6,192
Views
7
CrossRef citations to date
0
Altmetric
Research Article

Gifted education in the United Arab Emirates

| (Reviewing Editor) & (Reviewing Editor)
Article: 1368891 | Accepted 14 Aug 2017, Published online: 30 Aug 2017

References

  • Abood, A. (n.d.). ‘ALMASERA’ history of special needs in the UAE . Ministry of Education: Special Abilities Department’s publications.
  • Abu Dhabi Education Council . (2011). Retrieved October 22, 2011, from https://www.adec.ac.ae/en/Pages/default.aspx
  • Aljughaiman, A. M. , Ibrahim, U. M. A. , & Khazali, T. M . (2012). An evaluation of learning outcomes of summer enrichment gifted programs in Saudi Arabia. Conference on Creative Education, China.
  • Al-Lawati, F. (2016). The attitudes of GCC citizens toward the services offered to gifted students . Retrieved from https://www.aaas.org/sites/default/files/migrate/uploads/BTC_Al-Lawati_E.pdf
  • Al Qarni, M. A. (2010). Evaluation of provisions for gifted students in Saudi Arabia . Wollongong: University of Wollongong.
  • Armstrong, M. (2006). Strategic human resource management . London: Kogan Page.
  • Basham, J. D. , Israel, M. , Graden, J. , Poth, R. , & Winston, M. (2010). A comprehensive approach to RTI: Embedding universal design for learning and technology. Learning Disability Quarterly , 33 , 243–255.10.1177/073194871003300403
  • Bauwens, J. , Hourcade, J. J. , & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education , 10 , 17–22.10.1177/074193258901000205
  • Bennett, T. , Deluca, D. , & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children , 64 , 115–131.10.1177/001440299706400108
  • Bower, H. , & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling , 15 , 77–87.
  • Bracken, B. A. , & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational Assessment , 24 , 112–122.10.1177/0734282905285246
  • Brown, A. P. (2010). Qualitative method and compromise in applied social research. Qualitative Research , 10 , 229–248.10.1177/1468794109356743
  • Bryan, J. , Moore-Thomas, C. , Day-Vines, N. L. , & Holcomb-McCoy, C. (2011). School counsellors as social capital. Journal of Counseling & Development , 89 , 190–199.10.1002/j.1556-6678.2011.tb00077.x
  • Callahan, C. , & Hertberg-Davis, H. (2013). Fundamentals of gifted education . New York, NY: Routledge.
  • Davis, G. , & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston, MA: Allyn & Bacon.
  • Davis, G. A. , Rimm, S. B. , & Siegle, D. (2011). Education of the gifted and talented (6th ed.). Upper Saddler River, NJ: Pearson.
  • Dean, A. , & Linda, A. (2001). Beyond change management: Advanced strategies for today’s transformational leaders . San Francisco: Berrett-Koehler.
  • Elhoweris, H. (2014). The effect of the label “Giftedness” on United Arab Emirates pre-service teachers’ diagnosis decisions. International Journal of Education and Research , 2 , 515–524.
  • Epstein, J. L. (2010). School, family, and community partnerships: Preparing educators and improving schools . Boulder, CO: Westview Press.
  • Freeman, J. (2002). Out-of-school educational provision for the gifted and talented around the world (Report for the Department for Education and Skills). UK Government.
  • Gaad, E. , Arif, M. , & Scott, F. (2006). Systems analysis of the UAE education system. International Journal of Educational Management , 20 , 291–303.
  • Gardner, H. (2004). Globalization: Culture and education in the new millennium ( M. Suarez-Orozco & D. Qin-Hilliard , Eds.). Berkeley, CA: University of California Press.
  • Griffin, C. C. , Winn, J. A. , Otis-Wilborn, A. , & Kilgore, K. L. (2003). New teacher induction in special education. Executive Summary. Center on Personnel Studies in Special Education . University of Florida.
  • Haddad, W. D. , & Demsky, T. (1995). Education policy-planning process: An applied framework. Fundamentals of educational planning 51 . Paris: UNESCO.
  • Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance . (2015). Retrieved from www.ha.ae
  • Hertberg-Davis, H. L. , & Callahan, C. M. (2013). Introduction. In H. L. Hertberg-Davis & C. M. Callahan (Eds.), Fundamentals of gifted education (pp. 1–10). New York, NY: Routledge.
  • Hill-Anderson, B. G. (2008). AK–12 gifted program evaluation and the evaluator-district-university gifted program evaluation model . Saint Louis University.
  • Hong, E. , Greene, M. T. , & Higgins, K. (2006). Instructional practices of teachers in general education classrooms and gifted resource rooms: Development and validation of the instructional practice questionnaire. Gifted Child Quarterly , 50 , 91–103.10.1177/001698620605000202
  • Hughes, C. E. , & Murawski, W. A. (2001). Lessons from another field: Applying coteaching strategies to gifted education. Gifted Child Quarterly , 45 , 195–204.10.1177/001698620104500304
  • Johnsen, S. K. (2006). New national standards for teachers of gifted and talented students. Tempo , 26 , 26–31.
  • Johnsen, S. K. (2012). NAGC Pre-K-grade 12 gifted education programming standards: A guide to planning and implementing high-quality services . Waco, TX: Prufrock Press.
  • Kilgore, K. , Griffin, C. C. , Sindelar, P. T. , & Webb, R. B. (2002). Restructuring for inclusion: Changing teaching practices (Part II). Middle School Journal , 33 , 7–13.10.1080/00940771.2002.11494668
  • Knowledge and Human Development Authorit (KHDA) . (2011). Retrieved June 11, 2014, from www.khda.gov.ae
  • Kornhaber, M. (1999). Seeking strength: Enhancing equity in gifted education: A framework for examining assessments drawing on the theory of multiple intelligences. High Ability Studies , 10 , 143–161.10.1080/1359813990100203
  • Lopez, M. E. , Kreider, H. , & Caspe, M. (2004). Co-constructing family involvement. The Evaluation Exchange: Evaluating Family Involvement Programs X , 4 , 2–3.
  • Magiera, K. , & Zigmond, N. (2005). Co-teaching in middle school classrooms under routine conditions: Does the instructional experience differ for students with disabilities in co-taught and solo-taught classes? Learning Disabilities Research & Practice , 20 , 79–85.10.1111/ldrp.2005.20.issue-2
  • McAlpine, D. (2004). What do we mean by gifted and talented? Concepts and definitions. Gifted and Talented: New Zealand Perspectives , 2 , 33–65.
  • Merry, M. S. (2008). Educational justice and the gifted. School Field , 6 , 47–70.10.1177/1477878507086730
  • Miller, E. M. (2005). Studying the meaning of giftedness: Inspiration from the field of cognitive psychology. Roeper Review , 27 , 172–177.10.1080/02783190509554312
  • Ministry of Cabinet’s Affairs . (2015). Retrieved December 20, 2015, from www.uaecabinet.ae
  • Ministry of Education (MoE) . (2014). Gifted initiatives . Retrieved June 11, 2014from https://www.moe.gov.ae/Arabic/pages/GiftedAlvaiqon.aspx
  • Ministry of Education (MoE) Strategy plan 2010–2020 . Retrieved March 3, 2012 from www.moe.gov.ae
  • National Association for Gifted Children (NAGC) . (2010). Pre-K-grade 12 gifted programming standards . Retrieved October 22, 2014 from https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12#sthash.mRYP1x32.dpuf
  • National Qualification Authority (NQA) . (2013). Retrieved December 1, 2013from https://www.nqa.gov.ae/ar/pages/home.aspx
  • Pereira, N. , Peters, S. J. , & Gentry, M. (2010). My class activities instrument as used in Saturday enrichment program evaluation. Journal of Advanced Academics , 21 , 568–593.10.1177/1932202X1002100402
  • Pfeiffer, S. I. (2002). Identifying gifted and talented students: Recurring issues and promising solutions. Journal of Applied School Psychology , 19 , 31–50.
  • Renzulli, J. S. , & Park, S. (2002). Giftedness and high school dropouts: Personal, family, and school-related factors (RM02168) . Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly , 51 , 382–396.10.1177/0016986207306324
  • Schlichter, C. , & Brown, V. (1985). Application of the Renzulli model for the education of the gifted and talented to other categories of special education. Remedial and Special Education , 6 , 49–55.10.1177/074193258500600509
  • Sileo, J. M. , & van Garderen, D. (2010). Creating optimal opportunities to learn mathematics: Blending co-teaching structures with research-based practices. Teaching Exceptional Children , 42 , 14–21.10.1177/004005991004200302
  • Sternberg, R. J. , & Davidson, J. E. (Eds.). (2005). Conceptions of giftedness . Cambridge: Cambridge University Press.10.1017/CBO9780511610455
  • Sternberg, R. J. , & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly , 46 , 265–277.10.1177/001698620204600403
  • Subotnik, R. F. , Edmiston, A. M. , Cook, L. , & Ross, M. D. (2010). Mentoring for talent development, creativity, social skills, and insider knowledge: The APA Catalyst Program. Journal of Advanced Academics , 21 , 714–739.
  • Subhi, T. (1997). Who is gifted? A computerised identification procedure. High Ability Studies , 8 , 189–211.10.1080/1359813970080205
  • Tassel-Baska, J. B. (1995). The development of talent through curriculum. Roeper Review , 18 , 98–102.10.1080/02783199509553708
  • Taylor, S. (2001). Gifted and talented children. A planning guide . Christchurch: User Friendly Resources .
  • Thomas, J. (2000). First year findings: NCSSSMST longitudinal study. NCSSSMST Journal , 5 , 4–5.
  • Thompson, L. (2011). Magnet schools: Offering distinctive learning opportunities. Duke TIP Digest of Gifted Research . Retrieved from https://tip.duke.edu/node/790
  • Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms . Alexandria, VA: Association for Supervision and Curriculum Development.
  • UAE Innovation Strategy . (2015). Retrieved November 20, 2015, from https://www.uaeinnovates.gov.ae/docs/default-source/pdfs/national-innovation-strategy-en.pdf?sfvrsn=2
  • UAE Vision . (2010). United in ambition and determination . Retrieved May 13, 2015 from https://www.vision2021.ae/sites/default/files/uae-vision2021-brochure-english.pdf
  • Van Tassel-Baska, J. , & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly , 51 , 182–205.10.1177/0016986207299880
  • Wallace, P. (2009). Distance learning for gifted students: Outcomes for elementary, middle, and high school aged students. Journal for the Education of the Gifted , 32 , 295–320.10.4219/jeg-2009-855
  • Ziegler, A. , & Perleth, C. (1997). Will sisyphus be able to roll the stone up the mountain? A critical examination of the status of diagnosis and promotion of the gifted in occupational education set against the Munich Talent Model. Psychologie in Erziehung und Unterricht , 44 , 152–163.