BaskaL. K. (1989). Characteristics and needs of the gifted. In Feldhusen, J. F., VanTassel Baska, J., & Seeley, K., Excellence in educating the gifted. Denver: Love Publishing, pp. 15–28.
2.
BenbowC. P. (1986). SMPY's model for teaching mathematically precocious students. In RenzulliJ.S. (Ed.). Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press, pp. 1–26.
3.
FeldhusenJ. F. (1982). Meeting the needs of gifted students through differentiated programming. Gifted Child Quarterly, 26, 37–41.
4.
KaplanS. (1979). Inservice training manual: Activities for developing curriculum for the gifted/talented.Ventura, CA: NS/LTI/GT.
5.
KulikJ. A.KulikC-L. (1987). Effects of ability grouping on student achievement. Equity and Excellence, 23, 22–23.
6.
RenzulliJ.S.ReisS. M. (1986). The Enrichment Triad/Revolving Door Model: A schoolwide plan for the development of creative productivity. In RenzulliJ.S. (Ed.). Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press, pp. 216–266.
7.
Van Tassel-BaskaJ.FeldhusenJ. F.SeeleyK.WheatleyG.SilvermanL.FosterW. (1988). Comprehensive curriculum for gifted learners.Boston: Allyn & Bacon.