Hochbegabung und Sonderpädagogik - sonderpaedagoge.de!

Identifikation von Hochbegabten
REIS, S. M., MCGUIRE, J. M. & NEU, T. W. (2000). Compensation
strategies used by high-abilitiy students with learning disabilities
who succeed in college. Gifted Child Quaterly, 44(2), 123-
134.
RENZULLI, J. S. (1977). The enrichment triad model: A plan for
developing defensible programs for the gifted and talented: II.
Gifted Child Quarterly, 21, 227-233.
RENZULLI, J. S. (1984). The Triad/Revolving Door system: A research-based
approach to identification and programming for
the gifted and talented. Gifted Child Quarterly, 28, 163-171.
SOVIK, N. (1993). Development of children's writing performance:
Some educational implications. In A. F. KALVERBOER &
HOPKINS, B. (Eds.), Motor development in early and later
childhood: Longitudinal approaches (229-246). New York:
Cambridge University Press.
STÖGER, H. & ZIEGLER, A. (2005). Underachievement und Prüfungsangst:
Forschungsbefunde und Interventionsmöglichkeiten
bei hochbegabten Schülerinnen und Schülern. Journal für
Begabtenförderung, 5, 7-19.
STÖGER, H., ZIEGLER, A. & MARTZOG, P. (2008). Deficits in fine
motor skill as an important factor in the identification of gifted
underachievers in primary school. Psychology Science
Quarterly, 50, 134-147.
TERMAN, L. M. (1925). Genetic studies of genius: Vol. 1. Mental
and physical traits of a thousand gifted children. Stanford, CA:
Stanford University Press.
ZIEGLER, A., (2005). The Actiotope Model of Giftedness. In R.J.
STERNBERG & J.E. DAVIDSON (Eds.), Conceptions of giftedness
(411-436). New York: Cambridge University Press.
ZIEGLER, A., DRESEL, M. & STÖGER, H. (2008). Addressees of
performance goals. Journal of Educational Psychology, 100,
643-654.
ZIEGLER, A. & STÖGER, H. (2003). ENTER – Ein Modell zur Identifikation
von Hochbegabten. Journal für Begabtenförderung, 4,
8-21.
ZIEGLER, A. & STÖGER, H. (2004). Identification based on ENTER
within the conceptual frame of the Actiotope Model of Giftedness.
Psychology Science, 46, 324-342.
ZIEGLER, A. & STÖGER, H. (2007). The Role of Counseling in the
Development of Gifted Students’ Actiotopes: Theoretical background
and exemplary application of the 11-SCC. In S.
MENDAGLIO & J. S. PETERSON (Eds.), Models of Counseling
Gifted Children, Adolescents, and Young Adults (253-283).
Austin, TX: Prufrock.
- 62 -
Heilpädagogik online 02/ 09