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References

Brigandi, C. B., Siegle, D., Weiner, J. M., Gubbins, E. J., & Little, C. A. (2016). Gifted secondary school students: The perceived relationship between enrichment and goal valuation. Journal for the Education of the Gifted, 39(4), 263–287.

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Brigandi, C. B., Weiner, J. M., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental perceptions of gifted secondary school students engaged in an evidence-based enrichment practice. Gifted Child Quarterly, 62(3), 289–305. 

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Davis, J. (1996). Two different flight plans: Advanced placement and gifted programs: Different and necessary. Gifted Child Today Magazine, 19(2), 32-50.

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Dixon, F. (2006). Differentiating instruction in AP: An important question? Or, out of the question? Gifted Child Today, 29(2), 50-54.

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Gagnon, D. J., & Mattingly, M. J. (2016). Advanced placement and rural schools: Access, success, and exploring alternatives. Journal of Advanced Academics, 27(4), 266-284. 

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Gallagher, J. J. (2001). Personnel preparation and secondary education programs for gifted students. The Journal of Secondary Gifted Education, 12(3), 133-138.

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Gallagher, S. A. (2009). Myth 19: Is advanced placement an adequate program for gifted students? Gifted Child Quarterly, 53(4), 286-288.

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Gilson, T. (2009). Creating school programs for gifted students at the high school level: an administrator's perspective. Gifted Child Today, 32(2), 36-39.

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Hertberg-Davis, H., & Callahan, C. M. (2008). A narrow escape: Gifted students' perceptions of advanced placement and international baccalaureate programs. Gifted Child Quarterly, 52(3), 199-216.

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Hertberg-Davis, H., Callahan, C. M., & Kyburg, R. M. (2006). Advanced placement and international baccalaureate programs: A “fit” for gifted learners? (RM06222). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.

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Kyburg, R. M., Hertberg-Davis, H., & Callahan, C. M. (2007). Advanced placement and international baccalaureate programs: Optimal learning environments for talented minorities? Journal of Advanced Academics, 18(2), 172–215.

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Mullet, D. R., Kettler, T., & Sabatini, A. (2018). Gifted students’ conceptions of their high school STEM education. Journal for the Education of the Gifted, 41(1), 60-92. 

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Peters, S. J., & Mann, R. L. (2009). Getting ahead: Current secondary and postsecondary acceleration options for high-ability students in indiana. Journal of Advanced Academics, 20(4), 630-660,750-751.

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Park, S. & Oliver, J. (2009). The translation of teachers' understanding of gifted students into instructional strategies for teaching science. Journal of Science Teacher Education, 20(4), 333-351.

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Plucker, J. A., & Callahan C. M. (2014). Critical issues and practices in gifted education (2nd ed.).  (pp. 47-63). Wako, TX: Prufrock Press Inc.

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Potts, J. A. (2019). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58–80. 

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Russell, J. L. (2018). High school teachers’ perceptions of giftedness, gifted education, and talent development. Journal of Advanced Academics, 29(4), 275–303. 

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Suldo, S. M., Shaunessy-Dedrick, E., Ferron, J., & Dedrick, R. F. (2018). Predictors of success among high school students in advanced placement and international baccalaureate programs. Gifted Child Quarterly, 62(4), 350–373.

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Vanderbrook, C. M. (2006). Intellectually gifted females and their perspectives of lived experience in the AP and IB programs. The Journal of Secondary Gifted Education, 17(3), 133-148.

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