AmbroseD. (1998). A model for clarification and expansion of conceptual foundations. Gifted Child Quarterly, 42, 77–86.
2.
BorlandJ. H. (1990). Postpositivist inquiry: Implications of the “new philosophy of science” for the field of the education of the gifted. Gifted Child Quarterly, 34, 161–167.
3.
ColemanL. J.SandersM. D.CrossT. L. (1997). Perennial debates and tacit assumptions in the education of gifted children. Gifted Child Quarterly, 41, 105–111.