Gifted child quarterly

• 

  Año 2018, Vol. 62, Número 1. Dedicado a: Gifted students from low income households / Joyce Vantassel-Baska (ed. lit.), Tamra Stambaugh (ed. lit.)

  • Disentangling the roles of institutional and individual poverty in the identification of gifted students

    Rashea Hamilton, D. Betsy McCoach, M. Shane Tutwiler, Del Siegle, E. Jean Gubbins, Carolyn M. Callahan, Annalissa V. Brodersen, Rachel U. Mun

    • Resumen

    págs. 6-24

    

  • Investigating the intersection of poverty and race in gifted education journals: A 15-year analysis

    Ramon B. Goings, Donna Y. Ford

    • Resumen

    págs. 25-36

    

  • Poverty, academic achievement, and giftedness: A literature review

    Paula Olszewski-Kubilius, Susan Corwith

    • Resumen

    págs. 37-55

    

  • Closing poverty-based excellence gaps: Conceptual, measurement, and educational issues

    Jonathan A. Plucker, Scott J. Peters

    • Resumen

    págs. 56-67

    

  • Achievement unlocked: Effective curriculum interventions with low-income students

    Joyce Vantassel-Baska

    • Resumen

    págs. 68-82

    

  • Early opportunities to strengthen academic readiness: Effects of summer learning on mathematics achievement

    Catherine A. Little, Jill L. Adelson, Kelly L. Kearney, Kathleen Cash, Rebecca O’Brien

    • Resumen

    págs. 83-95

    

  • An examination of high-achieving first-generation college students from low-income backgrounds

    Thomas P. Hébert

    • Resumen

    págs. 96-110

    

  • A comparison of perceptions of barriers to academic success among high-ability students from high- and low-income groups: Exposing poverty of a different kind

    Jennifer Riedl Cross, Andrea Dawn-Frazier, Mihyeon Kim, Tracy L. Cross

    • Resumen

    págs. 111-129

    

  • A talent for tinkering: Developing talents in children from low-income households through engineering curriculum

    Ann Robinson, Jill L. Adelson, Kristy A. Kidd, Christine M. Cunningham

    • Resumen

    págs. 130-144