Adams-Byers, J., Whitsell, S. S., & Moon, S. (2004). Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7–20. https://doi.org/10.1177/001698620404800102
Barber, C., & Woodford Wasson, J. (2014). A comparison of adolescents’ friendship networks by advanced coursework participation status. Gifted Child Quarterly, 59(1), 23–37. https://doi.org/10.1177/0016986214559639
Bate, J., & Clark, D. (2013). Like minds learning well together. Set: Research Information for Teachers, 1, 49–57. https://doi.org/10.18296/set.0350
Berlin, J. E. (2009). It’s all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review 31(4), 217–223. https://doi.org/10.1080/02783190903177580
Blackett, J. (2006). Investigating best practice in guidance and counselling for gifted students in New Zealand schools. Unpublished Masters dissertation, Massey University, Palmerston North, New Zealand.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa
Burney, V. (2008). Applications of social cognitive theory to gifted education. Roeper Review, 30(2), 130–139. https://doi.org/10.1080/02783190801955335
Chin, C., & Harrington, D. (2009). InnerSpark: A creative summer school and artistic community teenagers. Gifted Child Today, 32(1), 14–22. https://doi.org/10.4219/gct-2009-838
Clark, D. (2009). Student voice: Perceptions of the Gifted Kids program alumni, 2000–2007. Unpublished Master’s thesis, Massey University, Palmerston North, New Zealand.
Croft, L.J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G.A. Davis (Eds.), Handbook of Gifted Education (3rd ed.; pp. 558–571). Boston: Allyn and Bacon.
Eckstein, M. (2009). Enrichment 2.0: Gifted and talented education for the 21st century. Gifted Child Today, 32(1), 59–63. https://doi.org/10.4219/gct-2009-841
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs: Principles and practices. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4097839/pdf/hesr0048-2134.pdf
Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The Qualitative Report, 20(9), 1408–1416. Retrieved from http://tqr.nova.edu/wp-content/uploads/2015/09/fusch1.pdf
Gemert, L. V., & Bear, P. (2018). Friendship 101. Retrieved from https://www.us.mensa.org/learn/gifted-youth/insights-into-gifted-youth/making-friends/
Graffam, B. (2006). A case study of teachers of gifted learners: Moving from prescribed practice to described practitioners. Gifted Child Quarterly, 50(2), 119–131. https://doi.org/10.1177/001698620605000204
Gross, M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11(4), 189–194. https://doi.org/10.1080/02783198909553207
Gross, M. U. M. (2002). “Play Partner” or “Sure Shelter”: What gifted children look for in friendship. The SENG Newsletter, 2(2). Retrieved from http://sengifted.org/play-partner-or-sure-shelter-what-gifted-children-look-for-in-friendship/
Handel, M., Vialle, W., & Ziegler, A. (2013). Student perceptions of high-achieving classmates. High Ability Studies, 24(2), 99–114. https://doi.org/10.1080/13598139.2013.843139
Harrison, C. (2005). Young gifted children: Their search for complexity and connection. Exeter, Australia: Inscript.
Hertberg-Davis, H., & Callahan, C. (2008). A narrow escape: Gifted students’ perceptions of advanced placement and International Baccalaureate programs. Gifted Child Quarterly, 52(3), 199–216. https://doi.org/10.1177/0016986208319705
Hertberg-Davis, H., & Callahan, C. (2009). A narrow escape: Gifted students’ perceptions of Advanced Placement and International Baccalaureate programs. Gifted Child Quarterly, 52(3), 199–216. https://doi.org/10.1177/0016986208319705
Hughes, G. (2010). Identity and belonging in social learning groups: The importance of distinguishing social, operational and knowledge-related identity congruence. British Educational Research Journal, 36(1), 47–63. https://doi.org/10.1080/01411920902834167
Jung, J., Barnett, K., Gross, M., & McCormick, J. (2011). Levels of intellectual giftedness, culture, and the Forced-Choice Dilemma. Roeper Review, 33(3), 182–197. https://doi.org/10.1080/02783193.2011.580501
Kesner, J. E. (2005). Gifted children’s relationships with teachers. International Education Journal, 6(2), 218–223. Retrieved from https://files.eric.ed.gov/fulltext/EJ854973.pdf
Kindermann, T. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203. https://doi.org/10.1111/j.1467-8624.2007.01060.x
King, E. W. (2005). Addressing the social and emotional needs of twice exceptional students. Teaching Exceptional Children, 38(1), 16–20. https://doi.org/10.1177/004005990503800103
Levine, M., & Cox, D. (2005). Teaching war and violence to the like-minded. Peace Review, 17, 247–259. https://doi.org/10.1080/14631370500332981
Lovett, P. (2011). Solutions for Jay and other underrepresented gifted minority students. Gifted Child Today, 34(1), 55–59. https://doi.org/10.1177/107621751103400115
Matthews, D., & Kitchen, J. (2007). School-within-a-school gifted programs. Gifted Child Quarterly, 51(3), 256–271. https://doi.org/10.1177/0016986207302720
McAlpine, D., & Reid, N. (1996). Teaching observation scales for children with special abilities. Wellington, New Zealand: NZCER.
Ministry of Education. (2012). Gifted and talented students: Meeting their needs in New Zealand schools. Retrieved from https://gifted.tki.org.nz/assets/Gifted-and-talented-students-meeting-their-needs-in-New-Zealand-Schools.pdf
Mondoni, N., Nagar, S., Shannigrahi, S., Gupta, R., Dey, K., Goyal, S., & Nanavati, A. (2014). Like-minded communities: Bringing familiarity and similarity together. World Wide Web, 17(5), 899–919. https://doi.org/10.1007/s11280-013-0261-1
Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping. Gifted Child Quarterly, 51(4), 330–341. https://doi.org/10.1177/0016986207306319
Netz, H. (2014). Gifted conversations. Gifted Child Quarterly, 58(2), 149–163. https://doi.org/10.1177/0016986214523312
New Zealand Education Review Office. (2008). Schools’ provisions for gifted and talented students: Good Practice. Wellington, New Zealand: Education Review Office.
New Zealand Ministry of Education. (2012). Gifted and talented students: Meeting their needs in New Zealand schools. Wellington, New Zealand: Published for the Ministry of Education by Learning Media.
Olszewski-Kubilius, P., Lee, S.-Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199–216. https://doi.org/10.1177/0016986214526430
Post, G. (2017). Social emotional learning and the gifted child. Retrieved from https://giftedchallenges.blogspot.co.nz/2017/09/social-emotional-learning-and-gifted.html
Reichenberg, A., & Landau, E. (2009). Families of gifted children. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 873–883). Dordrecht, Netherlands: Springer.
Riley, T. (2011). Teaching gifted students in the inclusive classroom. Waco, TX: Prufrock Press.
Riley, T. (2015). Thinking along the same lines. SENGVine, April. Retrieved from http://sengifted.org/archives/articles/thinking-along-the-same-lines. Accessed 1 Feb 2016.
Riley, T., Sampson, C., Wardman, J., & Walker, D. (2015). Connecting like-minded learners through flexible grouping. SET, 1, 25–33. https://doi.org/10.18296/set.0005
Riley, T., & White, V. (2016). Developing a sense of belonging through engagement with like-minded peers: A matter of equity. New Zealand Journal of Educational Studies, 51, 211–225. https://doi.org/10.1007/s40841-016-0065-9
Sanderson, E., & Greenberger, R. (2010). Evaluating online programs through a gifted lens. Gifted Child Today, 34(3), 42–53. https://doi.org/10.1177/107621751103400311
Wolf, N., & Chessor, D. (2011). The affective characteristics of gifted children: Can peer victimization make a difference? Australasian Journal of Gifted Education, 20(1), 38–52.
Wood, S. (2010). Best practices in counseling the gifted in schools: What’s really happening? Gifted Child Quarterly, 54(1), 42–58. https://doi.org/10.1177/0016986209352681
Wormald, C. (2017). Should gifted students go to a separate school? Retrieved from https://theconversation.com/should-gifted-students-go-to-a-separate-school-71620