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

Total de citas: 11

Citas recibidas
Predictors of Access to Gifted Education : What Makes for a ... Exceptional children (2022) Vol. 88 Núm. 4 Pág. 341-358
Building Systemic Capacity to Improve Identification and Ser... Gifted child quarterly (2021) Vol. 65 Núm. 2 Pág. 132-152
Colorblind Racial Ideology Among Teachers of Gifted Students... Gifted child quarterly (2023) Vol. 67 Núm. 4 Pág. 259-277
Who gets served in gifted education? Demographic representat... Gifted child quarterly (2019) Vol. 63 Núm. 4 Pág. 273-287
Meeting the Needs and Potentials of High-Ability, High-Perfo... Gifted child quarterly (2024) Vol. 68 Núm. 2 Pág. 154-172
Assessing the Scholarly Reach of Terman’s Work Gifted child quarterly (2021) Vol. 65 Núm. 1 Pág. 95-109
Identifying and Serving Gifted and Talented Students : Are I... Gifted child quarterly (2021) Vol. 65 Núm. 2 Pág. 115-131
Disentangling Inequity in Gifted Education: The Need for Nua... Gifted child quarterly (2022) Vol. 66 Núm. 2 Pág. 154-156
Consequences of Implementing Curricular-Aligned Strategies f... Gifted child quarterly (2022) Vol. 66 Núm. 4 Pág. 243-265
Finding Talent Among Elementary English Learners : A Validit... Gifted child quarterly (2021) Vol. 65 Núm. 2 Pág. 153-166
A Comparison of Gifted Children and Children With Low : Aver... Gifted child quarterly (2024) Vol. 68 Núm. 3 Pág. 189-205