Sample+of+Reference+List

From: Cathy Taylor. . .This is a Sample Reference Sheet. Use it only as a guide and correct the APA margins, etc. Please do not use it exactly as listed. References Alsop, G. (2003). Asynchrony: Intuitively valid and theoretically reliable. //Roeper Review, 25//, 188-126. Badolato, L. A. (1998). Recognizing and meeting the special needs of gifted females. //Gifted Child Today, 21//(6), 32-37. Brody, L., & Mills, C. (2005). Talent search research: what have we learned: //High Ability Studies, 16//, 97-111. Clark, B. (2008). //Growing up gifted// (7th ed.). Upper Saddle River, New Jersey: Prentice Hall. Clark, G., Manifold, E., & Zimmerman, E. (2007). Meeting the needs of artistically talented students who reside in real and virtual, rural communities in the United States. //Gifted Education International//, //23//, 319-329. Cline, S., & Schwartz, D. (1999). //Diverse populations of gifted children.// NJ: Merrill. Colangelo, N., Assouline, S., & Gross, M. (Eds). (2004). //A nation deceived: How schools hold back America’s brightest students//. Iowa City, IA: The University of Iowa.  Cropper, C. (1998). Fostering parental involvement in the education of the gifted minority students. //Gifted Child Today, 21//(1), 29-24.  Delisle, J. (1990). The gifted adolescent at risk: Strategies and resources for suicide prevention among gifted youth. //Journal for the Education of the Gifted, 13//, 221-228.  Fasko Jr., D. (2001). An analysis of multiple intelligence theory and its use with the gifted and talented. //Roeper Review, 23//, 91-96. Feldhusen, J. F. (1998a). Conceptions of intelligence. In J. Van Tassel-Baska (Ed.), //Excellence in educating gifted and talented learners// (3rd ed., pp. 19-28). Denver, CO: Love. Feldhusen, J. F. (1998b). Strategies and methods for teaching the talented. In J. Van Tassel-Baska (Ed.), //Excellence in educating gifted and talented learners// (3rd ed., pp. 363-380). Denver, CO: Love. Field, G. (2009). The effects of the use of Renzulli learning on student achievement in reading comprehension, reading fluency, social studies, and science. //International Journal of Emerging Technologies in Learning//, //4//(1), 29-39. Gardner, H. (1983). //Frames of mind: The theory of multiple intelligences//. New York: Basic Books. Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. //Phi Delta Kappan, 77//, 200-209. Gardner, H. (1997). Multiple intelligences as a partner in school improvement. //Educational Leadership, 55//(1), 20-23. Gentry, M. L., & Owen, S.V. (1999). An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices**.** //Gifted Child Quarterly//, //43//, 224 - 243. Gentry, M., Rizza, M., & Gable, R. (2001). Gifted students’ perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. //Gifted Child Quarterly, 45//, 115-127. Hébert, T. H., & Reis, S. M. (1999). Culturally diverse high-achieving students in an urban high school. //Urban Education, 34//, 428-457. Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. //Roeper Review, 26//, 20-28. Karnes, F., & Nugent, S. (2002). Influential people in gifted education. //Gifted Child Today, 25//(4), 60-65. Kennedy, D. M. (2002). Glimpses of a highly gifted child in a heterogeneous classroom. //Roeper Review, 24 //, 120-124. <span style="font-size: 12pt; color: #231f20; line-height: 200%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Kerr, B. A. & Nicpon, M. F. (2003). Gender & giftedness. In N. Colangelo & G. Davis (Eds.), //Handbook of gifted education,// (3rd ed., pp.493-505). Boston: Allyn & Bacon. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-bidi-font-style: italic;">Klein, A., & Zehms, D. (1996). Self-concept and gifted girls: A cross sectional study of intellectually gifted females in grades 3, 5, 8. //Roeper Review, 19//, 30-34. Knobel, R., & Shaughnessy, M. (2002). Reflecting on a conversation with Joe Renzulli: About giftedness and gifted education. //Gifted Education International, 16//, 118-126. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Kulik, C.L.C., & Kulik, J.A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. //American Educational Research Journal, 19//, 415-428. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Maker, J., & Nielson, A. (1995). Teaching models in education of the gifted. Austin, TX: Pro-ed. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Moon, T. R., Tomlinson, C. A., & Callahan, C. M. (1995). Academic diversity in the middle school: //Results of a national survey of middle school administrators and teachers// (Research Monograph 95124). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Reis, S. M. (1987). We can’t change what we don’t recognize: Understanding the special needs of gifted females. //Gifted Child Quarterly, 31//, 83-89. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-bidi-font-style: italic;">Reis, S. (2001). External barriers experienced by gifted and talented girls and women. //Roeper Review, 24//, 26-36. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif'; mso-ansi-language: ES;">Reis, S. M., & Diaz, E. I. (1999). <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Economically disadvantaged urban female students who achieve in school. //The Urban Review, 31//, 31-54. Reis, S. M., Gentry, M., & Maxfield, L. R. (1998). The application of enrichment clusters to teachers’ classroom practices. //Journal for the Education of the Gifted, 21//, 310-324. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> Reis, S., Kaplan, S., Tomlinson, C., Westberg, K., Callahan, C., & Cooper, C. (1998). Equal does not mean identical. //Educational Leadership, 56// (3), 74-77. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Reis, S. M., & Purcell, J. H. (1993). An analysis of content elimination and strategies used by elementary classroom teachers in the curriculum compacting process. //Journal for the Education of the Gifted//, //16//, 147-170. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> Reis, S., & Renzulli, J. (1992). Using curriculum compacting to challenge the above average. //<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Educational Leadership, 50 //<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">, 51-57. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Reis, S. M., Westberg, K. L., Kulikowich, J. M., & Purcell, J. H. (1998). Curriculum compacting and achievement test scores: What does the research say? //Gifted Child Quarterly, 42//, 123-129. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Renzulli, J. (1976). The Enrichment Triad Model: A guide for developing defensible programs for the gifted and talented. //Gifted Child Quarterly//, //26//, 147-156. Renzulli, J. (1978). What makes giftedness: Reexamining a definition. //Phi Delta// //Kappan//, //60//, 180-184. Renzulli, J. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. //Exceptionality, 10,// 67-75. Renzulli, J. (2007, Summer). <span style="font-size: 12pt; color: windowtext; line-height: 200%; font-family: 'Times New Roman','serif'; text-decoration: none; text-underline: none;">[|The Renzulli learning system: Assessing and developing children’s interests.] <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> //Duke Gifted Letter, 7//, 10-12. Renzulli, J., Koehler, J., & Fogarty, E. (2006). Operation Houndstooth intervention theory: Social capital in today’s schools. //Gifted Child Today, 2//(1), 14-24. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Renzulli, J., & Park, S. (2000). Gifted dropouts: The who and the why. //Gifted Child Quarterly//, //44//, 261-271. Renzulli, J., & Purcell, J. (1995). A schoolwide enrichment model. //Education Digest, 61//, 14-16. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Renzulli, J., & Reis, S. (1985). //The Schoolwide Enrichment Model: A comprehensive// //plan for educational excellence//. Mansfield Center, CT: Creative Learning Press. Renzulli, J., & Reis, S. (2007). A technology based program that matches enrichment resources with student strengths. //International Journal of Emerging Technologies in Learning//, //2//(3), 57-64. Rimm, S. B. (1987). Why do bright children underachieve? The pressures they feel. //Gifted Child Today, 10//(6), 30-36. Rimm, S. B., & Lovance, K. J. (1992). How acceleration may prevent underachievement syndrome. //Gifted Child Today, 15//(2//)//, 9-14. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Robinson, A. (1991). Cooperative learning and the academically talented students (RBDM 9106). Storrs, CT: The National Research on the Gifted and Talented, University of Connecticut. Rogers, K. B. (1991). //The relationship of grouping practices to the education of the gifted and talented learner// (RBDM 9102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Rogers, K. B. (2002). //Reforming gifted education//. Scottsdale, AZ: Great Potential Press. Ross, P. O. (2003). Federal policy on gifted and talented education. In N. Colangelo & G. A. Davis (Eds.), //Handbook of gifted education// (3rd ed., pp. 553-559). Boston: Allyn and Bacon. Schiever, S. W., & Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo & G. A. Davis (Eds.), //Handbook of gifted education// (3rd ed., pp. 163-173). Boston: Allyn and Bacon. Siegle, D. (2004). The merging of literacy and technology in the 21st century: A bonus for gifted education. //Gifted Child Today, 27//(2), 32-35. Siegle, D. (2005). Special issue: Gifted students and technology. //Gifted Child Today, 28//(3), 5. Siegle, D. (2007). Podcasts and blogs: Learning opportunities on the information highway. //Gifted Child Today, 30//(3), 14-19. Siegle, D., & Foster, T. (2001). Effects of laptop computers with multimedia and presentation software on student achievement in anatomy and physiology. //Journal of Research on Technology, 34//, 29-37. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri;">Silverman, L. (1994). The moral sensitivity of gifted children and the evolution of society. //Roeper Review, 17//, 110-116. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> Silverman, L. (1998). The construct of asynchronous development. //Peabody Journal of Education, 72//, 36-58. Sternberg, R. (1985). //Beyond IQ: A triarchic theory of human intelligence//. Cambridge, MA: Cambridge University Press. Sternberg, R. (1986). Identifying the gifted through IQ: Why a little bit of knowledge is a dangerous thing. //Roeper Review, 8//, 143-147. Sternberg, R. (1998). Principles of teaching for successful intelligence. //Educational Psychologist, 33//, 65-72. Sternberg, R. (1999). The theory of successful intelligence. //Review of General Psychology//, //3//, 292-316. Sternberg, R. (2000). Patterns of giftedness: A triarchic analysis. //Roeper Review, 22//, 231-235. Sternberg, R. & Grigorenko, E. (2004). Successful intelligence in the classroom. //Theory Into Practice, 43//, 274-280. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri;">Supplee, P. (1990). Reaching the gifted underachiever: Program strategy and design. New York: Teachers College Press. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif'; mso-ansi-language: ES;">Van Tassel-Baska, J. (1998a). <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Characteristics and needs of talented learners. In J. Van Tassel-Baska (Ed.), //Excellence in educating gifted and talented learners// (3rd ed., pp. 173-192). Denver, CO: Love. Van Tassel-Baska, J. (1998b). Excellence as a standard for all education: A conclusion and a beginning. In J. Van Tassel-Baska (Ed.), //Excellence in educating gifted and talented learners// (3rd ed., pp. 511-519). Denver, CO: Love. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif'; mso-ansi-language: ES;">Van Tassel-Baska, J. (1998c). <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Girls of promise. In J. Van Tassel-Baska (Ed.), //Excellence in educating gifted and talented learners// (3rd ed., pp. 129-144). Denver, CO: Love. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif'; mso-ansi-language: ES;">Van Tassel-Baska, J. (1998d). <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Key issues and problems in secondary programming. In J. Van Tassel-Baska (Ed.), //Excellence in educating gifted and talented learners// (3rd ed., pp. 241-260). Denver, CO: Love <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">VanTassel-Baska, J. (2003). //Curriculum planning and instructional design for gifted learners//. Denver, CO: Love. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: AGaramondPro-Regular;">VanTassel-Baska, J. (2005). Gifted programs and services: What are the nonnegotiables? //Theory Into Practice, 44//, 90–97. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Van Tassel-Baska, J. (2006). A content analysis of evaluation findings across 20 gifted programs: A clarion call for enhanced gifted program development. //Gifted Child Quarterly//, //50//, 199-210. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: AGaramondPro-Regular;"> VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. //Gifted Child Quarterly,// //51//, 342-358. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Van Tassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.). Boston: Allyn & Bacon. <span style="font-size: 12pt; color: black; line-height: 200%; font-family: 'Times New Roman','serif';">Vaughn, V. L., Feldhusen, J. F., & Asher, J. W. (1991). Meta-analyses and review of research on pull-out programs in gifted education. //Gifted Child Quarterly, 35//, 92-98. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri;">Whitmore, J. (1989). Re-examining the concept of underachievement. //Understanding Our Gifted//, //2//, 7-9. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Winebrenner, S. (2000). Gifted students need an <span style="font-size: 12pt; color: windowtext; line-height: 200%; font-family: 'Times New Roman','serif'; text-decoration: none; text-underline: none;">[|education] <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">, too. [|//Educational Leadership//]<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">, //58//(1), 52-56. Woodward, J., & Kalyan-Masih, V. (1990). Loneliness, coping strategies and cognitive styles of the gifted rural adolescent. //Adolescence//, //25//, 977-989. <span style="font-size: 12pt; color: white; line-height: 200%; font-family: 'Times New Roman','serif';">, R. J. (1985 <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">