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五、 英国资优教育的支持系统 (第2/2页)

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campbell, r.j., eyre, d. muijs, r.d., neelands, j.g.a., & robinson, w.(2007).english model of gifted and talented education. gifted and talented international 22(1):47-54.

ccea, (2006). gifted and talented children in (and out) of the classroom. a report for the council of curriculum, examinations and assessment (ccea) .

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hmi.(1992). the education of the very able children in maintained schools:a review by hm inspectorate. london:hmso.

house ofmons (1999). education and employmentmittee, third report, highly able children, london:hmso.

krisjansen, i. and lapins, b.(2001). ‘gifted education in south australia: ten emerging student aristocracy’, discourse:studies in the cultural politics of education, 22(1),49-66.

lee�corbin, h. &amp; denicolo, p.(1998). recognizing and supporting able children in primary school. london:david fulton.

nagc (1982). teaching able and gifted children: a study of initial and in�service teacher training in england, scotland and wales, 1981/82. london:national association for gifted children.

national association for gifted children (1990a). survey of provision for able and talented children. northampton:nagc.

national association for gifted children (1990b).according to their needs. northampton:nagc.

peter frost, (2005).the cty summer school model: evolvement, adaptation and extrapolation at the national academy for gifted and talented youth (england),high ability studies vol.16, no.1, june 2005, pp.137-153.

southern, w., jones, e., &amp; stanley, j.(1993) ‘acceleration and enrichment: the context and development of program optins’, in heller, k., monks, f., &amp; passow, a.(eds) international handbook of research and development of giftedness and talent, 387-410. oxford:pergamon press.

young, p. &amp; tyre, c.(1992). gifted or able? realizing the children�s potential. london, uk:open university express.

冯大鸣.英国英才教育政策:价值转向及技术保障[j].教育发展研究,2009(04).

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