PERTANIKA JOURNAL OF TROPICAL AGRICULTURAL SCIENCE

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• Golle, J., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B. (2018). Effectiveness of a “grass roots” statewide enrichment program for gifted elementary school children. Journal of Research on Educational Effectiveness, 11(3), 375-408. https://doi.org/10.1080/19345747.2017.1402396

• Hanna, W. (2007). The new Bloom’s taxonomy: Implications for music education. Arts Education Policy Review, 108(4), 7-16. https://doi.org/10.3200/AEPR.108.4.7-16

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• Hoover, T. (2018, April 9). The qualities of an empowered music student. Off the beaten path - A music teacher journey. https://offthebeatenpathinmusic.com/2018/04/09/empowered-music-student/

• Ismail, M. J., Loo. F. C., & Anuar, A. F. (2021). Learning music through rhythmic movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(1), 241-263. https://doi.org/10.32890/mjli2021.18.1.10

• Jignesh, B. P., & Parul, G. (2020). A study of multiple intelligence of the students of standard IX in the context of different variables. Purakala UGC CARE Journal, 31(24), 36-47.

• Jones, B. D. (2017). User guide for assessing the components of the MUSIC® Model of Motivation. https://www.themusicmodel.com/wp-content/uploads/2019/06/User-Guide-to-Assessing-the-MUSIC-Model-Components-December-2017-2.pdf

• Jones, B. D. (2018). Motivating students by design: Practical strategies for professors (2nd ed.). CreateSpace.

• Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education, 39(8),1089-1108. https://doi.org/10.1080/09500693.2017.1319093

• Kamarulzaman, M., Azman, H., & Zahidi, A. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1), 78-90.

• Kamis, M. S., Ismail, M. J., Alias, M. N., Mikeng, D., Abidin, S. G. Z., & Yusof, R. (2021). CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment. Journal of Language and Linguistic Studies, 17(2), 1001-1012. https://doi.org/10.52462/jlls.69

• Kazu, İ. Y., & Issaku, Y. (2021). The opinion of ELT students on technology-based classroom approach. Focus on ELT Journal, 3(1), 33-42. https://doi.org/10.14744/felt.2021.00036

• Lee, H. K. (2018). Differentiated instruction for gifted and talented students: Teaching gifted and talented students with diversity responsive education method. In J. Cannaday (Eds.), Curriculum development for gifted education programs (pp. 43-60). IGI Global. https://doi.org/10.4018/978-1-5225-3041-1.ch003

• Ludovico, L., & Mangione, G. (2014). Teaching adaptively for music-smart opportunities emerging from the representation of score notation. Journal of e-Learning and Knowledge Society, 10(3), 51-69. https://doi.org/10.20368/1971-8829/957

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• Md Jais, I., Hawa, A. H., & Nurul, H. M. (2021). Meneroka tingkah laku unik pelajar pintar cerdas berbakat akademik [Exploring unique behavior of gifted students with academic talented]. Malaysian Journal of Learning and Instruction, 18(2), 301-328. https://doi.org/10.32890/mjli2021.18.2.11

• Md Jais, I., Loo, F. C., Azu Farhana, A., & Rorlinda, Y. (2020) Institutionalising the kompang for primary school students in Malaysia. International Journal of Innovation, Creativity and Change, 13(5), 295-292.

• Md Jais, I., Rorlinda, Y., & Loo, F. C. (2018). Aktiviti muzikal yang sesuai dijalankan semasa proses pengajaran dan pembelajaran muzik murid-murid pintar dan berbakat di Malaysia [Proper musical activities for teaching and learning process among Malaysian gifted and talented students]. Malaysian Journal of Social Sciences and Humanities, 3(5), 30-40.

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• Phillipson, S. N. (2007). Learning diversity in the Chinese classroom: Contexts and practice for students with special needs (Vol. 1). Hong Kong University Press.

• Piragasam, G. A., Rosadah, A. M., & Zalizan, M. J. (2013). Music appreciation and self-actualization of gifted students. Procedia-Social and Behavioral Sciences, 90, 124-132. https://doi.org/10.1016/j.sbspro.2013.07.073

• Sargent, R. (2017, August 7). Differentiated instruction in the music classroom. Smartmusic. https://www.smartmusic.com/blog/differentiated-instruction-music-classroom/

• Sophia. (2019, May 22). How differentiated instruction challenges the notion of the traditional teacher. Superprof. https://www.superprof.co.uk/blog/differentiated-instruction-challenges-traditional-teachers/

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• van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51-67. https://doi.org/10.1080/09243453.2018.1539013

• VanTassel-Baska, J. (1989). Appropriate curriculum for gifted learners. Educational Leadership, 46(6), 13-15.

• Wesolowski, B. C., & Payne, P. (2020). Developing learning outcomes, assessment tasks, and scoring devices. In Developing and Applying Assessments in the Music Classroom (pp. 45-81). Routledge.

• Winebrenner, S. (2020). Teaching gifted kids in today’s classroom: Strategies and techniques every teacher can use. Free Spirit Publishing.

• Wu, E. (2013). Enrichment and acceleration: Best practice for the gifted and talented. Gifted Education Press Quarterly, 27(2), 1-8.

• Zorman, R., Nadler, M., Zeltser, P., & Bashan, Z. (2018). The national mentoring program in Israel: A model for developing leadership among highly gifted students. In B. Wallace, D. Sisk & J. Senior (Eds.), The Sage Handbook of gifted and talented education (pp. 343-356). SAGE Publications Ltd. http://doi.org/10.4135/9781526463074.n29