References
Amato, P. R. (2005). The impact of family formation change on the cognitive, social, and emotional well-being of the next generation. The Future of Children, 15(2), 75–96.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
American Sociological Association. (2011). Bullying victims often suffer academically, particularly high-achieving blacks and Latinos. ScienceDaily. Retrieved from https://www.sciencedaily.com/releases/2011/08/110823104844.htm
Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more (3rd ed.). Waco, TX: Prufrock Press.
Besnoy, K. D. (2006). Successful strategies for twice-exceptional students. In F. A. Karnes & K. R. Stephens, The practical strategies series in gifted education. Waco, TX: Prufrock Press.
Betts, G., & Neihart, M. (1988). Profiles of the gifted and talented. Gifted Child Quarterly, 32, 248–253.
Bryner, J. (2007). Most students bored in school. Live Science. Retrieved from https://www.livescience.com/1308-students-bored-school.html
Bumpass, L. L., & Sweet, J. A. (1989). Children’s experience in single-parent families: Implications of cohabitation and marital transition. Family Planning Perspectives, 21, 256–260.
Caccamise, R. C. (2013). Teaching students who are gifted and OCD? Retrieved from http://lcps.k12.nm.us/wp-content/uploads/2013/02/Teaching-Students-who-are-Gifted-and-Obsessive-Compulsive-Disorder.pdf
Callahan, C. M., Moon, T. R., & Oh, S. (2014). National surveys of gifted programs: Executive summary. Charlottesville, VA: National Research Center on the Gifted and Talented, University of Virginia.
Center for Comprehensive School Reform and Improvement. (2008). Issue brief: Gifted and talented students at risk for underachievement. Washington, DC: Learning Point Associates.
Cohn, A., & Canter, A. (2003). Bullying: Facts for schools and parents. Retrieved from http://www.naspcenter.org/factsheets/bullying_fs.html
Covey, S. (2014). The 7 habits of highly effective teens. New York, NY: Touchstone.
Davidson Institute for Talent Development. (2009). What’s new in gifted education. Retrieved from http://news.ditd.org/June_09/eNews_June_09_web.htm
Delisle, J. (2006). Parenting gifted kids: Tips for raising happy and successful children. Waco, TX: Prufrock Press.
DeNeen, J. (2013). 10 reasons why educators should encourage independent learning. informED. Retrieved from http://www.opencolleges.edu.au/informed/news/teachers-or-facilitators-10-reasons-why-educators-should-step-out-of-the-way-and-encourage-independent-learning
DoSomething.org. (n.d.). 11 facts about bullying. Retrieved from https://www.dosomething.org/facts/11-facts-about-bullying
Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179–184.
Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.
Fletcher, A. C., Steinberg, L., & Sellers, E. B. (1999). Adolescents’ well-being as a function of perceived interparental consistency. Journal of Marriage and the Family, 61, 599–610.
Fonseca, C. (2016). Emotional intensity in gifted students: Helping kids cope with explosive feelings (2nd ed.). Waco, TX: Prufrock Press.
Genius Hour. (2017). What is genius hour? Retrieved from http://www.geniushour.com/what-is-genius-hour
Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little, Brown.
Gordon, S. (2016). 8 ways bullying affects gifted students: Why gifted students are targeted. Verywell. Retrieved from https://www.verywell.com/how-bullying-impacts-the-gifted-student-460594
Grotzer, T. (n.d.). The keys to inquiry. Retrieved from https://web.archive.org/web/20160611231625/http://hea-www.cfa.harvard.edu:80/ECT/Inquiry/inquiryintro.html
Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Education Evaluation and Policy Analysis, 19, 141–164.
Hébert, T. P. (2011). Understanding the social and emotional lives of gifted students. Waco, TX: Prufrock Press.
Hidden Angel Foundation. (n.d.) Multi sensory environments: The benefits. Retrieved from http://www.cdhaf.org/multi-sensory-environments-the-benefits
Hoffman, J. L., Wasson, F. R., & Christianson, B. P. (1985). Personal development for the gifted underachiever. Gifted Child Today, 8(3), 12–14.
Huffington Post. (2011). Bullying victims see lower GPAs, particularly high achieving blacks and Latinos, study shows. Retrieved from http://www.huffingtonpost.com/2011/08/23/bullying-victims-see-lowe_n_933988.html
Individuals with Disabilities Education Act, 20 U.S.C. §1401 et seq. (1990).
Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24, 648–659.
Kim, C. (2008). Academic success begins at home: How children can succeed in school. The Heritage Foundation. Retrieved from http://www.heritage.org/education/report/academic-success-begins-home-how-children-can-succeed-school
Lebowitz, S. (2016). 6 surprising downsides of being extremely intelligent. Business Insider. Retrieved from http://www.businessinsider.com/downsides-of-being-smart-2016-7
Lee, S. Y., Olszewski-Kubilius, P., & Thomson, D. T. (2012). Academically gifted students perceived interpersonal competence and peer relationships. Gifted Child Quarterly, 56, 90–104.
Levy, S. (2011). In the plex: How Google thinks, works, and shapes our lives. New York, NY: Simon & Schuster.
Linsin, M. (2012). 8 things teachers do to cause boredom. Smart Classroom Management. Retrieved from http://www.smartclassroommanagement.com/2012/01/28/8-things-teachers-do-to-cause-boredom
Lips, D. (2008). A nation still at risk: The case for federalism and school choice. Retrieved from http://www.heritage.org/education/report/nation-still-risk-the-case-federalism-and-school-choice
Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. Journal of Applied Psychology, 4, 718–729.
Manzone, J. (2014). Learning centers: A strategy to differentiate instruction for the 21st century class. Gifted Education Communicator. Retrieved from http://giftededucationcommunicator.com/gec-fall-2014/learning-centers
McCall, R.B., Evahn, C., & Kratzer, L. (1992). High school underachievers: What do they achieve as adults? Newbury Park, CA: SAGE.
Meyers, S. A. (2009). Do your students care whether you care about them? College Teaching, 57, 205–210.
National Association for Gifted Children. (n.d.a) Perfectionism. Retrieved from https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues/perfectionism
National Association for Gifted Children. (n.d.b) Social & emotional issues. Retrieved from https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues
Neihart, M. (2000). Gifted children with Asperger’s syndrome. Gifted Child Quarterly, 44, 222–230.
Peterson, J. S. (2000). A follow-up study of one group of achievers and underachievers four years after high school graduation. Roeper Review, 22, 217–224.
Peterson, J. S., & Ray, K. (2006). Bullying and the gifted. Gifted Child Quarterly, 50, 148–168.
Post, G. (2015). Underachievers under-the-radar: How seemingly successful gifted students fall short of their potential [Web log post]. Retrieved from http://giftedchallenges.blogspot.com/2015/11/underachievers-under-radar-how.html
Reis, S. M., Neu, T. W., & McGuire J. M. (1995). Talents in two places: Case studies of high ability students with learning disabilities who have achieved. Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented.
Renzulli, J. S., Reid, B. D., & Gubbins, E. J. (1992). Setting an agenda: Research priorities for the gifted and talented through the year 2000. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Richert, E. S. (1991). Patterns of underachievement among gifted students. In J. H. Borland (Series Ed.), M. Bireley, & J. Genshaft (Vol. Eds.), Understanding the gifted adolescent (pp. 139–162). New York, NY: Teachers College Press.
Rimm, S. B. (1986). Underachievement syndrome: Causes and cures. Watertown, WI: Apple.
Rimm, S. (2008). Why bright kids get poor grades and what you can do about it: A six-step program for parents and teachers (3rd ed.). Tucson, AZ: Great Potential Press.
Robbins, A. (2006). The overachievers: The secret lives of driven kids. New York, NY: Hyperion.
Robinson, F. P. (1970) Effective study. New York, NY: Harper & Row.
Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner (RBDM9102). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented.
Siegle, D. (2006). The emotional edge: Parenting strategies to motivate underachieving gifted students. Duke Gifted Letter, 4.
Siegle, D., & McCoach, D. B. (2001). Promoting a positive achievement attitude with gifted and talented students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 237–250). Waco, TX: Prufrock Press.
Silverman, L. K. (2007). Perfectionism: The crucible of giftedness. Gifted Education International, 23, 233–245. doi:10.1177/026142940702300304
Silverman, L. K. (2011). The moral sensitivity of gifted children and the evolution of society. Supporting Emotional Needs of the Gifted. Retrieved from http://sengifted.org/the-moral-sensitivity-of-gifted-children-and-the-evolution-of-society
Stanley, T. (2012). Project-based learning for gifted students: A handbook for the 21st-century classroom. Waco, TX: Prufrock Press.
Stanley, T. (2014). Performance-based assessment for 21st-century skills. Waco, TX: Prufrock Press.
Stanley, T. (2017). 10 performance-based projects for the language arts classroom: Grades 3–5. Waco, TX: Prufrock Press.
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Retrieved from https://www.ctd.northwestern.edu/blog/what-one-hundred-years-research-says-about-ability-grouping-and-acceleration-students-k-12
StudentMentor.org. (2017). Benefits of mentorship. Retrieved from http://www.studentmentor.org/how-it-works/mentee-and-mentor-benefits
Szabos, J. (1989). Bright child, gifted learner. Challenge, 34.
Thompson, J. (2016). 6 blended learning models: When blended learning is what’s up for successful students. Retrieved from https://elearningindustry.com/6-blended-learning-models-blended-learning-successful-students
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. Hoboken, NJ: Jossey-Bass.
Tsatsoulis, P. (2002–2017). The effects of pushing academics too hard. Brainy-Child. Retrieved from http://www.brainy-child.com/article/pushing-academic.shtml
Vanderbilt Center for Teaching. (2016). Bloom’s taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy
VanTassel-Baska, J. (1992). Planning effective curriculum for gifted learners. Denver, CO: Love.
Weiss, L. (1972). Underachievement—empirical studies. Journal of Adolescence, 3, 143–151.
Whitmore, J. F. (1980). Giftedness, conflict, and underachievement. Boston, MA: Allyn and Bacon.
Whitmore, J. R. (1986). Preventing severe underachievement and developing achievement motivation. In J. R. Whitmore (Ed.), Intellectual giftedness in young children: Recognition and development. New York, NY: Haworth Press.
Whitmore, J. R. (1989). Re-examining the concept of underachievement. Understanding Our Gifted, 2(1), 10–12.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Winebrenner, S., & Brulles, D. (2008). The cluster grouping handbook: How to challenge gifted students and improve achievement for all. Minneapolis, MN: Free Spirit.