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Roeper Review Volume 25, 2003 - Issue 2
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On gifted students in school

State standardized testing programs: Friend or foe of gifted education?

Tonya R. Moon Assistant professor at the Curry School of Education, University of Virginia; Principal investigator for the National Research Center on the Gifted and Talented
,
Catherine M. Brighton Principal investigator for the National Research Center on the Gifted and Talented; Assistant professor at the Curry School of Education, University of Virginia; Coordinator of the Summer Institute on Academic Diversity, University of Virginia; President‐elect for the Virginia Association for the Gifted
&
Carolyn M. Callahan Professor in the Curry School of Education, University of Virginia; Associate director of the National Research Center on the Gifted and Talented; Executive director of the Summer Enrichment Program
Pages 49-60 | Received 01 Mar 2002, Accepted 01 Jun 2002, Published online: 20 Jan 2010

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Kyeong-Hwa Lee, Yeongjun Kim & Woong Lim. (2021) Risks of aiming to kill two birds with one stone: the affect of mathematically gifted and talented students in the dual realities of special schooling. Mathematical Thinking and Learning 23:4, pages 271-290.
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Christos Dimitriadis. (2016) Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment. Roeper Review 38:2, pages 107-122.
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Emily L. Mofield & Megan Parker Peters. (2015) Multidimensional Perfectionism Within Gifted Suburban Adolescents: An Exploration of Typology and Comparison of Samples. Roeper Review 37:2, pages 97-109.
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FrancisL. Huang, TonyaR. Moon & Rachel Boren. (2014) Are the Reading Rich Getting Richer? Testing for the Presence of the Matthew Effect. Reading & Writing Quarterly 30:2, pages 95-115.
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Sandra Manning, Barbara “Pokey” Stanford & Stacy Reeves. (2010) Valuing the Advanced Learner: Differentiating Up. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83:4, pages 145-149.
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Tammy Pandina Scot, CarolynM. Callahan & Jill Urquhart. (2008) Paint-by-Number Teachers and Cookie-Cutter Students: The Unintended Effects of High-Stakes Testing on the Education of Gifted Students. Roeper Review 31:1, pages 40-52.
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Kornelia Tischler. (2006) Comparative Analysis of Specialized High Schools in the USA and in Austria. Gifted and Talented International 21:2, pages 71-82.
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Kyung Hee Kim. (2005) Learning From Each Other: Creativity in East Asian and American Education. Creativity Research Journal 17:4, pages 337-347.
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Kay Brimijoin. (2005) Differentiation and High-Stakes Testing: An Oxymoron?. Theory Into Practice 44:3, pages 254-261.
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Catherine M. Brighton & Holly L. Hertberg. (2004) Reconstructing the Vision: Teachers’ Responses to the Invitation to Change1. RMLE Online 27:2, pages 1-20.
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Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins & Del Siegle. (2023) Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability. Educational Policy 38:1, pages 134-160.
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Blaine Pedersen, Matthew C. Makel, Karen E. Rambo-Hernandez, Scott J. Peters & Jonathan Plucker. (2023) Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels. Gifted Child Quarterly 67:3, pages 220-234.
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Cherie B. Gaines. 2021. Promoting Positive Learning Experiences in Middle School Education. Promoting Positive Learning Experiences in Middle School Education 1 24 .
Lenora M. Crabtree, Sonyia C. Richardson & Chance W. Lewis. (2019) The Gifted Gap, STEM Education, and Economic Immobility. Journal of Advanced Academics 30:2, pages 203-231.
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Joseph L. Russell. (2018) High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development. Journal of Advanced Academics 29:4, pages 275-303.
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Kate Shively, Krista M. Stith & Lisa DaVia Rubenstein. (2018) Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process. Gifted Child Today 41:3, pages 149-158.
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Stephen C. Scogin, Christopher J. Kruger, Regan E. Jekkals & Chelsea Steinfeldt. (2017) Learning by Experience in a Standardized Testing Culture. Journal of Experiential Education 40:1, pages 39-57.
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Anne K. Horak & Gary R. Galluzzo. (2017) Gifted Middle School Students’ Achievement and Perceptions of Science Classroom Quality During Problem-Based Learning. Journal of Advanced Academics 28:1, pages 28-50.
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Jane C. Madichie & William N. Madichie. (2017) Balancing Assessment and Creativity in Basic Science Teaching in Nigerian Schools. International Journal of Learning and Teaching.
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Adele L. Schmidt. 2016. Interplay of Creativity and Giftedness in Science. Interplay of Creativity and Giftedness in Science 153 186 .
Lisa DaVia Rubenstein, Cindy M. Gilson, Micah N. Bruce-Davis & E. Jean Gubbins. (2015) Teachers’ Reactions to Pre-Differentiated and Enriched Mathematics Curricula. Journal for the Education of the Gifted 38:2, pages 141-168.
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Jennifer L. Jolly. (2015) Historical Perspectives. Gifted Child Today 38:2, pages 124-127.
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Elizabeth Shaunessy-Dedrick, Linda Evans, John Ferron & Myriam Lindo. (2015) Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading. Gifted Child Quarterly 59:2, pages 91-107.
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Janine M. Firmender, Sally M. Reis & Sheelah M. Sweeny. (2012) Reading Comprehension and Fluency Levels Ranges Across Diverse Classrooms. Gifted Child Quarterly 57:1, pages 3-14.
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Sally M. Reis, D. Betsy McCoach, Catherine A. Little, Lisa M. Muller & R. Burcu Kaniskan. (2011) The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools. American Educational Research Journal 48:2, pages 462-501.
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Shelagh A. Gallagher & Anne Horak. (2011) Somewhat Like Sisyphus: Systematic Implementation of Problem Based Learning (PBL). Gifted Education International 27:3, pages 247-262.
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Thomas R. Tretter. (2010) Systematic and Sustained: Powerful Approaches for Enhancing Deep Mathematical Thinking. Gifted Child Today 33:1, pages 16-26.
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Holly Hertberg-Davis. (2009) Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient. Gifted Child Quarterly 53:4, pages 251-253.
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Donalyn Miller. (2009) Effective Reading Instruction for Gifted Readers. Gifted Education International 25:3, pages 281-285.
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Jessica A. Hockett. (2009) Curriculum for Highly Able Learners that Conforms to General Education and Gifted Education Quality Indicators. Journal for the Education of the Gifted 32:3, pages 394-440.
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Michael C. Pyryt. 2009. International Handbook on Giftedness. International Handbook on Giftedness 1173 1180 .
Christine E. Sleeter. (2022) Teaching for Democracy in an Age of Corporatocracy. Teachers College Record: The Voice of Scholarship in Education 110:1, pages 139-159.
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Angela Burke-Adams. (2016) The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction. Gifted Child Today 30:1, pages 58-63.
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Catherine A. Little & Ashley H. Hines. (2016) Time to Read: Advancing Reading Achievement After School. Journal of Advanced Academics 18:1, pages 8-33.
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Holly L. Hertberg-Davis & Catherine M. Brighton. (2016) Support and Sabotage Principals’ Influence on Middle School Teachers’ Responses to Differentiation. Journal of Secondary Gifted Education 17:2, pages 90-102.
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Jennifer V. Rotigel & Susan Fello. (2016) Mathematically Gifted Students: How Can We Meet Their Needs?. Gifted Child Today 27:4, pages 46-51.
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Abdel Salam A. El-Koumy. (2009) The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading. SSRN Electronic Journal.
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