Achtergrondliteratuur kader voor ontwikkeling en doelen verrijkend onderwijs

In onderstaande literatuur wordt het belang van het ontwikkelen van de verschillende (denk)vaardigheden weergegeven. Het geeft je ook ideeën voor verdere verdieping.

Selectie van geraadpleegde literatuur

• Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
• Binkley, M. Erstad, O. Herman, J., Raizen, S, Ripley, M., & Rumple, M. (2010). Defining 21st century skills. Ways of working: Collaboration, Teamwork. Melbourne: The University of Melbourne.
• Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I. Cognitive domain. New York: McKay.
• Boekaerts,   M.   (1999).   Self-regulated   learning:   where   we   are   today. International Journal of Educational Research, 31, 445-457.
• Boekaerts, M. (2005). Motivatie om te leren. Educational Practice Series 10, Oktober.
• Brand-Gruwel, S., & Wopereis, I. (2010). Wordt informatievaardig! Selecteren, beoordelen en verwerken van digitale informatie. Groningen: Noordhoff.
• Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
• Dai, D. Y., Moon, S.M., & Feldhusen, J.F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33(2/3), 45-63.
• Dawson, P., & Guare, R. (Eds.). (2016). Slim maar… versterk je executieve functies en vergroot je succes! (R. Meijer Trans.). (1st ed.). Amsterdam: Hogrefe Uitgevers.
• Dijksterhuis, A. (2009). Het slimme onbewuste: denken met gevoel (22e ed.). Amsterdam: Uitgeverij Bert Bakker.
• Dweck, C.S. (2000). Self-theories: their role in motivation, personality, and development. Philadelphia: Psychology Press.
• Elshout, J.J. (1985). Een goed begin is het halve werk: over determinanten van effectief beginnersgedrag. In F.J. Mönks & P. Span (Eds.), Hoogbegaafden in de samenleving (pp. 201-210). Nijmegen: Dekker & van de Vegt.
• Gagné F. (2003). Transforming Gifts into Talents: The DMGT as a Developmental Theory. In N. Colangelo & G.A. Davis (Eds.), Handbook of Gifted Education (3rd ed.) (pp. 60-74). Boston: Pearson Education, Inc.
• Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
• Heller, K.A. & Hany, E.A. (1986). Identification, development and achievement analysis of talented and gifted children in West Germany. In K.A. Heller & J.F. Feldhusen (Eds.), Identifying and Nurturing the Gifted (pp. 67-82). Toronto: Huber.
• Herring, J. (2009). A grounded analysis of year 8 students’ reflections on information literacy skills and techniques. School Libraries Worldwide,15(1), 1-13.
• Marzano, R.J., & Heflebower, T. (2013). Klaar voor de 21e eeuw: vaardigheden voor een veranderende wereld. Rotterdam: Bazalt.
• McNabb, T. (2003) Motivational Issues: Potential to Performance. In: N. Colangelo & G. Davis (Eds.). Handbook of Gifted Education (3rd ed.) (pp. 417-423), Boston: Pearson Education.
• Mönks, F. & Ypenburg, I. (1995). Hoogbegaafde kinderen thuis en op school(2nd ed.). Alphen aan den Rijn: Samson H.D. Tjeenk Willink.
• Pintrich, P.R., & Groot, E.V. de (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychologie, 82(1), 33-40.
• Parks, S. (2009). Teaching analytical and critical thinking skills in gifted education. In F. A. Karnes & S. M. Bean (Eds.), Methods and  materials  for  teaching  the  gifted  (3rd  ed.) (pp.  261-300). Waco, TX: Prufrock Press.
• Paul, R. W., & Elder, L. 2012. Critical Thinking: Tools for Taking Charge of Your Learning & Your Life. (third edition). Boston: Pearson Education.
• Pintrich, P.R., & Groot, E.V. de (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychologie, 82(1), 33-40.
• Renzulli, J.S. & Reis, S.M. (2003). The Schoolwide Enrichment Model: Developing Creative and Productive Giftedness. In N. Colangelo, & G.A. Davis (Eds.), Handbook of Gifted Education (3rd ed.) (pp. 184-203). Boston: Pearson Education, Inc.
• Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford: Capstone.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
• Sternberg, R.J. (2000). Giftedness as Developing Expertise. In K.A. Heller, F.J. Mönks, R.J. Sternberg & R.F. Subotnik (Eds.) International Handbook of Giftedness and Talent (2nd ed.) (pp. 55-66). Oxford: Pergamon.
• Sternberg, R. (2002). Succesvolle Intelligentie. Hoe practische en creatieve intelligentie succes bepalen. Lisse: Swets & Zeitlinger.
• Sternberg, R.J. (2003). Giftedness According to the Theory of Succesful Intelligence. In N. Colangelo, & G.A. Davis (Eds), Handbook of Gifted Education (3rd ed.) (pp. 88-99). Boston: Pearson Education, Inc.
• Sternberg, R. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.
• Stevens, L.M. (2002) Zin in leren. Leuven-Apeldoorn: Garant Uitgevers.
• Sweller, J. 2009. Cognitive bases of human creativity. Educational Psychology Review, 21(1), 11-19.
• Voogt, J., & Pareja Roblin, N. (2010). 21st century skills. Discussienota. Enschede: Universiteit Twente.
• Webb, J.T., Meckstroth, E.A., & Tolan, S.S. (2002). De begeleiding van hoogbegaafde kinderen: Een praktische gids voor ouders en andere opvoeders. Assen: Van Gorcum.
• Whithley, M.D. (2001). Bright Minds, Poor Grades: Understanding and motivating your underachieving child. New York,  NY: Penguin.
• Wing, J.M. (2006). Computational thinking. Communications of the ACM 49(3), pp. 33-35.
• Zimmerman,  B.  J.  (1998).  Academic  Studying  and  the   Development  of  Personal  Skill:  A  Self-Regulatory Perspective. Educational Psychologist, 33(2/3), 73-86.
• Zimmerman,  B.  J.  (2000).  Attaining  self-regulation:  a  social  cognitive  perspective.  In  Boekaerts,  M, Pintrich,  P.  R.  &  Zeidner,  M.  (Eds.), Handbook  of  Self-Regulation, (pp. 3-39). San  Diego,  CA: Academic Press.