References
- 이미순, 이현주(2006). 학교생활에 대한 지각 검사. 미발행 검사도구
- 조석희, 이미순, 박성익, 이현주(2006). 조기진급 및 조기졸업 활성화 방안. 서울: 한국교육개발원
- 조석희, 최영표, 김양분(1994). 속진제의 효율적인 운영방안 연구. 서울: 한국교육개발원
- Brody, L. E, (2001), The talent search model for meeting the academic needs of gifted and talented students, Gifted and Thlented International, 16, 99-102 https://doi.org/10.1080/15332276.2001.11672969
- Brody, L. E., Muratori, M. C., & Stanley, J. C. (2004), Early entrance to college: Academic, social, and emotional considerations, In N. Colangelo, S. G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (Vol. II, pp, 97-107), Iowa City, IA: The University of Iowa
- Brody, L. E., & Stanley, J. C. (1991), Young college students: Assessing factors that contribute to success, In W. T. Southern & E. D. Jones (Eds.), Acceleration of gifted children (pp, 102-132), New York: Teachers Collge Press
- Caplan, S, M., Henderson, C. E., Henderson, L & Fleming, D, L. (2002), Socioemotional factors contributing to adjustment among early-entrance college students, Gifted Child Quarterly, 46, 124-134 https://doi.org/10.1177/001698620204600205
- Colangelo, N, (2002), Counseling the gifted and talented students, (Rssearch Monograph No, RM 02150), Storrs, CT: The National Research Center on the Gifted and Talented
- Colangelo, N., Assouline, S. G., & Lupkowski-Shoplik, A E, (2004), Whole-grade acceleration, In N. Colangelo, S. G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (Vol. II, pp, 77-86), Iowa City, IA: The University of Iowa,
- Coopersmith, S. (1967), The Antecedents of Self- Esteem. San Francisco, CA: W.H. Freeman & Co
- Coopersmith, S. (1981), SEI - Coopersmith Inventory: School form.. Palo Alto, CA: Consulting Psychologists Press
- Coopersmith, S. (1984), Self-esteem Inventories(SEI), Palo Alto, CA: Consulting Psychologists Press
- CornelL D. G., Callahan, C. M., Bassin, L. E., & Ramsay, S, G. (1991), Affective development in accelerated students, In W. T. Southern & E. Jones (Eds.) , The academic acceleration on of gifted children (pp, 74- 101), New York: Teachers College Press
- Davis, G. A. & Rimm, S. B. (2004), Education of the gifted and talented (5th ed), Boston: Allyn & Bacon
- Gregory, E., & March, E. (1985), Early entrance program at the California State University, Los Angeles, Gifted Child Quarterly, 29, 83-86 https://doi.org/10.1177/001698628502900208
- Gross, M. U. M. (1992a), The early development of three profoundly gifted children of IQ 200, In P. S. Klein & A J. Tannenbaum (Eds.), To be young and gifted (pp, 84-138), Norwood, NJ: Ablex Publishing Press
- Gross, M. U. M. (1992b), The use of radical acceleration in cases of extreme intellectual precocity, Gifted Child Quarterly, 36 91-99 https://doi.org/10.1177/001698629203600207
- Gross, M. U. M. (1993), Exceptionally gifted children. London: Routledge
- Gross, M, U. M, (1994), Radical acceleration: Responding to the academic and social needs of extremely gifted adolescents, Journal of Secondary Gifted Education, 21, 27-34
- Gross, M. U. M. (2000), Issues in the cognitive development of exceptionally profoundly gifted individuals, In K. A. Heller, F. J. Monks, R. J. Sternberg & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp, 179-192), New York: Elsevier
- Gross, M. U. M. (2002), Gifted children and the gift of friendship, Understanding Our Gifted, 14, 27-29
- Hollingworth, L. S. (1942), Children above 180 IQ Stanford Binet: Origin and development Yonkers on-Hudson. New York: World Book
- Janos, P. M., & Robinson, N. M. (1985), The performance of students in a program of radical acceleration at the university level. Gifted Child Quarterly, 29, 175-179 https://doi.org/10.1177/001698628502900408
- Kulik, J. A. (2004), Meta-analytic studies of acceleration, In N, Colangelo, S. G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (Vol. II, pp, 13-22), Iowa City, IA: The University of Iowa
- Kulik, J. A., & Kulik, C. C. (1984), Effects of acceleration on students, Review of Educational Research, 54, 409-425 https://doi.org/10.3102/00346543054003409
- Lubinski, D., (2004), Long-term effects of educational acceleration, In N, Colangelo, S, G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back Americans brightest students (Vol. II, pp, 23-37), Iowa City, IA: The University of Iow
- Marsh, H. W. (1987), The big-fish-littls-pond effect on academic self-concept, Journal of Educational Psychology, 79, 280-295 https://doi.org/10.1037/0022-0663.79.3.280
- Marsh, H. W., & Hau, K.-T., (2003), Big-fish-little pond effect on academic self concept: A cross - cultural (26-country) test of the nega tive effects of academically selective schools, American Psychologist, 58, 364-376 https://doi.org/10.1037/0003-066X.58.5.364
- McCoach, D. B., & Siegle, D. (2003), The structure and function of academic self-concepts in gifted and general educational students, Roeper Review, 25, 61-65 https://doi.org/10.1080/02783190309554200
- Noble, K. D., Arndt T., Nicholson, T., Sletten, T., & Zamora, A. (1999), Different strokes: Perceptions of social and emotional development among early college entrants, Journal of Secondary Gifted Education, 10, 77-84
- Noble, K. D., & Drummond, J. E., (1992), But what a bout the prom? Students' perceptions of early colloge entrance, Gifted Child Quarterly, 36, 106-111 https://doi.org/10.1177/001698629203600209
- Olszewski-Kubilius, P, (1995), A summary of research regarding early entrance to college, Roeper Review, 18, 121-125 https://doi.org/10.1080/02783199509553712
- Olszewski-Kubilius, P. (1998a), Talent search: Purposes, rationale, and role in gifted education, Journal of Secondary Gifted Education, 8, 106-114
- Olszewski-Kubilius, P. (1998b), Research evidence regarding the validity and effects of talent search educational programs, Journal of Secondary Gifted Education, 9, 134-138 https://doi.org/10.1177/1932202X9800900306
- Olszewski-Kubilius, P. (2002), A summary of research regarding early entrance to college, Roeper Review, 24, 152-157
- Olszewski-Kubilius, P. (2004), Talent searches and accelerated programming for gifted students, In N, Colangelo, S. G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back Americans brightest students (Vol. II, pp, 69-76), Iowa City, IA: The University of Iowa
- Plucker, J. A., & Stocking, V. B. (2001), Looking outside and inside: Self-concept development of gifted adolescents, The Council for Exceptional Children, 67 535-548 https://doi.org/10.1177/001440290106700407
- Pressey, S, L. (1949), Educational acceleration: Apprraisal of basic problems. Bureau of Educational Research Monograph No, 31, Columbus, OH: The Ohio State University Press
- Renzulli J. S., & Smith, L. H. (1978), The learning style inventory: A measure of student preference for instructional techniques. Mansfield Center, CT: Creative Learning Press
- Robinson, N, M, (1996), Acceleration as an option for the highly gifted adolescent In C. P. Benbow & D, Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp, 169-178), Baltimore: The Johns Hopkins University Press
- Robinson, N, M, (2004), Effec ts of academic acceleration of the social-emotional status of gifted students, In N. Colangelo, S. G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (Vol. II, pp, 59-67), Iowa City, IA: The University of Iowa
- Robinson, N. M., & Harsin, C. (2003), Considering the options: A guidebook for investigating early college entrance. Nevada: Davidson Institute for Talent Development
- Robinson, N. M., & Noble, K. D, (1992), Acceleration: Valuable high school to college options, Gifted Child Today, 15, 20-23
- Rogers, K. B, (2002), Re-forming gifted education: How parents and teachers can match the program to the child Scottsdale, AZ: Great Potential Press
- Rotigel. J. V., & Lupkowski-Shoplik, A. E. (1999), Using talent searches to identify and meet the educational needs of mathematically talented youngsters, School Science and Mathematics, 99, 330-337 https://doi.org/10.1111/j.1949-8594.1999.tb17492.x
- Sands, T., & Howard-Hamilton, M. (1995), Understanding depression among gifted adolescent females: Feminist therapy strategies, Roeper Review, 17, 192-195 https://doi.org/10.1080/02783199509553657
- Southern, W. T., & Jones, E. D. (1991), Academic acceleration: background and issues, In W. T. Southern & E. Jones (Eds.), The academic acceleration cif gifted children (pp, 1-28), New York: Teachers College Press
- Southern, W. T., & Jones, E. D. (2004), Types of acceleration: Dimensions and issues, In N, Colangelo, S. G. Assouline & M. U. M. Gross (Eds.), A nation deceived: How schools hold back America's brightest students (Vol. II, pp, 5-12), Iowa City, IA: The University of Iow
- Southern, W. T., Jones, E. D., & Fiscus, E. D. (1989), Academic acceleration: Concerns of gifted students and their parent Paper presented at the annual meeting at the National Association for Gifted Children, Cincinnati
- Southern, W. T., Jones, E. D., & Stanley, J. C. (1993), Acceleration and enrichment: The context and development of program options, In K. A. Heller, F. J. Monks & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp, 387-405), Tarrytown, NY: Pergamon
- Swiatek, M. A. (1993), A decade of longitudinal research on academic acceleration through the study of mathematically precocious youth, Roeper Review, 15, 120-124 https://doi.org/10.1080/02783199309553484
- Tabachnick, B. D., & Fidell. L. S. (2001), Using multivariate statistics (4th ed), Needham Heights, MA: Allyn & Bacon