ALLEN, T. D., EBY, L., POTEET, M., LENTZ, E., & LİMA, L. (2004). Career benefits associated with mentor for protegees: A meta–analysis. Journal of Applied Psychology, 89(1) 127-136, DOI: 10.1037/0021-9010.89.1.127.
ARCHAMBAULT, F. X., WESTBERG, K. L., BROWN, S. W., HALLMARK, B. W., EMMONS, C. L., & ZHANG, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers. (RM: 93102), Storrs, CT: National Research Center On The Gifted And Talented, University of Connecticut.
ATAMAN, A. (2000). Üstün zekalılar ve üstün yetenekliler [Gifted and talented]. In Eripek, S. (Eds), Özel eğitim, (151-170), Eskişehir: Anadolu University Publishing.
250
Feyzullah ŞAHİN
BEGHETTO, R. A. (2010). Creativity in the classroom. In Kaufman, J. C. & Sternberg, R. J., (Eds.), The Cambridge handbook of creativity (pp.447-463). New York: Cambridge University Press.
BOERGER, M. V. (2005). Differentiated instruction in the middle school math classroom: A case study (Unpublished master thesis). Pacific Lutheran University.
CASEY, K. M. A., & SHORE, B. M. (2000). Mentors’ contributions to gifted adolescents’ affective, social, and vocational development. Roeper Review, 22(4), 227-230, DOI: 10.1080/02783190009554043.
CRAMER, R. H. (1991). The education of gifted children in the United States: A Delphi study. Gifted Child Quarterly, 35(2), 84-91, DOI: 10.1177/001698629103500207.
CROPLEY, A. J. (1997). More ways than one fostering creativity (4th ed.). New Jersey: Greenwood Publishing.
DAVALOS, R., & GRİFFİN, G. (1999). The impact of teachers’ individualized practices on gifted students in rural, heterogeneous classrooms. Roeper Review, 21(4), 308-314, DOI:10.1080/02783199909553982.
DAVALOS, R. A., & HAENSLY, P. A. (1997). After the dust has settled: Youth reflect on their high school mentored research experience. Roeper Review, 19(4), 204-207, DOI:10.1080/02783199709553830.
DAVİS, G. (1999). Barriers to creativity and creative attitudes. In M. A. Runco & S. Pritzker (Eds.), Encyclopedia of creativity (pp. 165–174). San Diego, CA: Academic Press.
DUBOİS, D., L, HALLOWAY, B., E., VALENTİNE, J., C., & COOPER, H. (2002). Effectiveness of mentoring programs for youth: A meta–analytic review. American Journal of Community Psychology, 30(2) 157-197.
EHRİCH, L. C.,HANSFORD, B., & TENNENT L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540, DOI:10.1177/0013161X04267118.
ENDEPOHLS-ULPE, M. & RUF, H. (2005). Primary school teachers’ criteria for the identification of gifted pupils. High Ability Studies. 16(2), 219-228, DOI:10.1080/13598130600618140.
FEİST, G. J. (1998). A meta–analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290-309, DOI:10.1207/s15327957pspr0204_5.
FELDHUSEN, J. F. (1998). Strategies and methods for teaching the talented, In Vantassel-Baska, J. (Eds), Excellence in educating gifted and talented learners, (3rd eds, pp.363-379) Colorado: Love Publishing.
FELDHUSEN, J. F., & HUFFMAN, L. (1988). Practicum experiences in an educational program for teachers of the gifted. Journal for the Education of the Gifted, 12, 34-45, DOI:10.1177/016235328801200106.
FİNLEY, L. T. (2008). Implementing a differentiated model of gifted education: perspectives of elementary principlaps and teachers (Unpublished doctoral thesis). Archadia University.
GALLAGHER, J. J. (2000). Unthinkable thoughts: Education of gifted students. Gifted Child Quarterly, 44, 5-12, DOI:10.1177/001698620004400102.
GÖKDERE, M., & AYVACI, H. Ş. (2004). Sınıf öğretmenlerinin üstün yetenekli çocuklar ve özellikleri ile ilgili bilgi seviyelerinin belirlenmesi [Determination of primary teacher’s knowledge level about giftedness concept]. On dokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, 17-26.
GRANTHAM T.C. (2004). Multicultural mentoring to increase black male representation in gifted programs, Gifted Child Quarterly, 48(3), 232-243, DOI:10.1177/001698620404800307.
Currıculum Differentiation of Gifted Students in General Educational Classes: Mentorship as an İmplement… 251
GRASSİNGER, R., PROATH, M., & ZİEGLER, A. (2010). Mentoring the gifted: A conceptual analysis, High Ability Studies, 21(1), 27-46, DOI:10.1080/13598139.2010.488087.
GRAY, W.A. (1982). Mentor-asisted enrichment projects for the gifted and talented. Educational Leadership, 40(2), 16-21.
GRYBEK, D. D. (1997). Mentoring the gifted and talented. Preventing School Failure, 41(3), 115-118, DOI:10.1080/10459889709603278.
HANNİNEN, G. E. (1988). A study of teacher training in gifted education. Roeper Review, 10(3), 139-144, DOI:10.1080/02783198809553109.
HEBERT, T. P. (1997). Jamison’s story: Talent nurtured in troubled times. Roeper Review, 19(3), 142-148, DOI:10.1080/02783199709553810.
HEBERT, T. P., & NEUMEİSTER, K. L. S. (2000). University mentors in the elementary classroom: supporting the intellectual, motivational, and emotional needs of high–ability students, Journal for the Education Of The Gifted, 24(2), 122-148, DOI:10.1177/016235320002400202.
HEBERT, T.P., & OLENCHAK, F. R. (2000). Mentors for gifted underachieving males: Developing potential and realizing promise. Gifted Child Quarterly, 44(3), 196-207, DOI:10.1177/001698620004400307.
ISRAELASHVİLİ, M., & WEGMAN-ROZİ, O. (2005). Mentoring at-risk preschoolers: Lessons from the A.R.Y.A project. The Journal of Primary Prevention, 26(2), 189-201, DOI:10.1007/s10935-005-1846-y.
İNAN, H. Z., BAYINDIR N., & DEMİR, S. (2009). Awareness level of teachers about the charactaristics of gifted children. Australian Journal of Basic and Applied Sciences, 3(3), 2519-2527.
KARADUMAN, G. B. (2012). İlköğretim 5. sınıf üstün yetenekli öğrenciler için farklılaştırılmış geometri öğretiminin yaratıcı düşünme, uzamsal yetenek düzeyi ve erişeye etkisi [The effects of differentiated geomentry teaching for grade students on creative thinking, spatial ability level and achievement] (Unpublished doctoral thesis). İstanbul University.
KOLAR, D. W., & MCBRİDE, C. A. (2011). Mentoring at-risk youth in schools: Can small doses make a big change? Mentoring& Tutoring: Partnership in Learning, 19(2), 125-138, DOI:10.1080/13611267.2011.564347.
KÖK, B. (2012). Üstün zekâlı ve yetenekli öğrencilerde farklılaştırılmış geometri öğretiminin yaratıcılığa, uzamsal yeteneğe ve başarıya etkisi [The effect of differentiated gemetry teaching on gifted and talented students in view of creativity, spatial ability and success] (unpublished doctoral thesis). İstanbul University.
LENS, W., & RAND, P. (2000). Motivation and cognition: Their role in the development of giftedness, In Heller, A., K., Mönks, F., J., Sternberg, R., J., & Subotnik, R. F. (Eds), International handbook of giftedness and talented, (2nd ed, 193-202) Oxford: Pergamon Press.
LİTTLE, C. A., KEARNEY, K. L., & BRİTNER, P. A. (2010). Students’ self-concept and perceptions of mentoring relationships in a summer mentorship program for talented adolescents. Roeper Review, 32(3), 189-199, DOI:10.1080/02783193.2010.485307.
LUSTER, R. (2008). A quantative study investigating effects of whole class and differentiated instruction on student achievment (Unpublished doctoral thesis). Walden University.
MOON, S., & FELDHUSEN, J. F. (1993). Accomplishments and future plans of high school seniors who participated in an elementary enrichment program. Roeper Review, 15(3), 176-183, DOI:10.1080/02783199309553496.
PHİLLİPS, N., & LİNDSAY, G. (2006). Motivation in gifted students, High Ability Studies, 17(1), 57-73, DOI:10.1080/13598130600947119.
252
Feyzullah ŞAHİN
PİGGE, F. L., & MARSO, R. N. (1987). Relationships between student characteristics and changes in attitudes, concerns, anxieties, and confidence about teaching during teacher preparation. Journal of Educational Research, 81, 109-115.
REİS, M. S., & RENZULLİ, J. S. (2009). The Schoolwide enrichment model: A focus on student strengths & interests, In Renzulli, J. S., Gubbins, E. J., Mcmillen, K. S., Eckert, R. D., & Little, C. A. (Eds) Systems and models for developing programs for the gifted and talented, (2nd eds 323-352), Waco: Prufrock press.
RİCHARDS, M. R. E., & OMDAL, S. N. (2007). Effects of tiered instruction on academic performance in a secondary science course. Journal of Advanced Academics, 18(3), 424-456, DOI:10.4219/jaa-2007-499.
RENZULLİ, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32(3), 298-309, DOI: 10.1177/001698628803200302.
RENZULLİ, J. S., GUBBİNS, E. J., MCMİLLEN, K. S., ECKERT, R., D., & LİTTLE, C. A. (2009). Systems and models for developing programs for the gifted and talented (2nd ed), Waco: Prufrock press.
RUNCO, M. A. (2007). Creativity, theories and themes: Research, development, and practice. Elsevier Academic Press.
RYAN, S., WHİTTAKER, C., & PİNCKNEY, J. (2002). A school–based elementary mentoring program. Preventing School Failure: Alternative Education for Children and Youth, 46(3), 133-138, DOI: 10.1080/10459880209603358.
SAK, U. (2009). Üstün yetenekliler eğitim programları [Gifted education programs], Ankara: Maya Publishing.
SAK, U. (2010). Üstün zekalılar özellikleri tanılanmaları ve eğitimleri [Gifted students characteristics, identification and their education], Ankara: Maya Academy.
SAYI, A. K. (2013). Farklılaştırılmış yabancı dil öğretiminin üstün zekalı öğrencilerde erişiye, eleştirel düşünmeye ve yaratıcılığa etkisi [The effect of differentiated foreign language instruction on gifted students' achievement, critical thinking and creativity] (Unpublished doctoral thesis). Istanbul University.
SİEGLE, D., & MCCOACH D. B. (2006). Extending learning through mentorships, methods and materials for teaching the gifted, Waco: Prufrock press.
SPRİNGER, R., PUGALEE, D., & ALGOZZİNE, B. (2007). Improving mathematics skills of high school students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(1), 37-43, DOI:10.3200/TCHS.81.1.37-44.
ŞAHİN, F. (2012). Sınıf öğretmenlerine üstün yetenekli öğrencilerin belirlenmesi konusunda verilen bir eğitim programının etkililiği [The effect of a training program on primary school teachers’ knowledge to identify talented students] (Unpublished doctoral thesis). Ankara University.
ŞAHİN, F. (2014). The effectiveness of mentoring strategy for developing the creative potential of the gifted and non-gifted students. Thinking Skills and Creativity, 14, 47-55, DOI:10.1016/j.tsc.2014.07.002.
ŞAHİN, F., & KARGIN, T. (2013). Sınıf öğretmenlerine üstün yetenekli öğrencilerin belirlenmesi konusunda verilen bir eğitim programının etkililiği [The effect of a training program on primary school teachers’ knowledge to identify talented students], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2), 1-23.
ŞAHİN, F., & LEVENT, F. (2014). Examining the methods and strategies which classroom teachers use in the education of gifted students. The Online Journal of New Horizons in Education. Unpublished manuscript.
Currıculum Differentiation of Gifted Students in General Educational Classes: Mentorship as an İmplement… 253
TERMAN, L. M. (1925). Genetic studies of genius (Vol.I), California: Stanford University Press.
TERRY, J. (1999). A community/ school mentoring program for elemantary students. Professional School Counseling, 2(3), 237-240.
TOMLİSON, C. (1999). The differentiated classroom: responding to the the needs of all learners. Alexandria, VA: Assosiation For Supervision and Curriculum Development.
UNDERHİLL, C. M. (2006). The effectiveness of mentoring programs in corporate settings: A meta-analytical review of the literature. Journal of Vocational Behavior, 68(2), 292-307, DOI:10.1016/j.jvb.2005.05.003.
URESTİ, R., GOERTZ, J. & BERNAL, E. M. (2002). Maximizing achievement for potentially gifted and talented and regular students in a primary classroom, Roeper Review, 25(1), 27-31, DOI:10.1080/02783190209554194.
ÜŞENTİ, Ü. A. (2013). Farklılaştırılmış Türkçe öğretim uygulamalarının üstün zekâlı ve yetenekli öğrencilerdeki bilişsel beceri ve başarı durumlarına etkisi [The effect of differentiated Turkish teaching applications on cognitive abilities and success in gifted and talented children]. International Journal of Social Science Research, 2(2), 1-15.
VANTASSEL-BASKA, J. (1998). Introduction, In, Vantassel-Baska, J. (Ed), Excellence in educating gifted and talented learners, (3rd ed, pp.7-17), Colorado: Love Publishing.
VANTASSEL-BASKA, J. (2003). Curriculum planning and instructional design for gifted learners. Denver, Co: Publishing.
VANTASSEL-BASKA, J., & STAMBAUGH, T. (2006). Comprehensive curriculum for gifted learners, (3rd ed.), Pearson publishing.
WRİGHT, L., & BORLAND, J. H. (1992). A special friend: Adolescent mentors for young, economically disadvantaged, potentially gifted. Roeper Review. 14(3), 124-133, DOI:10.1080/02783199209553406.
YABAŞ, D., & ALTUN, S. (2009). Farklılaştırılmış öğretim tasarımının öğrencilerin özyeterlik algıları, bilişüstü becerileri ve akademik, başarılarına etkisinin incelenmesi [The effects of differentiated instructional design on students’ self-efficacy beliefs, metacognitive skills and academic achievement]. H. U. Journal of Education, 37, 201-214.
YILDIRIM, A., & ŞİMŞEK, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative data analysis in social disipline]. (5nd ed), Ankara: Seçkin Pressing.
Thank you for copying data from http://www.arastirmax.com
