تدوین الگوی آموزش تفکر برای کودکان تیزهوش پیش از دبستان: پژوهش داده‌بنیاد

Akhsh, S., Hosseinikhah, A., Abbasi, E., Musapour, N. (1395). Pathology of pre-school education and curriculum in Iran. Preschool and Elementary Studies, 2(6), 1-31. (In Persian)

Bagheri, S., and Jafari, P., and Ghorchian, N. Gh. (1398). Provide a model for managing thinking training with a grounded theory approach. Education in Law Enforcement, 6(24), 287-309. (In Persian)

Bates-Krakoff, J., McGrath, R. E., Graves, K., & Ochs, L. (2017). Beyond a deficit model of strengths training in schools: Teaching targeted strength use to gifted students. Gifted Education International, 33(2), 102-117.

Bogoyavlenskaya, D. B., Bogoyavlenskaya, M. E., & Zhukova, E. S. (2016). On the issue of uncovering giftedness in early childhood. Procedia-Social and Behavioral Sciences, 233, 333-337.

Brigandi, C. B., Weiner, J. M., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental perceptions of gifted secondary school students engaged in an evidence-based enrichment practice. Gifted Child Quarterly, 62(3), 289-305.

Bryant, A. (2017). Grounded theory and grounded theorizing: Pragmatism in research practice. Oxford University Press.

Bråten, I., Lien, A., & Nietfeld, J. (2017). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking task. Zeitschrift für Psychologie.

Çakır, R., Korkmaz, Ö., İdil, Ö., & Erdoğmuş, F. U. (2021). The effect of robotic coding education on preschoolers’ problem solving and creative thinking skills. Thinking Skills and Creativity, 40, 100812.

Costa, A. C. (2003). Work team trust and effectiveness. Personnel review.

Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.

Crabtree, L. M., Richardson, S. C., & Lewis, C. W. (2019). The gifted gap, STEM education, and economic immobility. Journal of Advanced Academics, 30(2), 203-231.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European journal of teacher education, 40(3), 291-309.

Dilekli, Y., & Tezci, E. (2020). A cross-cultural study: Teachers’ self-efficacy beliefs for teaching thinking skills. Thinking Skills and Creativity, 35, 100624.

Durnalı, M., Orakcı, Ş., & Aktan, O. (2019). The Smart Learning Potential of Turkey's Education System in the Context of FATIH Project. In Cases on smart learning environments (pp. 227-243). IGI Global.

Ebrahimi, S., Nateghi, F., Faqihi, A. R. (1397). An analytical look at the performance of gifted secondary schools in Khuzestan province based on the CIPP evaluation model. Research in Educational Systems, 12 (Special Issue), 785-797. (In Persian)

Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101-114.

Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2020). Critical Thinking in Primary School: The Case of Gifted Children Aged 10-11. Journal of Talent Development and Excellence, 12(1), 3916-3926.

Ghaderi, A., Pourshafei, H., Suri, M. and Ghaderi, M. R. (1394). Teaching critical thinking (a look at the role of teachers). Proceedings of the National Conference on Primary Education. 205-215. (In Persian)

Haji Hosseini, A. (1396). Strategies and Strategies for Improving the Quality of Education in Primary School, Provincial Scientific Research Conference on Strategies and Strategies for Improving Quality in Education. 1-7. (In Persian)

Habibi Kalibar, R., Farid, A., Mohammadzadeh, R.. (1398). The effectiveness of research community method in teaching philosophy to children on social self-efficacy of students. Journal of Modern Psychological Research, 14(53), 67-87. (In Persian)

Kabiri, A. A., Ghasemi, A., Zarei Zavaraki, I., Rivandi, R.. (1399). The effect of implementing "Philosophy for Children" program with the help of technology on academic optimism and motivation for progress in male students in the second grade of elementary school in Hamadan. Bi-Quarterly Journal of Cognitive Strategies in Learning, 8(15), 205-224. (In Persian)

Keramati, H., Farzad, W. and Arabzadeh, M. (1398). Evaluation of the effectiveness of teaching philosophy to children in fostering the creativity of preschool children. Bi-Quarterly Journal of Thought and Child, Year 10, Issue 1, 214-236. (In Persian)

Khaleghi Nezhad, S. A. (1398). Why is it important to measure the readiness of preschool children to go to primary school?. Growth of Preschool Education. Forty, 44-46. (In Persian)

Khandaghi, A. and Goodarzi, A. (1390). Designing a regional curriculum planning system for education in the Islamic Republic of Iran. Curriculum Studies, 6(23), 76-109. (In Persian)

Kilgore, K. A. (2018). Teacher Perspectives on Differentiation for Gifted Students in the General Education Classroom (Doctoral dissertation, Walden University).

Lavy, S., & Nixon, J. L. (2017). Applications, enrollment, attendance, and student performance in rebuilt school facilities: A case study. International journal of construction education and research, 13(2), 125-141.

Ledrapier, C. (2010). Les enjeux d’une éducation scientifique dès l’école maternelle. Actes du congrès de l’Actualité de la recherche en éducation et en formation, Université de Genève.

Lombardi, D., Bailey, J. M., Bickel, E. S., & Burrell, S. (2018). Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction. Contemporary Educational Psychology, 54, 184-198.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42(5), 533-544.

Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly, 53(4), 280-282.

Peterson, J. S. (2019). Presenting a qualitative study: A reviewer’s perspective. Gifted Child Quarterly, 63(3), 147-158.

Pahang, N., Mahdiun, R. and Yariqli, R. (1396). Assessing the quality of schools and identifying the factors affecting it: a combined study. Two Quarterly Journal of School Management, Fifth Volume, First Issue, 173-193. (In Persian)

Roskos, K., Tabors, P., & Lenhart, L. (2009). Oral language and early literacy in preschool: Talking. Reading, and Writing. USA: International Reading Association.

Strauss, An. and Corinne, J. (1390). Basics of qualitative research: techniques and stages of production of grounded theory. Translated by Ebrahim Afshar: Place of publication: Tehran, Ney Publishing. (In Persian)

Sternberg, R. J., Jarvin, L. and Grigorenko, E. (2011). Exploring the acumen of new approaches in identifying and training the gifted. Translated by Ahmad Abedi and Adeleh Sharabafzadeh (2015). Place of publication: Isfahan, Kavoshiar Publications. (In Persian)

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills. International Journal of Instruction, 14(2), 117-138.

Wang, X. C., Choi, Y., Benson, K., Eggleston, C., & Weber, D. (2021). Teacher’s role in fostering preschoolers’ computational thinking: An exploratory case study. Early Education and Development, 32(1), 26-48.

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual review of psychology, 70, 551-576.

Zare, H., Nehravanian, P. (1396). The effect of critical thinking training course on decision making styles and problem solving styles. Bi-Quarterly Journal of Cognitive Strategies in Learning, 5(9), 13-31. (In Persian)

Zaraatkar, H. and Nouri, R. (1398). The effect of using stories in teaching problem solving to children. The Rise of Psychology, Year 8, Issue 4, 86-92. (In Persian)

Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233-249.