Recommended Reading for National Summit on Low-Income, High-Ability Learners
Baker, B. D., & Friedman-Nimz, R. (2004). State policies and equal opportunity: The example of gifted education. Educational Evaluation and Policy Analysis, 26, 39-64.
Bland, L. C., Coxon, S., Chandler, K., & VanTassel-Baska, J. (2010). Science in the city: Meeting the needs of urban gifted students with Project Clarion. Gifted Child Today, 33(4), 48-57.
Burney, V. H., & Cross, T. L. (2006). Impoverished students with academic promise in rural settings: 10 lessons from Project Aspire. Gifted Child Today, 29(2), 14-21.
Condron, Dennis J. (2011). Egalitarianism and educational excellence: Compatible goals for affluent societies? Educational Researcher, 40, 47-55.
Davis, J. L. (2010) From the inside out: Using cultural strengths to nurture African American gifted learners: Tips for teachers and parents. Gifted Education Communicator, 41(2), 29-32 (pdf)
Davis, J. L. (2008). Exalting our children: The role of family in the achievement of African American low-income gifted learners. In T. Stambaugh & B. McFarlane, (Eds.), Leading Change in Gifted Education: The Festschrift of Dr. Joyce VanTassel Baska (pp. 161-168). Waco, TX: Prufrock. (pdf)
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G. & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions. Journal of Educational Psychology, 31, 17-26.
Duckworth, A. L., Kirby, T.A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2010). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychological and Personality Science, doi: 10.1177/1948550610385872.
Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68, 16-20.
Ford, D.Y. (2011). Closing the achievement gap: Gifted education must join the battle. Gifted Child Today, 31(1), 31-35.
Ford, D.Y. (2011). Multicultural gifted education: Rationale, models, strategies, and resources (2nd ed.). Waco, TX: Prufrock Press.
Ford, D.Y. (2010). Reversing underachievement among gifted Black students: Theory, Research and Practice (2nd ed.). Waco, TX: Prufrock Press.
Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306.
Gavin, M. K., Casa, T. M., Firmender, J. M., & Carroll, S. R. (April, 2012). The impact of advanced geometry and measurement curriculum units on the mathematics achievement of first-grade students. Paper presented at the American Education Research Association Annual Meeting, Vancouver, BC.
Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., & Sheffield, L. J. (2009). The impact of advanced curriculum on the achievement of mathematically promising elementary students. Gifted Child Quarterly, 53, 188-202.
Grantham, T. C., & Henfield, M.S. (2011). Black father involvement in gifted education: Thoughts from Black fathers on increasing/improving Black father–gifted teacher partnerships. Gifted Child Today, 34(4), 47-53.
Hébert, T. P. (2001). Jermaine: A critical case study of a gifted Black child living in rural poverty. Gifted Child Quarterly, 45, 85-103.
Howley, A., Rhhodes, M., & Beall, J. (2009). Challenges facing rural schools: Implications for gifted students. Journal for the Education of the Gifted, 32, 515-536.
Lee, S.-Y., Olszewski-Kubilius, P., & Peternel, G. (2010). The efficacy of academic acceleration for academically talented minority students. Gifted Child Quarterly, 54, 189-208.
Lee, S.-Y., Olszewski-Kubilius, P., & Peternel, G. (2010). Achievement after participation in a preparatory program for verbally talented students. Roeper Review, 32(3), 150-163.
Michael-Chadwell, S. (2011). Examining the underrepresentation of underserved students in gifted programs from a transformational leadership vantage point. Journal for the Education of the Gifted, 34(1), 99-130.
Millett, C. M, & Nettles, M. T. (2009). Developing high-potential youth program: A return on investment study for U.S. programs. Princeton, NJ: ETS.
Olszewski-Kubilius, P., & Thomson, D. L. (2010). Gifted programming for poor or minority urban students: Issues and lessons learned. Gifted Child Today, 33(4), 58-64.
Reed, M., Peternel, G., Olszewski-Kubilius, P., & Lee, S-Y. (Spring 2009). Project EXCITE: Implications for educators of gifted minority students. Teaching for High Potential, 4-6. (pdf)
Reis, S. M., McCoach, D. B. Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48, 462-501.
VanTassel-Baska, J. (2009). The dilemma of striking gold—mining the abilities of culturally diverse learners in gifted programs. Journal of Urban Education, 6(1) 53-62.
VanTassel-Baska, J., Bracken, B., Feng, A. & Brown, E. (2009). A longitudinal study of reading comprehension and reasoning ability of students in elementary Title I schools. Journal for the Education of the Gifted, 33(1), 7-37.
VanTassel-Baska, J., Feng, A., & deBrux, E. (2007). A longitudinal study of identification and performance profiles of Project STAR performance task-identified gifted students. Journal for the Education of the Gifted, 31(1), 7-34.
VanTassel-Baska, J., Feng, A., & Evans, B. (2007). Patterns of identification and performance among gifted students identified through performance tasks: A three year analysis. Gifted Child Quarterly, 51, 218-231.
VanTassel-Baska, J., Feng, A., Quek, C., Swanson, J., & Chandler, K. (2009). Academic and affective profiles of low income, minority, and twice exceptional learners: The role of gifted program membership in enhancing self. Journal of Advanced Academics, 20(4) 698-735.
VanTassel-Baska, J. (Fall, 2003). Critical issues in the identification and nurturance of promising students from low income backgrounds. Storrs: University of Connecticut, National Research Center on the Gifted and Talented. (pdf)