BarnettD. (2000). Learning how to learn. Thrust for educational leadership, 29(4), 30–32.
2.
BarrettM.LuddenK. (1997, June). Creating effective senior project products. Conference session presented at the Senior Project Institute, Charlotte, NC.
3.
BeckL. (1989). Mentorships: Benefits and effects on career development. Gifted Child Quarterly, 33, 22–28.
4.
BeecherM. (1995). Developing the gifts and talents of all students in the regular classroom. Mansfield Center, CT: Creative Learning Press.
5.
BettsG. T. (1985). Autonomous learner model. Greely, CO: ALPS.
6.
BettsG. T.NeihartM. (1986). Implementing self-directed learning models for the gifted and talented. Gifted Child Quarterly, 30, 174–177.
7.
BilligS. H.FiskeE.B. (2000). The impacts of service-learning on youth, schools and communities: Research on K—12 school-based service-learning, 1990–1999. Retrieved May 11, 2004, from www.learningindeed.org/research/slresearch/slrsrchsy.html.
8.
BondS.EgelsonP.HarmanS. (2002). A preliminary study of senior project programs in selected North Carolina high schools. In CasbonC.de MeesterK.HoodA.NalleyD. (Eds.), The SERVE studies: Examining the implementation and the impact of senior project (Contract no. ED-010TO-0015, pp. 1.2–1.27). Greensboro: University of North Carolina at Greensboro, School of Education.
9.
ChadwellD. R. (1991). Show what you know. American School Board Journal, 178(4), 34–35.
10.
ChadwellD. R. (1992). The senior project. Exemplary Practices in Education, 1(4), 8–9.
11.
ClasenD. R.ClasenR. E. (1997). Mentoring: A time-honored option for education of the gifted and talented. In ColangeloN.DavisG. A. (Eds.), Handbook of gifted education (2nd ed., pp. 218–229). Boston: Allyn and Bacon.
12.
CoxJ.DanielN.BostonB. O. (1985). Educating able learners: Programs and promising practices. Austin: University of Texas Press.
13.
CushmanK. (1990, March). Performance and exhibitions: The demonstration of mastery. [Electronic version]. Horace, 6(3). Retrieved June 1, 2003, from www.essentialschools.org/cs/cespr/view/ces_res/138.
14.
DunnK. (2001). The fourth-year itch. Teacher Magazine, 12(7), 12–14.
15.
EgelsonP.HarmanS.BondS. (2002, April). A preliminary study of senior project programs in selected southeastern high schools. Paper pre sented at the annual meeting of the American Educational Research Association, New Orleans. (ERIC Document Reproduction Service No. ED466336).
16.
EgelsonP.RobertsonC. G.SmithS. A. (2002). North Carolina senior project survey results. In CasbonC.de MeesterK.HoodA.NalleyD. (Eds.), Three SERVE studies: Examining the implementation and the impact of senior project (Contract no. ED-010CO-0015, pp. 2.1-2.18). Greensboro: University of North Carolina at Greensboro, School of Education.
17.
HoustonS.TharinM. A. (1997, June). The graduation project: Guidelines for implementation. Conference session presented at the Senior Project Institute, Charlotte, NC.
18.
IsaksenS. G.ParnesS. J. (1985). Curriculum planning for creative thinking and problem solving. Journal of Creative Behavior, 19(1), 1–29.
19.
JohnsenS. K. (2001). Teaching gifted students through independent study. In KarnesF. A.BeanS. M. (Eds.), Methods and materials for teaching the gifted (pp. 495–522). Waco, TX: Prufrock Press.
20.
KarnesF. A.StephensK. R. (2000). The ultimate guide for student product development and evaluation. Waco, TX: Prufrock Press.
21.
KaufmannF. A.HarrelG.MilamC.WoolvertsonN.MillerJ. (1986). The nature, role, and influence of mentors in the lives of gifted adults. Journal of Counseling and Development, 64, 576–578.
22.
LewisB. (1991). The kid's guide to social action: How to solve the social problems you choose—and turn creative thinking into positive action. Minneapolis: Free Spirit.
23.
McDonaldJ. P. (1993). Three pictures of an exhibition: Warm, cool, and hard. Phi Delta Kappan, 74, 480–85.
24.
MakerC. J.NielsonA. B. (1995). Teaching models in education of the gified. Austin, TX: PRO-ED.
25.
MattsonB. D. (1983, March/April). Mentors for the gifted and talented: Whom to seek and where to look. Gifted Child Today, 10–11.
26.
MilamC. P. (2001). Extending learning through mentorships. In KarnesF. A.BeanS. M. (Eds.), Methods and materials for teaching the gifted (pp. 523–551). Waco, TX: Prufrock Press.
ParnesS. J.NollerR. B.BiondiA. M. (1977). Guide to creative action. New York: Scribner's.
31.
ReillyJ. M. (1992). Mentorship: The essential guide for schools and business. Dayton: Ohio Psychology Press.
32.
ReisS.RenzulliJ. S. (1985, September). The secondary level Enrichment Triad Model: Excellence without elitism. NASSP Bulletin, 69(482), 31–38.
33.
RenzulliJ. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five-year perspective. Journal for the Education of the Gifted, 23, 3–54.
34.
RenzulliJ. S.ReisS. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
35.
RenzulliJ. S.ReisS. (1994). Research related to the schoolwide enrichment triad model. Gifted Child Quarterly, 38, 7–20.
36.
Sills-BriegelT.FiskC.DunlopV. (1996). Graduation by exhibition. Educational Leadership, 54(4), 6671.
37.
StarkoA. J. (1988). Effects of the revolving door identification model on creative productivity and selfefficacy. Gifted Child Quarterly, 32, 291–297.
38.
SummersJ. (1989). The senior project: A walkabout to excellence. English Journal74(4), 62–64.
39.
TaaffeJ. (2002). Wheeler High School senior project student handbook 2002–2003. Retrieved June 2, 2003, from www.wheelerhigh.com.
40.
TerryA. W. (2000). An early glimpse: Service learning from an adolescent perspective. Journal of Secondary Gifted Education, 11, 115–135.
41.
TerryA. W.BohnenbergerJ. E. (1999, January). Connecting community problem solving to service learning initiatives. Paper presented at the meeting of the Board of Trustees of the International Future Problem Solving Program, Ann Arbor, MI.
42.
TorranceE. P. (1984). Mentor relationships: How they aid creative achievement, endure, change, and die. Buffalo, NY: Bearly Limited.
43.
TreffingerD. J. (1975). Teaching for self-directed learning: A priority for the gifted and talented. Gifted Child Quarterly, 19, 46–59.