Subject Areas :

بهار رشیدی ¹ (دانشجوی دکتری روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، ایران.)
احمد عابدی ² (دانشیار، گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان.اصفهان، ایران)
قاسم نوروزی ³ (استادیار گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، ایران.)

Received: 2022-11-01 Accepted : 2022-11-01 Published : 2022-11-22

Keywords: خلاقیت, داده بنیاد, غنی‌سازی در سطح آموزشگاه, استعدادهای درخشان,

References:

عابدی‌جعفری، حسن؛ تسلیمی، محمدسعید؛ فقیهی، ابوالحسن؛ شیخ‌زاده، محمد. (1390). تحلیل مضمون و شبکه مضامین: روشی ساده و کارآمد برای تبیین الگوهای موجود در داده‌های کیفی. اندیشه مدیریت راهبردی (اندیشه مدیریت). 5(2). 151- 198.

کرسول، جان دبلیو؛ کلارک، ویکی‌پلانو. (2007). روش‌های پژوهش‌ترکیبی، ترجمه علیرضاکیامنش و جاویدسرایی (1390). تهران: نشر آییژ.

Başer, N., & Ersoy, E. (2009). The creative thinking levels of students at sixth class of primary education. The Journal of International Social Research, 2(9), 128-137.

Berliner, D. C. (2009). Poverty and potential: Out-of-school factors and school success.

Betts, G. T., & Kercher, J. K. (1999). Autonomous learner model: Optimizing ability. Alps Publ.

Baum, S. M., Renzulli, J. S., & Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39(4), 224-235.

Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.

Cho, S. H., Nijenhuis, J. T., van Vianen, A. E., KIM, H. B., & Lee, K. H. (2010). The relationship between diverse components of intelligence and creativity. The Journal of Creative Behavior, 44(2), 125-137.

Corbin, J., & Strauss, A. (2008). Strategies for qualitative data analysis. Basics of Qualitative Research. Techniques and procedures for developing grounded theory, 3.

Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative sociology, 13(1), 3-21.

Demir, S. (2021). Effects of learning style based differentiated activities on gifted students’ creativity. Journal for the Education of Gifted Young Scientists, 9(1), 47-56.

Darga, H., & Ataman, A. (2021). The Effect of Class-Wide Enrichment Applied to Gifted and Normal Children in Early Childhood. Participatory Educational Research, 8(3), 402-421.

Davletshina, Y., & Khizbullina, R. (2020). Practice-Oriented Forms of Scientific and Technical Creativity of Gifted Youth. In “New Silk Road: Business Cooperation and Prospective of Economic Development”(NSRBCPED 2019) (pp. 645-647). Atlantis Press.

Fiddyment, G. E. (2014). Implementing enrichment clusters in elementary schools: Lessons learned. Gifted Child Quarterly, 58(4), 287-296.

Hines, M. E., Catalana, S. M., & Anderson, B. N. (2019). When Learning Sinks In: Using the Incubation Model of Teaching to Guide Students Through the Creative Thinking Process. Gifted Child Today, 42(1), 36-45.

Hébert, T. P. (1993). Reflections at graduation: The long‐term impact of elementary school experiences in creative productivity. Roeper Review, 16(1), 22-28.

Kasirer, A., & Shnitzer-Meirovich, S. (2021). The perception of creativity and creative abilities among general education and special education teachers. Thinking Skills and Creativity, 100820.

Kim, K. H. (2019). Demystifying Creativity: What Creativity Isn’t and Is?. Roeper Review, 41(2), 119-128.

Kahveci, N. G., & Akgul, S. (2019). The relationship between mathematical creativity and intelligence: a study on gifted and general education students. Gifted and Talented International, 34(1-2), 59-70.

Krumm, G., Filippetti, V. A., & Gutierrez, M. (2018). The contribution of executive functions to creativity in children: What is the role of crystallized and fluid intelligence?. Thinking Skills and Creativity, 29, 185-195.

Kwaśniewska, J. M., Gralewski, J., Witkowska, E. M., Kostrzewska, M., & Lebuda, I. (2018). Mothers’ personality traits and the climate for creativity they build with their children. Thinking Skills and Creativity, 27, 13-24.

Mann, E. L., Mann, R. L., Strutz, M. L., Duncan, D., & Yoon, S. Y. (2011). Integrating engineering into K-6 curriculum: Developing talent in the STEM disciplines. Journal of Advanced Academics, 22(4), 639-658.

Morelock, M. J., & Morrison, K. (1999). Differentiating ‘developmentally appropriate’: The multidimensional curriculum model for young gifted children. Roeper Review, 21(3), 195-200.

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.

Parr, J., & Stevens, T. (2019). Challenges of Equity and Discrimination in the Education of Gifted Children.

Płóciennik, E. (2018). Children’s creativity as a manifestation and predictor of their wisdom. Thinking Skills and Creativity, 28, 14-20.

Renzulli, J. S., & Reis, S. M. (2021). The Three Ring Conception of Giftedness: A Change in Direction from Being Gifted to the Development of Gifted Behaviors. In Conceptions of Giftedness and Talent (pp. 335-355). Palgrave Macmillan, Cham.

Reis, S. M., & Renzulli, J. S. (2021). 10 The Schoolwide Enrichment Model. Gifted Education in Rural Schools: Developing Place-Based Interventions, 98.

Reis, S. M., & Peters, P. M. (2020). Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution. Gifted Education International, 0261429420963987.

Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people.

Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. Prufrock Press.

Renzulli, J., & Reis, S. (2014). The schoolwide enrichment model: A how-to guide for talent development. Sourcebooks, Inc.

Renzulli, J. S., & Renzulli, S. R. (2010). The schoolwide enrichment model: A focus on student strengths and interests. Gifted Education International, 26(2-3), 140-156.

Renzulli, J. S., & Reis, S. M. (2000). The schoolwide enrichment model. International handbook of giftedness and talent, 2, 367-382.

Renzulli JS (1992) A general theory for the development of creative productivity through the pursuit of ideal acts of learning. Gifted Child Quarterly 36(4): 170–182.

Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Creative Learning Press, Inc., PO Box 320, Mansfield, CT 06250.

Renzulli, J. S. (1977). The Enrichment Triad Model: A plan for developing defensible programs for the gifted and talented. Gifted Child Quarterly, 21(2), 227-233.

Renzulli, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32(3), 298-309.

Schmidt, O. (2020). Creative ways to develope Creativity in gifted students. Socio-Emotional Development and Creativity of Gifted Students, 257.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54.

Sternberg, R. J. (2020). Is Being Gifted a Blessing or a Curse, or Some of Both?. Empirical Studies of the Arts, 38(1), 90-99.

Sternberg, R. J. (2017). ACCEL: A new model for identifying the gifted. Roeper Review, 39(3), 152-169.

Taranu, M., Wimmer, M. C., Ross, J., Farkas, D., van Ee, R., Winkler, I., & Denham, S. L. (2019). Children’s perception of visual and auditory ambiguity and its link to executive functions and creativity. Journal of experimental child psychology, 184, 123-138.

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual review of psychology, 70, 551-576.

Xia, Y., Zhuang, K., Sun, J., Chen, Q., Wei, D., Yang, W., & Qiu, J. (2017). Emotion-related brain structures associated with trait creativity in middle children. Neuroscience letters, 658, 182-188.