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Consequences of Implementing Curricular-Aligned Strategies f...

Total de citas: 8

Artículo citado
Exploring Teacher Biases When Nominating Students for Gifted Programs (2004) Vol. 48 Núm. 1 Pág. 21-29
Additional validity evidence and across-group equivalency of the HOPE teacher rating scale (2013) Vol. 57 Núm. 2 Pág. 85-100
Disentangling the roles of institutional and individual poverty in the identification of gifted students (2018) Vol. 62 Núm. 1 Pág. 6-24
Who gets served in gifted education? Demographic representation and a call for action (2019) Vol. 63 Núm. 4 Pág. 273-287
Closing poverty-based excellence gaps : Conceptual, measurement, and educational issues (2018) Vol. 62 Núm. 1 Pág. 56-67
Gender and other group differences in performance on off-level tests: changes in the 21st century (2011) Vol. 55 Núm. 1 Pág. 54-73
Combining scores in multiple-criteria assessment systems: The impact of combination rule (2014) Vol. 58 Núm. 1 Pág. 69-89
Rural gifted education and the effect of proximity (2017) Vol. 61 Núm. 2 Pág. 143-152