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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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2 |
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Equity and excellence : Proactive efforts in the identification of underrepresented students for gifted and talented services
(2016)
Vol. 60
Núm. 3
Pág. 159-171
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2 |
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A talent for tinkering: Developing talents in children from low-income households through engineering curriculum
(2018)
Vol. 62
Núm. 1
Pág. 130-144
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2 |
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Multigroup construct Validity evidence of the HOPE scale: instrumentation to identify low-income elementary students for gifted programs
(2010)
Vol. 54
Núm. 4
Pág. 298-313
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1 |
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Investigating the intersection of poverty and race in gifted education journals : A 15-year analysis
(2018)
Vol. 62
Núm. 1
Pág. 25-36
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1 |
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Disentangling the roles of institutional and individual poverty in the identification of gifted students
(2018)
Vol. 62
Núm. 1
Pág. 6-24
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1 |
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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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1 |
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The impact of advanced geometry and measurement curriculum units on the mathematics achievement of first-grade students
(2013)
Vol. 57
Núm. 2
Pág. 71-84
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1 |
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Making the cut in gifted selection: Score combination rules and their impact on program diversity
(2018)
Vol. 62
Núm. 2
Pág. 210-219
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1 |
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Follow-up with students after 6 years of participation in project EXCITE
(2009)
Vol. 53
Núm. 2
Pág. 137-156
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1 |
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State of research on giftedness and gifted education: a survey of empirical studies published during 1998-2010 (April)
(2011)
Vol. 55
Núm. 2
Pág. 126-138
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1 |
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Minority achievement gaps in STEM : Findings of a longitudinal study of project excite
(2017)
Vol. 61
Núm. 1
Pág. 20-39
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1 |
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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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1 |
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Differences in using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to identify the Gifted/Talented
(2020)
Vol. 64
Núm. 3
Pág. 171-191
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1 |
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The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students: An Aptitude Perspective
(2005)
Vol. 49
Núm. 2
Pág. 111-138
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1 |
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Recognizing academic potential in students of color: Findings of U-STARS~PLUS
(2014)
Vol. 58
Núm. 1
Pág. 24-34
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1 |
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Early opportunities to strengthen academic readiness : Effects of summer learning on mathematics achievement
(2018)
Vol. 62
Núm. 1
Pág. 83-95
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1 |
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Blazing new trails : Strengthening policy research in gifted education
(2017)
Vol. 61
Núm. 3
Pág. 210-218
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1 |
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Racial and ethnic representation in gifted programs : Current status of and implications for gifted asian american students
(2009)
Vol. 53
Núm. 2
Pág. 121-136
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1 |
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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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1 |
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Using the cognitive abilities test (cogat) 7 nonverbal battery to identify the gifted/talented : An investigation of demographic effects and norming plans
(2018)
Vol. 62
Núm. 2
Pág. 193-209
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1 |
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Combining scores in multiple-criteria assessment systems: The impact of combination rule
(2014)
Vol. 58
Núm. 1
Pág. 69-89
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1 |
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A proposed direction forward for gifted education based on psychological science
(2012)
Vol. 56
Núm. 4
Pág. 176-188
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1 |
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A meta-analysis of gifted and talented identification practices
(2018)
Vol. 62
Núm. 2
Pág. 147-174
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1 |
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Poverty, academic achievement, and giftedness : A literature review
(2018)
Vol. 62
Núm. 1
Pág. 37-55
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1 |
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A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test : Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students
(2021)
Vol. 65
Núm. 3
Pág. 199-219
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