آرانی، آرین (1371). بررسی وضعیت تحصیلی دانشآموزان جهشی. فصلنامه تعلیم وتربیت. 99.
سیف، علی اکبر (1391). روانشناسی پرورشی نوین: روانشناسی یادگیری و آموزش. ویرایش ششم، تهران: نشر دوران.
کریمی، عبدالعظیم (1392). سؤالهای مطالعهی بینالمللی روند علوم و ریاضیات (تیمز 2007). تهران: موسسه فرهنگی مدرسه برهان (انتشارات مدرسه).
کلاهدوز، فهیمه (1390). بررسی درک و فهم دانشآموزان سال دوم متوسطه از استدلال و اثبات ریاضی. پایاننامهی کارشناسی ارشد آموزش ریاضی (منتشر نشده)، دانشگاه تربیت دبیر شهید رجایی.
نصری، قدسیه (1384). بررسی تأثیر جهش تحصیلی دانشآموزان ابتدایی بر پیشرفت تحصیلی آنان در سالهای بعد از جهش. پایاننامه کارشناسی ارشد رشته تاریخ و فلسفه آموزش و پرورش(منتشر نشده)، دانشگاه آزاد اسلامی تهران واحد مرکز.
Arani, Arin (1371). Examining the educational status of Jahashi students. Quarterly magazine of education and training. 99. (In Persian).
Alanoglu, M., & Demirtas, Z. (2016). The Relationships between Organizational Learning Level, School Effectiveness and Organizational Citizenship Behavior. Journal of Education and Training Studies, 4(4), 35-44.
Al-Zoubi, T., & Al-Salam, M. K. (2009). The Scientific Reasoning Level of Students’ in the Faculty of Science in Al-Hussein Bin Talal University and Its Affection of Gender, Teaching level, and Specialization. An-Najah University Journal for Research, 23(2), 401-437.
American Association for the Advancement of Science (Ed.). (1993). Benchmarks for science literacy. Project 2061. New York: Oxford University Press.
Barbara, A. K. (2009). Encyclopedia of Giftedness, Creativity, and Talent. Thousand Oaks, CA.
Barrington, B. L., & Hendricks, B. (1988). Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades. Journal of Research in Science Teaching, 25(8), 679-687.
Bloom. B. (1994). Synthesis of Research on Mastery Learning. Prospects, 30(3), 387-395.
Bursal, M. (2013). Longitudinal investigation of elementary students’ science academic achievement in 4-8 th grades: Grade level and gender differences. Educational Sciences: Theory & Practice, 13(2), 1151-1156.
Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological science, 12(3), 258-261.
Chin, E-T. & Lin, F-L. (2009). A Comparative Study on Junior High School Students’ Proof Conceptions in Algebra between Taiwan and the UK. Journal of Mathematics Education, 2(2), 52-67.
Colangelo, N., Assouline, S. G., & Gross, M. U. (2004). A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. 2. Connie Belin& Jacqueline N. Blank International Center for Gifted Education and Talent Development (NJ1).
Dembo, M. H. (1981). Teaching for learning: Applying educational psychology in the classroom. Goodyear Publishing Company.
Díaz Godino, J., & Recio, Á. M. (2001). Significados institucionales de la demostración: implicaciones para la educación matemática. Enseñanza de las ciencias: revista de investigación y experiencias didácticas.
Fehrenbach, C. R. (1991). Gifted/average readers: Do they use the same reading strategies?. Gifted Child Quarterly, 35(3), 125-127.
Ford, D. Y. (2005). Integrating multicultural and gifted education: A curricular framework. Theory Into Practice, 44(2), 125-137.
Freeman, J. (2003). Scientific Thinking in Gifted Children. NATO SCIENCE SERIES SUB SERIES V SCIENCE AND TECHNOLOGY POLICY, 38, 17-30.
Göncz, L. (2017). Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 4(1), 75-95.
Gross, M. U. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration. Journal for the Education of the Gifted, 29(4), 404-429.
Gross, M. U. M. and H. E. v. Vliet (2004). "Radical Acceleration and Early Entry to College: A Review of the Research." Gifted Child Quarterly 49(2), 154-171.
Harel, G., & Sowder, L. (1998). Students’ proof schemes: Results from exploratory studies. American Mathematical Society, 7, 234-283.
Harris, J. C. (2006). Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment (11-41). New York: Oxford University Press.
Healy, L., & Hoyles, C. (2000). A study of proof conceptions in algebra. Journal for research in mathematics education, 31(4), 396-428.
Karimi, Abdulazim (2012). International study questions of science and mathematics trends (Timmes 2007). Tehran: Burhan School Cultural Institute (School Publications).
(In Persian).
Kolahdoz, Fahima (2018). Examining second year high school students' understanding of mathematical reasoning and proof. Master's thesis in mathematics education (unpublished), Tarbiat University, Shahid Rajaei. (In Persian).
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse processes, 39(2-3), 125-128.
Krnel, D., Glažar, S. S., & Watson, R. (2003). The development of the concept of “matter”: A cross‐age study of how children classify materials. Science Education, 87(5), 621-639.
Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. National research center on the gifted and talented.
Kulik, J. A. (2004). Meta-analytic studies of acceleration. A nation deceived: How schools hold back America’s brightest students, 2, 13-22.
Lemos, Gina C., Abad, Francisco J., Almeida, Roberto Colom. (2013). Sex differences
on g and non-g intellectual performance reveal potential sources of STEM discrepancies, Intelligence, 41, 11-18.
Ma, X. (2005). Early acceleration of students in mathematics: Does it promote growth and stability of growth in achievement across mathematical areas? Contemporar educational psychology, 30(4), 439-460.
Marcia, L. C., & Steven, P. (1983). Male–female differences in predicting displaced volume: Strategy usage, aptitude relationships, and experience influences. Journal of Educational Psychology, 75(1), 86-96.
Marsh, H. W. (2005). Big-fish-little-pond effect on academic self-concept: A reply to responses. Zeitschrift für Pädagogische Psychologie, 19(3), 141-144.
Mayer, D., Sodian, B., Koerber, S., & Schwippert, K. (2014). Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities. Learning and Instruction, 29, 43-55.
Meelissen, M., & Luyten, H. (2008). The Dutch gender gap in mathematics: Small for achievement, substantial for beliefs and attitudes. Studies in Educational Evaluation, 34(2), 82-93.
Melton, C. M., Smothers, B. C., Anderson, E., & Fulton, R. (2004). A study of the effects of the accelerated reader program on fifth grade students'reading achievement.
National Research Council (NRC), (2001). Helping Children Learn Mathematics, Mathematics Learning Study Committee.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Nasri, Qudsiyeh (1384). Investigating the effect of the academic jump of elementary school students on their academic progress in the years after the jump. Thesis of Master's Degree in History and Philosophy of Education (unpublished), Islamic Azad University of Tehran, Center Branch. (In Persian).
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., & Greenwald, A. G. (2009). National differences in gender–science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26), 10593-10597.
Piraksa, C., Srisawasdi, N., & Koul, R. (2014). Effect of Gender on Student's Scientific Reasoning Ability: A Case Study in Thailand. Procedia-Social and Behavioral Sciences, 116, 486-491.
R Vollands, Keith J Topping, Ryka M Evans, S. (1999). Computerized self-assessment of reading comprehension with the Accelerated Reader: Action research. Reading & Writing Quarterly, 15(3), 197-211.
Risemberg, R., & Zimmerman, B. J. (1992). Self‐regulated learning in gifted students. Roeper Review, 15(2), 98-101.
Samuels, S. J., Lewis, M., Wu, Y., Reininger, J., & Murphy, A. (2003). Accelerated
Reader vs. Non-Accelerated Reader: How students using the Accelerated Reader outperformed the control con-dition in a tightly controlled experimental study (Tech. Rep.). Minneapolis: University of Minnesota.
Sayler, M. F. and W. K. Brookshire (1993). "Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade." Gifted Child Quarterly, 37(4), 150-154.
Saif, Ali Akbar. (2011). Modern educational psychology: psychology of learning and education (6th edition). Tehran: Nashardoran. (In Persian).
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Soyibo, K. (1999). Gender differences in Caribbean students' performance on a test of errors in biological labelling. Research in Science & Technological Education, 17(1), 75-82.
Spelke, E. S. (2006). Sex Differences in Intrinsic Aptitude for Mathematics and Science? Ameican Psychologycal Association, 60(9), 950-958.
doi: 10.1037/0003-066x.60.9.950
Steenbergen-Hu, S., & Moon, S. M. (2011). The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 55(1), 39-53.
Strand, S., Deary, I. J., & Smith, P. (2006). Sex differences in cognitive abilities test scores: A UK national picture. British Journal of Educational Psychology, 76(3), 463-480.
Stylianides, Andreas J. (2005). proof and proving in school mathematics instruction: making the elementary grades part of the equation. Unpuplished doctoral dissertation, university of Michigan, Ann Arbor.
Stylianides, Andreas J. (2007). Proof and proving in school mathematics. Journal for research in mathematics education, 38(3), 289-321.
Stylianides, Gabriel J. & Stylianides, Andreas J. (2008). Proof in School Mathematics: Insights from Psychological Research into Students’ Ability for Deductive Reasoning, Mathematical Thinking and Learning, 10, 103-133.
VanSpronsen, H. D. (2008). Proof processes of novice mathematics proof writers. University of Montana.
Wells, R., Lohman, D., & Marron, M. (2009). What factors are associated with grade acceleration?: An analysis and comparison of two US databases. Journal of Advanced Academics, 20(2), 248-273.
Vialle, W., Ashton, T., Carlon, G., & Rankin, F. (2001). Acceleration: A coat of many colours. Roeper Review, 24(1), 14-19.
Wilkening, F., & Sodian, B. (2005). Scientific reasoning in young children: introduction. Swiss Journal of Psychology, 64(3), 137e139.
http://dx.doi.org/10.1024/1421-0185.64.3.137.
Yilmaz, A., & Alp, E. (2006). Students’ understanding of matter: the effect of reasoning ability and grade level. Chemistry Education Research and Practice, 7(1), 22-31.
Young, D. J., & Fraser, B. J. (1994). Gender Differences in Caribbean Students' Performance on a Test of Errors in Biological Labeling. Journal of Research in Science Teaching, 31(8), 857-871.