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EPSY 5105 AOP: Nature and Needs of the Gifted and Talented Student

Useful library information for EPSY 5105 AOP, Nature and Needs of the Gifted and Talented Student

Required Readings for EPSY 5015

Warne, R. T. (2016). Five reasons to put the g back into giftedness: An argument for applying the Cattell–Horn–Carroll theory of intelligence to gifted education research and practice. Gifted Child Quarterly, 60(1), 3-15. 

Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147. 

Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57(3), 151-168. 

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54. 

Sternberg, R. J. (2003). WICS as a model of giftedness. High Ability Studies, 14(2), 109-137. 

Piirto, J. (2000). The piirto pyramid of talent development: A conceptual framework for talking about talent. Gifted Child Today, 23(6), 22.

Peters, S. J., & Engerrand, K. G. (2016). Equity and excellence: Proactive efforts in the identification of underrepresented students for gifted and talented services. Gifted Child Quarterly, 60(3), 159-171. 

Ambrose, L., & Machek, G. R. (2015). Identifying creatively gifted students: Necessity of a multi-method approach. Contemporary School Psychology, 19(3), 121-127. 

Olszewski-Kubilius, P., Clarenbach, J., & National Association for Gifted Children. (2012). Unlocking emergent talent: Supporting high achievement of low-income, high ability students. National Association for Gifted Children.

Siegle, D., Gubbins, E. J., O’Rourke, P., Langley, S. D., Mun, R. U., Luria, S. R., . . . Plucker, J. A. (2016). Barriers to underserved students’ participation in gifted programs and possible solutions. Journal for the Education of the Gifted, 39(2), 103-131. 

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