AllardH. (1977). Miss Nelson is missing. New York: Houghton Mifflin.
2.
ArchambaultF. X.Jr.WestbergK.BrownS.HallmarkB.ZhangW.EmmonsC. (1993). Classroom practices used with gifted third and fourth grade students. Journal for the Education of the Gifted, 16, 13–28.
3.
BarrettJ. (1978). Cloudy with a chance of meatballs. New York: Simon and Schuster.
4.
BeyerB. K. (2001). Practical strategies of direct instruction in thinking skills. In CostaA. L. (Ed.), Developing minds: A resource book for teaching thinking (pp. 393–400). Alexandria, VA: Association for Supervision and Curriculum Development.
5.
BurnsD. E. (1987). The effects of group training activities on students' creative productivity (Doctoral dissertation, University of Connecticut, 1987). Dissertation Abstracts International, 48, 3072A.
6.
ChismB.McLeanJ. E. (1980). Talents Unlimited program: Technical report summarizing research findings. Tuscaloosa, AL: The University of Alabama. (ERIC Document Reproduction Service No. ED179556).
7.
CrumpD.SchlichterC.PaulkB. E. (1988). Teaching HOTS in the middle and high school: A district-level initiative in developing higherorder thinking skills. Roeper Review, 10, 205–211.
8.
GardnerH. (1983). Frames of mind. New York: Basic Books.
9.
GuilfordJ. P. (1956). Structure of intellect. Psychological Bulletin, 53, 267–293.
10.
HaskewB. (1993). Talents Unlimited: Reflections, directions, projections. In SchlichterC. L.PalmerR. W. (Eds.), Thinking smart: A primer of the Talents Unlimited model (pp. 141–158). Mansfield Center, CT: Creative Learning Press.
11.
HawthorneN. (1898). The scarlet letter. New York: Doubleday & McClure.
12.
HébertT. P. (1992). Creative productivity: Who gets involved? Who benefits?Gifted Child Today, 15(6), 8–13.
13.
HébertT. P. (1993). Reflections at graduation: The long-term impact of elementary school: Experiences in creative productivity. Roeper Review, 16, 22–28.
14.
HobbsD. (1993). Using the “write” talent: Talents Unlimited and the writing process. In SchlichterC. L.PalmerR. W. (Eds.), Thinking smart: A primer of the Talents Unlimited model (pp. 103–118). Mansfield Center, CT: Creative Learning Press.
MeierD.WoodG. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
18.
National Center on Education and the Economy. (2006). Tough choices or tough times. Retrieved May 26, 2008, from http://www.skillscommission.org.
19.
NewmanJ. L. (1991). The effects of the Talents Unlimited model on students' creative productivity (Doctoral dissertation, The University of Alabama, 1991). Dissertation Abstracts International, 52, 3525A.
20.
NewmanJ. L. (1993). The Talents Unlimited model and its effect on students' creative productivity. In SchlichterC. L.PalmerR. W. (Eds.), Thinking smart: A primer of the Talents Unlimited model (pp. 141–158). Mansfield Center, CT: Creative Learning Press.
21.
NewmanJ. L. (1995). The Talents Unlimited model and its effects on student' creative productivity. In JeanGubbins E. (Ed.), Research related to the Enrichment Triad Model (pp. 93–105). Storrs: National Research Center on the Gifted and Talented, University of Connecticut.
22.
NewmanJ. L. (2004). Talents and investigative research: What works!Mobile, AL: Talents Unlimited International.
23.
NewmanJ. L. (2005). Talents and Type III's: The effects of the Talents Unlimited model on creative productivity in gifted youngsters. Roeper Review, 27, 84–90.
24.
NewmanJ. L. (2006). Talents for Type IIIs: A guide for helping students become better creators, decision makers, planners, predictors, and communicators. Mansfield Center, CT: Creative Learning Press.
25.
NewmanJ. L. (in press). Service-learning as creative productivity: An emphasis on project quality and completion. Information for Action: A Journal on Service-Learning Research With Children and Youth.
26.
NewmanJ. L.ZupkoS. L. (2006). TALENTed and Type III: An effective learning strategy for gifted students who are learning disabled. TEACHING Exceptional Children Plus, 2(5) Article 4. Retrieved August 13, 2006, from http://escholarship.bc.edu/education/tecplus/vol2iss5/art4.
27.
RenzulliJ. S.ReisS. M. (1997). The schoolwide enrichment model. Mansfield Center, CT: Creative Learning Press.
28.
SchlichterC. L. (1979). The multiple talent approach to the world of work. Roeper Review, 2, 17–20.
29.
SchlichterC. L. (1981). The multiple talent approach in mainstream and gifted programs. Exceptional Children, 48, 144–50.
30.
SchlichterC. L. (1986a). Talents Unlimited: An inservice education model for teaching thinking skills. Gifted Child Quarterly, 30, 119–123.
31.
SchlichterC. L. (1986b). Talents Unlimited: Applying the multiple talent approach in mainstream and gifted programs. In RenzulliJ. S. (Ed.), Systems and models for developing programs for the gifted and talented (pp. 352–390). Mansfield Center, CT: Creative Learning Press.
32.
SchlichterC. L. (1987). Thinking skills instruction for all classrooms. Gifted Child Today, 10(2), 3–8.
33.
SchlichterC. L. (1988). Extending Talents Unlimited to secondary schools. Educational Leadership, 45(7), 36–40.
34.
SchlichterC. L. (1997). Partners in enrichment: Preparing teachers for multiple ability classrooms. TEACHING Exceptional Children, 29(4), 4–9.
35.
SchlichterC. L.PalmerW. R. (Eds.). (1993). Thinking smart: A primer of the Talents Unlimited model. Mansfield Center, CT: Creative Learning Press.
36.
SteinbeckJ. (1939). The grapes of wrath. New York: Viking Press.
37.
SternbergR. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
38.
TaylorC. W. (1967). Questioning and creating: A model for curriculum reform. Journal of Creative Behavior, 1, 22–33.
39.
TaylorC. W. (1968). Cultivating new talents: A way to reach the educationally deprived. Journal of Creative Behavior, 2, 83–90.
40.
TomlinsonC. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
41.
TorranceE. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall.
42.
WestbergK. L.ArchambaultF. X.DobynsS.M.Jr.SalvinT. J. (1993). The classroom practices observation study. Journal for the Education of the Gifted, 16, 29–56.