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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.

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. 

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

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

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. 

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

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

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.

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.

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.

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.

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. 

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.

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.

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

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

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

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.

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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