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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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2 |
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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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2 |
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Socioeconomic status effects on using the Naglieri Nonverbal Ability Test (NNAT) to identify the gifted/talented.
(2010)
Vol. 54
Núm. 2
Pág. 75-84
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1 |
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Increasing Minority Children's Participation in Gifted Classes Using the NNAT: A Response to Lohman
(2005)
Vol. 49
Núm. 1
Pág. 29-36
|
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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Additional validity evidence and across-group equivalency of the HOPE teacher rating scale
(2013)
Vol. 57
Núm. 2
Pág. 85-100
|
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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Myth 11: A comprehensive continuum of gifted education and talent development services: Discovering, developing, and enhancing young people's gifts and talents
(2009)
Vol. 53
Núm. 4
Pág. 262-265
|
1 |
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Review of Naglieri and Ford (2003): Does the Naglieri Nonverbal Ability Test identify Equal Proportions of High-Scoring White, Black, abd Hispanic Students?
(2005)
Vol. 49
Núm. 1
Pág. 19-28
|
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
|
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
|
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
|
1 |
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Identifying Academically Gifted English-Language Learners Using Nonverbal Tests : A Comparison of the Raven, NNAT, and CogAT
(2008)
Vol. 52
Núm. 4
Pág. 275-296
|
1 |
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Minority performance on the Naglieri Nonverbal Ability Test, second edition, versus the Cognitive Abilities Test, Form 6: One gifted program's experience
(2013)
Vol. 57
Núm. 2
Pág. 101-109
|
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
|
1 |
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A meta-analysis of gifted and talented identification practices
(2018)
Vol. 62
Núm. 2
Pág. 147-174
|
1 |
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Breaking Through Assumptions About Low-Income, Minority Gifted Students
(2006)
Vol. 50
Núm. 1
Pág. 11-25
|
1 |
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Assumptions Underlying the Identification of Gifted and Talented Students
(2005)
Vol. 49
Núm. 1
Pág. 68-79
|
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
|
1 |
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Closing poverty-based excellence gaps : Conceptual, measurement, and educational issues
(2018)
Vol. 62
Núm. 1
Pág. 56-67
|
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
|
1 |
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Comparison of trained and untrained teachers of gifted students
(1994)
Vol. 38
Núm. 3
Pág. 115-121
|
1 |
