Hochbegabung und Sonderpädagogik - sonderpaedagoge.de!
Hochbegabung und Sonderpädagogik - sonderpaedagoge.de!
Hochbegabung und Sonderpädagogik - sonderpaedagoge.de!
Sie wollen auch ein ePaper? Erhöhen Sie die Reichweite Ihrer Titel.
YUMPU macht aus Druck-PDFs automatisch weboptimierte ePaper, die Google liebt.
För<strong>de</strong>rmöglichkeiten für Hochbegabte<br />
LANDESBILDUNGSSERVER BADEN-WÜRTTEMBERG (2009): För<strong>de</strong>rprogramme.<br />
Zugriff am 10.02.09 http://www.schule-bw.<strong>de</strong>/<br />
unterricht/paedagogik/begabtenfoer<strong>de</strong>rung/foer<strong>de</strong>rprogrammb<br />
w/in<strong>de</strong>x_html#arbeitsgemeinschaften<br />
LINVER, M.R. & DAVIS-KEAN, P.E. (2005). The Slippery Slope:<br />
What Predicts Math Gra<strong>de</strong>s in Middle and High School? New<br />
Directions for Child and Adolescent Development, 110, 49-64.<br />
NEBER, H. & HELLER K.A. (1997). Deutsche SchülerAka<strong>de</strong>mie:<br />
Ergebnisse <strong>de</strong>r wissenschaftlichen Begleitforschung. Bonn:<br />
BMBF.<br />
NEBER, H. & HELLER, K.A. (2002). Evaluation of a Summer-<br />
School Program for Highly Gifted Secondary-School Stu<strong>de</strong>nts:<br />
The German Pupils Aca<strong>de</strong>my. European Journal of Psychological<br />
Assessment, 18, 214-228.<br />
OLSZEWSKI-KUBILIUS, P. (2003). Special Summer and Saturday<br />
Programs for Gifted Stu<strong>de</strong>nts. In N. COLANGELO & G.A. DAVIS<br />
(Eds.), Handbook of gifted education (3rd ed., 219-228). Boston:<br />
Allyn and Bacon.<br />
PERLETH, C. (2000). <strong>Hochbegabung</strong>. In J. BORCHERT (Hg.),<br />
Handbuch <strong>de</strong>r Son<strong>de</strong>rpädagogischen Psychologie (662-673).<br />
Göttingen: Hogrefe.<br />
PROCTOR, T.B., FELDHUSEN, J.F. & BLACK, K.N. (1988).<br />
Gui<strong>de</strong>lines for early admission to elementary school. Psychology<br />
in the Schools, 25, 41-43.<br />
ROBINSON, N.M. (2004). Effects of aca<strong>de</strong>mic acceleration on the<br />
social-emotional status of gifted stu<strong>de</strong>nts. In N. COLANGELO,<br />
S.G. ASSOULINE & M.U.M. GROSS (Eds.), A nation <strong>de</strong>ceived:<br />
How schools hold back America's brightest stu<strong>de</strong>nts. The Templeton<br />
National Report on Acceleration (59-68). Iowa City,<br />
Iowa: International Center for Gifted Education and Talent Development.<br />
ROGERS, K. (2004). The aca<strong>de</strong>mic affects of acceleration. In N.<br />
Colangelo, S.G. ASSOULINE & M.U.M. GROSS (Eds.), A nation<br />
<strong>de</strong>ceived: How schools hold back America's brightest stu<strong>de</strong>nts.<br />
The Templeton National Report on Acceleration (47-58). Iowa<br />
City, Iowa: International Center for Gifted Education and Talent<br />
Development.<br />
SCHIEVER, S.W. & MAKER C.J. (2003). New Directions in Enrichment<br />
and Acceleration. In N. COLANGELO & G.A. DAVIS (Eds.),<br />
Handbook of gifted education (3rd ed., 163-173). Boston: Allyn<br />
and Bacon.<br />
SPARFELDT, J.R., SCHILLING, S.R. & ROST, D.H. (2004). Segregation<br />
o<strong>de</strong>r Integration? Einstellungen potenziell Betroffener zu<br />
För<strong>de</strong>rmaßnahmen für hochbegabte Jugendliche. Report Psychologie,<br />
29, 170-176.<br />
- 135 -<br />
Heilpädagogik online 02/ 09
Change language