Page 111 - Coğrafya Zenginleştirilmiş Öğretim Programı 10
P. 111
ORTAÖĞRETİM KADEMESİNDE FARKLILAŞTIRILMIŞ ÖĞRETİM UYGULAMALARI ~ ZENGİNLEŞTİRİLMİŞ ÖĞRETİM ETKİNLİKLERİ
KAYNAKLAR
• Allen, J., Way, J. D., & Casillas, A. (2019). Relating school context to measures of psychosocial factors for students in
grades 6 through 9. Personality and Individual Differences, 136, 96–106. https://doi.org/10.1016/J.PAID.2018.01.041
• Ambrose, D. (2021). Strengthening the moral development of the gifted: Interdisciplinary ınsights about ethical though-
ts and actions. In Handbook for counselors serving students with gifts and talents (pp. 409-423). Routledge.
• Armour, M. (2015). Restorative practices: Righting the wrongs of exclusionary school discipline. U. Rich. L. Rev., 50,
999.
• Atticot, L. (2023). Administrator and teacher experiences implementing restorative practices: A phenomenological
study [Unpublished doctoral dissertation]. Concordia University Wisconsin).
• Casino-García, A. M., Llopis-Bueno, M. J., Gómez-Vivo, M. G., Juan-Grau, A., Shuali-Trachtenberg, T., & Llinares-In-
sa, L. I. (2021). “Developing Capabilities”: Inclusive extracurricular enrichment programs to improve the well-being of
gifted adolescents. Frontiers in Psychology, 12, 731591. doi:10.3389/fpsyg.2021.731591
• Çitil, M., & Ataman, A. (2019). Positive behavior support-based pre-ventive classroom management practices for gifted
students: An action research. Talent, 9(2), 102-130.
• Davis, G. A., Rimm, A. B., ve Siegle, D. (2011). Gifted education: Matching instruction with needs. In J. W. Johnston
(Ed.), Education of the Gifted and Talented (pp. 1-30). NJ: Pearson Education.
• 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.
• Dowling, K., & Barry, M. M. (2020). The effects of implementation quality of a school-based social and emotional
well-being program on students’ outcomes. European Journal of Investigation in Health, Psychology and Education,
10(2), 595-614. https://doi.org/10.3390/EJIHPE10020044
• Dursun, E. (2023). 9-13 yaş aralığındaki özel yetenekli çocukların öz-şefkat düzeyleri ile bilinçli farkındalık temelli
öz-yeterlilik düzeylerine anne baba tutumlarinin etkisinin incelenmesi [Unpublished master’s thesis]. Istanbul Aydin
University.
• Elmore, R. F., & Zenus, V. (1994). Enhancing social‐emotional development of middle school gifted students. Roeper
Review, 16(3), 182-185.
• Elmore, R. F., & Zenus, V. (1994). Enhancing social‐emotional development of middle school gifted students. Roeper
Review, 16(3), 182-185. https://doi.org/10.1080/02783199409553569
• Febriana, S., Syafril, S., & Kuswanto, C. W. (2024). Bullying in gifted and talented children: A systematic review. Aṭfā‐
lunā, 7(1), 15-30. https://doi.org/10.32505/atfaluna.v7i1.8191
• Garland, A. F., & Zigler, E. (1999). Emotional and behavioral problems among highly intellectually gifted youth. Roeper
Review, 22(1), 41-44. https://doi.org/10.1080/02783199909553996
• Gualdi, G. (2019). Being a parent of gifted children and adolescents: Personal strategies to support growth. In Unders-
tanding Giftedness (pp. 91-102). Routledge.
• Jia, X., & Wu, W. (2025). The integration of psychological education and moral dilemmas from a value perspective.
BMC Psychology, 13(1). https://doi.org/10.1186/s40359-025-03197-8
• Ladd, G. W., Kochenderfer-Ladd, B., Ettekal, I., Cortes, K. I., Sechler, C. M., & Visconti, K. J. (2014). The 4R-SUC-
CESS program: Promoting children’s social and scholastic skills in dyadic classroom activities. Gruppendynamik Und
Organisationsberatung, 45(1), 25-44. https://doi.org/10.1007/S11612-013-0231-1
• Matthews, M. S. (2004). Leadership education for gifted and talented youth: A review of the literature. Journal for the
Education of the Gifted, 28(1), 77-113. https://doi.org/10.1177/016235320402800105
• Mendaglio, S. ve Peterson, J. S. (2007). Models of counseling gifted children, adolescents, and young adults. Austin,
TX: Prufrock.
• Mofield, E. L., & Chakraborti-Ghosh, S. (2010). Addressing multidimensional perfectionism in gifted adolescents with
affective curriculum. Journal for the Education of the Gifted, 33(4), 479-513.
106 ZENGİNLEŞTİRİLMİŞ ÖĞRETİM ETKİNLİKLERİ

