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Presenting a qualitative study: A reviewer’s perspective

Total de citas: 12

Artículo citado
Advocacy: 'On the Cutting Edge…' (2003) Vol. 47 Núm. 1 Pág. 66-81
High-ability students’ perspectives on an affective curriculum in a diverse, university-based summer residential enrichment program (2017) Vol. 61 Núm. 4 Pág. 328-342
Retrospective perceptions of graduates of a self-contained program in Taiwan for high school students talented in STEM (2015) Vol. 59 Núm. 4 Pág. 299-315
A call for open science in giftedness research (2018) Vol. 62 Núm. 4 Pág. 374-388
A longitudinal case study of exceptional leadership talent (2019) Vol. 63 Núm. 1 Pág. 22-35
An examination of high-achieving first-generation college students from low-income backgrounds (2018) Vol. 62 Núm. 1 Pág. 96-110
An alternate path : The experience of high-potential individuals who left school (2017) Vol. 61 Núm. 4 Pág. 275-289
Student-identified exemplary teachers: insights from talented teachers (2011) Vol. 55 Núm. 2 Pág. 111-125
Profoundly gifted students’ perceptions of virtual classrooms (2019) Vol. 63 Núm. 1 Pág. 58-80
A longitudinal study of negative life events, stress, and school experiences of gifted youth (2009) Vol. 53 Núm. 1 Pág. 34-49
Gifted Child Quarterly’s commitment to transparency, openness, and research improvement (2019) Vol. 63 Núm. 2 Pág. 83-85
Bullying Among the Gifted: The Subjective Experience (2006) Vol. 50 Núm. 3 Pág. 252-269