AllemanJ.BrophyJ. (2003). History is alive: Teaching young children about changes over time. The Social Studies, 94(3), 107–113.
2.
BettsG. (2004). Fostering autonomous learners through levels of differentiation. Roeper Review, 26, 190–191.
3.
BrownL. M.GilliganC. (1993). Meeting at the crossroads: Women's psychology and girls' development. New York: Ballantine Books.
4.
CannonM. (2002). Concepts and themes: A learning odyssey. Gifted Child Today, 25(3), 24–30.
5.
CashionM.SullengerK. (2000). “Contact us next year”: Tracing teachers' use of gifted practices. Roeper Review, 23, 18–21.
6.
DouglasD. (2004). Self-advocacy: Encouraging students to become partners in differentiation. Roeper Review, 26, 223–227.
7.
GentryM.SpringerP. (2002). Secondary student perceptions of their class activities regarding meaningless-ness, challenge, choice, and appeal. Journal of Secondary Gifted Education, 13, 192–204.
8.
GrossM. (2004). Exceptionally gifted children (2nd ed.). London: Routledge Palmer.
9.
HargroveK. (2005). What makes a “good” teacher of the gifted “great”?Gifted Child Today, 28(1), 30–31.
10.
JollyJ. (2006). Leta S. Hollingworth: P.S. 165 & 500: Lessons learned. Gifted Child Today, 29(3), 28–34.
11.
KaplanS. (2002). Awakening and elaborating: Differentiation in social studies content and instruction. Gifted Child Today, 25(3), 18–23.
12.
KaplanS.GouldB. (2002). Independent study. Calabasas, CA: Educator to Educator.
13.
KeighleyT. (2003). To produce or not produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 20–28.
PintrichP.De GrootE. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
17.
PughS. (1999). Developing a foundation for independent study. Gifted Child Today, 22(2), 26–33.
18.
PurnellJ. (2007). Project-based and performance task activities for teaching history and social studies to the gifted. Gifted Education Press Quarterly, 21(1), 9–12.
19.
SchultzR. A.DelisleJ. R. (2007). More than a test score: Teens talk about being gifted, talented, or otherwise extra-ordinary. Minneapolis, MN: Free Spirit.
20.
StrotM. (1997). Electronic explorations: Support for independent studies. Gifted Child Today, 20(2), 12–18.
21.
TallyB.GoldenbergL. B. (2005). Fostering historical thinking with digitized primary sources. Journal of Research on Technology in Education, 38(1), 1–21.
22.
TomlinsonC. (1995). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: ASCD.
TroxclairD. (2000). Differentiating instruction for gifted students in regular education social studies classes. Roeper Review, 22, 195–198.
25.
ZentallS.MoonS.HallA.GrskovicJ. (2001). Learning and motivational characteristics of boys with AD/HD and/or giftedness. Exceptional Children, 67, 499–519.