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Disentangling Inequity in Gifted Education: The Need for Nuance in Racial/Ethnic Categories, Socioeconomic Status, and Geography
(2022)
Vol. 66
Núm. 2
Pág. 154-156
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Who gets served in gifted education? Demographic representation and a call for action
(2019)
Vol. 63
Núm. 4
Pág. 273-287
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Developing Student Aptitudes as an Important Goal of Education
(2022)
Vol. 66
Núm. 2
Pág. 95-97
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The impact of the nomination stage on gifted program identification: A comprehensive psychometric analysis
(2016)
Vol. 60
Núm. 4
Pág. 258-278
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The Inherent Racism of (Gifted) Education
(2022)
Vol. 66
Núm. 2
Pág. 119-120
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Identifying and Serving Gifted and Talented Students : Are Identification and Services Connected?
(2021)
Vol. 65
Núm. 2
Pág. 115-131
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Response to Peters: Promising Practices and a Missing Piece
(2022)
Vol. 66
Núm. 2
Pág. 110-112
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Peter Parker Principle: From White Privilege to Gifted Critical Discourse
(2022)
Vol. 66
Núm. 2
Pág. 128-129
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Achieving Equity Within Public School Gifted and Talented Programs : The Need for Transparent, Scientific Methodology
(2022)
Vol. 66
Núm. 2
Pág. 152-153
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Equity, Not Just Equality: How Equality of Educational Outcome Policies Could Help Narrow Excellence and Identification Gaps
(2022)
Vol. 66
Núm. 2
Pág. 105-107
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“Giftedness Without Gifted Children” Revisited
(2022)
Vol. 66
Núm. 2
Pág. 130-131
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Analyzing Disproportionate Representation in Gifted Education: Identification Procedures, Proximal Causes, Distal Causes, and Theoretical Causes
(2022)
Vol. 66
Núm. 2
Pág. 98-100
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Additional Challenges to Achieving Equity in Gifted and Talented Education
(2022)
Vol. 66
Núm. 2
Pág. 101-102
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The Joys of Skittles and Smores
(2022)
Vol. 66
Núm. 2
Pág. 132-133
|
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Solving the Right Problem: The Need for Alternative Identification Measures in Gifted Education
(2022)
Vol. 66
Núm. 2
Pág. 144-145
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Achieving Equity Within Public Education
(2022)
Vol. 66
Núm. 2
Pág. 103-104
|
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Equity in Gifted Education: The Importance of Definitions and a Focus on Underachieving Gifted Students
(2022)
Vol. 66
Núm. 2
Pág. 149-151
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Asset-Based Decision Making to Address Inequity in Gifted Education Services
(2022)
Vol. 66
Núm. 2
Pág. 113-115
|
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Context Matters or Does It?
(2022)
Vol. 66
Núm. 2
Pág. 146-148
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Examining the effects of gifted programming in mathematics and reading using the ECLS-K
(2012)
Vol. 56
Núm. 1
Pág. 25-39
|
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The Challenges of Achieving Equity Within Public School Gifted and Talented Programs
(2022)
Vol. 66
Núm. 2
Pág. 82-94
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Decentering Whiteness in Gifted Education: Addressing the Needs of the Gifted “Others” Through Social Justice and Culturally Responsive Pedagogies
(2022)
Vol. 66
Núm. 2
Pág. 121-123
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Underrepresentation in Gifted Education Revisited: The Promise of Single-Group Summaries and Meta-Analytic QuantCrit
(2022)
Vol. 66
Núm. 2
Pág. 136-138
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Ending the Silence of Friends: Comment on Scott Peters’ “The Challenges of Achieving Equity Within Public School Gifted and Talented Programs”
(2022)
Vol. 66
Núm. 2
Pág. 124-125
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Providing Equity in Gifted Education in a Single-State Country
(2022)
Vol. 66
Núm. 2
Pág. 157-158
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Should it Matter Who Sits Next to Me?
(2022)
Vol. 66
Núm. 2
Pág. 126-127
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Achieving Equitable Outcomes Requires Expanded Services
(2022)
Vol. 66
Núm. 2
Pág. 108-109
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Using a Multi-Systems Approach : Early Intervention, Changing Mindsets, Learning Opportunities, and Meaningful Data
(2022)
Vol. 66
Núm. 2
Pág. 116-118
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Journal Editors’ Role in Supporting Equity
(2022)
Vol. 66
Núm. 2
Pág. 161-162
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Equity Through the Participation of Twice-Exceptional Students in Gifted Programming
(2022)
Vol. 66
Núm. 2
Pág. 142-143
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Challenges and Efforts of Achieving Equity Beyond Gifted Education : Implications From Mathematics Education
(2022)
Vol. 66
Núm. 2
Pág. 139-141
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Identify Transformational, Not Just Transactional Giftedness!
(2022)
Vol. 66
Núm. 2
Pág. 159-160
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Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners
(2022)
Vol. 66
Núm. 2
Pág. 134-135
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