GardnerH. (1999). The disciplined mind. New York: Simon and Schuster.
5.
GruberH.E. (1986). The self-construction of the extraordinary. In SternbergR. J.DavidsonJ. E. (Eds.), Conceptions of giftedness (pp. 247–263). New York: Cambridge University Press.
6.
JacobsH. H. (1998). The teacher as designer: Integrating the curriculum. International Schools Journal, 18(1), 22–23.
7.
NeefD. (1998). A little knowledge is a dangerous thing: Understanding our global knowledge economy. Oxford, United Kingdom: Butterworth-Heinemann.
8.
RenzulliJ. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In SternbergR. J.DavidsonJ. E. (Eds.), Conceptions of giftedness (pp. 53–92). New York: Cambridge University Press.
9.
SubotnikR. F. (1988). The motivation to experiment: A study of gifted adolescents' attitudes toward scientific research. Journal for the Education of the Gifted, 11(3), 19–35.
10.
TannenbaumA. J. (1986). Giftedness: A psychosocial approach. In SternbergR. J.DavidsonJ. E. (Eds.), Conceptions of giftedness (pp. 21–52). New York: Cambridge University Press.
11.
YagerR. E. (Ed.). (1996). Science/technology/ society as reform in science education. Albany, NY: State University of New York Press.