Page 410 - TEACHINGMODELSINEDUCATIONOFTHE GIFTED
P. 410
397 التفكير الن�شط في �سياق اجتماعي11 الف�صل
الم�صادر
مواد �أ�سا�سية
Adams, H. B., & Wallace, B. (1991). TASC: A model for curriculum
development. Gifted Education International, 7(3), 104–113.
Maltby, F., & Beattie, J. (1996). A TASC for Telematics. Gifted
Educational International, 11(3), 149–155.
van der Horst, H. v. R. (2000). A problem solving strategy for gifted
learners in South Africa. Gifted Education International, 14(3), 104–
110.
Wallace, B., & Adams, H. B., with Maltby, F., & Mathfield, J. (1993).
TASC: Thinking actively in a social context. Bicester, Oxfordshire,
Great Britain: A B Academic Publishers.
مواد منهاجية
Adams, H. B., & Wallace, B. (1991). A model for curriculum
development. Gifted Education International, 7(3), 104–113.
Maltby, F. (1993). Teaching mathematics through “Thinking
Actively in a Social Context.” Gifted Educational International, 9,
45–47.
Maltby, F., & Cowan, E. (1995). The use of TASC to develop
a selection of tools for effective thinking. Gifted Education
International, 11, 18–23.
Wallace, B. (Ed.). (2002). Teaching thinking skills across the early
years. London: David F ulton.
Wallace, B. (Ed.). (2002). Teaching thinking skills across the primary
curriculum. London: David Fulton.
Wallace, B. (Ed.). (2002). Using history to develop thinking skills.
London: David Fulton.
