.
BlandL. C.Van Tassel-BaskaJ.StambaughT.ChandlerK. (2010, April). Implementing science innovation in the primary grades: Case study research. Paper presented at the meeting of the American Educational Research Association, Denver, CO.
4.
BorkoH.MayfieldV.MarionS.FlexerR.CumboK. (1997). Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13, 259–278.
BurnsB. A.GrandeM.MarableM. A. (2008). Factors influencing teacher candidates' participation in a paid field experience with urban students. Issues in Teacher Education, 17, 101–116.
7.
Center for Gifted Education. (2008a). Water works: A physical science unit for high-ability learners in grades K—1. Waco, TX: Prufrock Press.
8.
Center for Gifted Education. (2008b). What's the matter? A physical science unit for high-ability learners in grades 2–3. Waco, TX: Prufrock Press.
9.
Center for Gifted Education. (2010a). Budding botanists: A life science unit for high-ability learners in grades 1–2. Waco, TX: Prufrock Press.
10.
Center for Gifted Education. (2010b). Dig It! An Earth and space science unit for high-ability learners in grade 3. Waco, TX: Prufrock Press.
11.
Center for Gifted Education. (2010c). How the sun makes our day: An Earth and space science unit for high-ability learners in grades K—1. Waco, TX: Prufrock Press.
12.
Center for Gifted Education. (2010d). Invitation to invent: A physical science unit for high-ability learners in grades 3–4. Waco, TX: Prufrock Press.
13.
Center for Gifted Education. (2010e). Survive and thrive: An Earth and space science unit for high-ability learners in grades K—1. Waco, TX: Prufrock Press.
14.
Center for Gifted Education. (2010f). Weather reporter: An Earth and space science unit for high-ability learners in grade 2. Waco, TX: Prufrock Press.
FowlerM. (1990). The diet cola test. Science Scope, 13(4), 32–34.
17.
FrayerD. A.FrederickW. C.KlausmeierH. J. (1969). A schema for testing the level of concept mastery (Technical Report No. 16). Madison: The University of Wisconsin.
18.
GlynnS. M.WinterL. K. (2004). Contextual teaching and learning of science in elementary schools. Journal of Elementary Science Education, 16(2), 51–63.
19.
Harcourt Educational Measurement. (2000). The Metropolitan Achievement Tests—Eighth Edition (MAT-8). San Antonio, TX: Pearson.
20.
HodgkinsonH. (2007). Leaving too many children behind: A demographer's view on the neglect of America's youngest children. In Van Tassel-BaskaJ.StambaughT. (Eds.), Overlooked gems: A national perspective on low-income promising learners: Conference proceedings from the National Leadership Conference on Low-Income Promising Learners (pp. 7–20). Washington, DC: National Association for Gifted Children and College of William and Mary.
21.
KalbfleischM. L. (2008). Getting to the heart of the brain: Using cognitive neuroscience to explore the nature of human ability and performance. Roeper Review, 30, 162–170.
22.
KimK. H.Van Tassel-BaskaJ.BrackenB.FengA.StambaughT.BlandL. C. (2010). Project Clarion: Three years of science instruction in Title I schools among K—third grade students. Manuscript submitted for publication.
23.
KimM.BlandL. C.ChandlerK. (2009). Reinventing the wheel. Science and Children, 47(3), 40–43.
24.
KramerS. P. (1987). How to think like a scientist. New York, NY: HarperCollins.
25.
KwonY.LawsonA. E. (2000). Linking brain growth with the development of scientific reasoning ability and conceptual change during adolescence. Journal of Research in Science Teaching, 37, 44–62.
26.
Ladson-BillingsG. J. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56, 229–234.
MoonT. R.BrightonC. M.CallahanC. M.RobinsonA. (2005). Development of authentic assessments for the middle school classroom. Journal of Secondary Gifted Education, 16, 119–133.
29.
NaglieriJ. A. (1991). Naglieri Nonverbal Ability Test. San Antonio, TX: Harcourt Assessments.
National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
32.
National Research Council. (2002). Learning and understanding: Improving advanced study of mathematics and science in U.S. high schools. Washington, DC: National Academy Press.
33.
National Research Council. (2007). Knowledge and understanding of the natural world. In DuschlR. A.SchweingruberH. A.ShouseA. W. (Eds.), Taking science to school: Learning and teaching science in grades K—8 (pp. 93–128). Washington, DC: The National Academies Press.
34.
NovakJ. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum.
35.
PaulR.BinkerA. J. (1992). Critical thinking: What every person needs to survive in a rapidly changing world. Dillon Beach, CA: Foundation for Critical Thinking.
36.
RozaM.HillP. (2004). How within-district spending inequities help some schools to fail. In RavitchD. (Ed.), Brookings papers on education policy, 2004 (pp. 201–218). Washington DC: Brookings Institution Press.
SchappeJ. F. (2005). Early childhood assessment: A correlational study of the relationships among student performance, student feelings, and teacher perceptions. Early Childhood Education Journal, 33, 187–193.
39.
SherB. T. (2004). Change. In Van Tassel-BaskaJ. L. (Ed.), Science key concepts (pp. 31–35). Williamsburg, VA: The College of William and Mary, Center for Gifted Education.
40.
SternbergR. J. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90, 374–384.
41.
SubotnikR. F.TaiR. H.RickoffR.AlmarodeJ. (2010). Specialized public high schools of science, mathematics, and technology and the STEM pipeline: What do we know now and what will we know in 5 years?Roeper Review, 32, 7–16.
42.
TabaH. (1962). Curriculum development: Theory and practice. New York, NY: Harcourt, Brace.
43.
Van Tassel-BaskaJ. (1998). A national study of science curriculum effectiveness with high ability students. Gifted Child Quarterly, 42, 200–211.
44.
Van Tassel-BaskaJ.BrackenB. (2004). Project Clarion: An integrative curriculum scale-up to promote scientific conceptual understanding in promising young children. Williamsburg, VA: The College of William and Mary, Center for Gifted Education.
45.
Van Tassel-BaskaJ.FengA.BrownE.BrackenB.StambaughT.FrenchH.BaiW. (2008). A study of differentiated instructional change over three years. Gifted Child Quarterly, 52, 297–312.
46.
Van Tassel-BaskaJ.JohnsonD.AveryL. D. (2002). Using performance tasks in the identification of economically disadvantaged and minority gifted learners: Findings from Project STAR. Gifted Child Quarterly, 46, 110–123.
47.
Van Tassel-BaskaJ.StambaughL.T. (2006). Comprehensive curriculum for gifted learners. Boston, MA: Allyn & Bacon.