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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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2 |
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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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2 |
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We Recruit Them, But Then What? The Education and Pshchological Experiences of Academically Talented Undergraduates
(2004)
Vol. 48
Núm. 1
Pág. 54-67
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2 |
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Gifted adults: A systematic review and analysis of the literature
(2015)
Vol. 59
Núm. 4
Pág. 213-235
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2 |
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Building Systemic Capacity to Improve Identification and Services in Gifted Education : A Case Study of One District
(2021)
Vol. 65
Núm. 2
Pág. 132-152
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2 |
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Intellectual Precocity : What Have We Learned Since Terman?
(2021)
Vol. 65
Núm. 1
Pág. 3-28
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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 meta-analysis of gifted and talented identification practices
(2018)
Vol. 62
Núm. 2
Pág. 147-174
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2 |
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Envisioning a new foundation for gifted education : Evolving Complexity Theory (ECT) of talent development
(2017)
Vol. 61
Núm. 3
Pág. 172-182
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1 |
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Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude: Spinal tap psychometrics in gifted education
(2009)
Vol. 53
Núm. 4
Pág. 236-238
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1 |
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Gifted native american students: Literature, lessons, and future directions
(2014)
Vol. 58
Núm. 2
Pág. 98-110
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1 |
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Exploring the spatial ability of undergraduate students : Exploring the spatial ability of unAssociation with gender, STEM Majors, and gifted program membership
(2017)
Vol. 61
Núm. 4
Pág. 313-327
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1 |
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Presenting a qualitative study: A reviewer’s perspective
(2019)
Vol. 63
Núm. 3
Pág. 147-158
|
1 |
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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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1 |
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An evaluation (and vindication?) of Lewis Terman : What the father of gifted education can teach the 21st Century
(2019)
Vol. 63
Núm. 1
Pág. 3-21
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1 |
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Inequities of enrollment in gifted education : A statewide application of the 20% equity allowance formula
(2019)
Vol. 63
Núm. 4
Pág. 205-224
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1 |
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Cyberbullying and internet addiction in gifted and nongifted teenagers
(2020)
Vol. 64
Núm. 3
Pág. 192-203
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1 |
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Giftedness in the making : A transactional perspective
(2019)
Vol. 63
Núm. 3
Pág. 172-184
|
1 |
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Factors Influencing the Development of Perfectionism in Gifted College Students
(2004)
Vol. 48
Núm. 4
Pág. 259-274
|
1 |
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Putting standards into practice: evaluating the utility of the NAGC pre-K-grade 12 gifted program standards
(2010)
Vol. 54
Núm. 3
Pág. 159-167
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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
|
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
|
1 |
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Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel path analysis study
(2010)
Vol. 54
Núm. 4
Pág. 283-297
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1 |
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Implications for addressing the psychosocial needs of gifted individuals: a response to Subotnik, Olszewski-Kubilius, and Worrell (2011)
(2012)
Vol. 56
Núm. 4
Pág. 206-209
|
1 |
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Understanding the Relationship Between Perfectionism and Achievement Motivation in Gifted College Students
(2004)
Vol. 48
Núm. 3
Pág. 219-231
|
1 |
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The influence of parental and self-expectations on Asian American Women who entered college early
(2019)
Vol. 63
Núm. 2
Pág. 120-140
|
1 |
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Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation
(2006)
Vol. 50
Núm. 3
Pág. 238-251
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1 |
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Rural gifted education and the effect of proximity
(2017)
Vol. 61
Núm. 2
Pág. 143-152
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1 |
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A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students
(2014)
Vol. 58
Núm. 2
Pág. 111-126
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1 |
