Variations²ᵉ: Winter 2022 Issue References

The following are article references from Issue 7 of Variations2e magazine, which highlights the work of twice-exceptional students. The first set of references is for Lin Lim’s piece on twice-exceptional learner-teacher framework, while the second set is for a piece about how students are trying to save gifted education in Minnesota, by Terence Friedrichs, Devesh Bhor, and Anushka Chaudhari. To purchase the magazine, please visit our magazine homepage. “Twice-Exceptional Learner-Teacher Conceptual Guiding Framework” references: Antonini, T. N., Kingery, K. M., Narad, M. E., Langberg, J. M., Tamm, L., & Epstein, J. N. (2016). Neurocognitive and behavioral predictors of math performance in children with and without ADHD. Journal of Attention Disorders, 20(2), 108. doi:10.1177/1087054713504620 Antshel, K. M., Faraone, S. V., Maglione, K., Doyle, A., Fried, R., Seidman, L., & Biederman, J. (2008). Temporal stability of ADHD in the high-IQ population: results from the MGH Longitudinal Family Studies of ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 47(7), 817–825. https://doi.org/10.1097/CHI.0b013e318172eecf Ballieux, R. E. (1992) Bidirectional communication between the brain and the immune system. Eur J Clin Invest, 10(22) Suppl 1:6-9. Baum, S. (2009). Talent center model for twice-exceptional students. In Renzulli, Gubbins, McMillen, Eckert, Little. (Eds), Systems and models for developing programs for the gifted and talented. (2nd ed. p. 17-47). Waco, TX: Prufock Press. Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32, 321–326. doi:10.1177/001698628803200305 Baum, S. M., Schader, R. M., & Owen, S. V. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more., 3rd ed. Waco, TX: Prufrock Press. Bees, C. (1998). The GOLD program: A program for gifted learn- ing disabled adolescents. Roeper Review, 21, 155–161. doi:10.1080/ 02783199809553951 Beckmann, E., & Minnaert, A. (2018). Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review. In Frontiers in Psychology, 9(4), https://doi.org/10.3389/fpsyg.2018.00504 Beilock, S., Gunderson, E., Ramirez, G., Levine, S., & Smith, E. (2010). Female Teachers’ Math Anxiety Affects Girls’ Math Achievement. Proceedings of the National Academy of Sciences of the United States of America, 107(5), 1860-1863. Retrieved March 17, 2020, from www.jstor.org/stable/40536499 Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? ask the cognitive scientist. American Educator, 38(2), 28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1043398&site=ehost-live&scope=site Benningfield, M. M., Potter, M. P., & Bostic, J. Q. (2015). Educational impacts of the social and emotional brain. Child and Adolescent Psychiatric Clinics of North America, 24(2), 261–275. https://doi.org/10.1016/j.chc.2014.12.001 Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals. New York: Longmans, Green. Booth, J. L., Cooper, L. A., Donovan, M. S., Huyghe, A., Koedinger, K. R., & Paré-Blagoev, E. J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1056824&site=ehost-live&scope=site Branch R.M. (1999) Instructional Design: A Conceptual Parallel Processor for Navigating Learning Space. In: van den Akker J., Branch R.M., Gustafson K., Nieveen N., Plomp T. (eds) Design Approaches and Tools in Education and Training. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4255-7_12 Brink, H. W., Loomans, M. G. L. 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