Citations (35)
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Joyce VanTassel-Baska, Gail Fischer Hubbard & Janice I. Robbins. (2020) Differentiation of Instruction for Gifted Learners: Collated Evaluative Studies of Teacher Classroom Practices. Roeper Review 42:3, pages 153-164.
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Manoj Chandra Handa. (2019) Leading Differentiated Learning for the Gifted. Roeper Review 41:2, pages 102-118.
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Anna N.N. Hui, Bonnie W.Y. Chow, Aubrey Y.T. Chan, Barbie H.T. Chui & C.T. Sam. (2015) Creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning. Education 3-13 43:4, pages 393-403.
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Ronnie Karsenty. (2014) Who Can Teach the Mathematically Gifted? Characterizing and Preparing Mathematics Teachers of Highly Able Students at the Secondary Level. Gifted and Talented International 29:1-2, pages 161-174.
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Hava
E. Vidergor & Billie Eilam. (2012) Israeli Teachers' Perceptions of Gifted Teachers' Desired Characteristics: A Case of Cultural Orientation. Roeper Review 34:1, pages 26-37.
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David
W. Chan. (2011) Characteristics and Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective. Roeper Review 33:3, pages 160-169.
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Billie Eilam & Hava
E. Vidergor. (2011) Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation. Roeper Review 33:2, pages 86-96.
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Hava E. Vidergor & Billie Eilam. (2011) Impact of Professional Development Programs for Teachers of the Gifted. Gifted and Talented International 26:1-2, pages 143-161.
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Hava E. Vidergor & Billie Eilam. (2010) Curriculum Transformation: The Israeli Teacher Certification in Gifted Education. Gifted and Talented International 25:2, pages 29-51.
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HeeJung Kim & Marcia Gentry. (2008) A Survey of Korean Elementary Teachers’ Perceptions of and In-Service Needs for Gifted Education. Gifted and Talented International 23:1, pages 61-80.
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Mantak Yuen & Peter Westwood. (2004) Expected Competencies of Teachers of Gifted Learners: Perspectives from Chinese Teachers and Students. Gifted and Talented International 19:1, pages 7-14.
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Wilma Vialle & Siobhan Quigley. (2002) Does the Teacher of the Gifted Need to Be Gifted?. Gifted and Talented International 17:2, pages 85-90.
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Articles from other publishers (23)
İbrahim ASLAN & Filiz YURTAL. (2023) Classroom teachers' self-efficacy regarding gifted education. Journal for the Education of Gifted Young Scientists 11:4, pages 557-568.
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Turgay ÖNTAŞ, Seda ÇARIKÇI & Kader ARKAN SEZGİN. (2023) Determining the Professional Development Needs of Primary School Teachers Working in Science and Art CentersBilim ve Sanat Merkezlerinde Görevli Sınıf Öğretmenlerinin Mesleki Gelişim İhtiyaçlarının Belirlenmesi. Journal of Teacher Education and Lifelong Learning 5:2, pages 758-777.
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Derya YÜREĞİLLİ GÖKSU & Seher YALÇIN. (2023) Özel Yetenekliler İle Çalışan BİLSEM Öğretmenlerine Uygulanan Eğitici Eğitimi Proje Programının Etkililik Değerlendirmesi. Milli Eğitim Dergisi 52:240, pages 2863-2886.
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Hilal KÖK. (2023) Üstün Yetenekli Çocuklar ve Aileleri İçin Okul Sosyal Hizmeti İhtiyacıThe Need for School Social Work for Gifted Children and Their Families. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi 6:1, pages 63-90.
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Harun Şahin, Süleyman Karataş, Muhammed Ali Özkan, Ramazan Gök, Meriç Eraslan, Erdoğan Köse & Nilgün Azeken. (2023) A Systematic Compilation of the Problems Encountered by Teachers and Students in Science and Arts Centers in Turkey. Sustainability 15:3, pages 2537.
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Sevda KIR & Murat ÖZDEMİR. (2022) Türkiye’de Üstün/Özel Yetenekliler Eğitiminde Öğretmen Yetiştirme Politikalarının Değerlendirilmesi: Bir Doküman İncelemesi ÇalışmasıEvaluation of Gifted Education Teacher Training Policies in Turkey: A Document Analysis Study. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi 9:2, pages 397-420.
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Lv Sunzhong, Zhang Yong, Lei Peiyao & Xiong Bin. (2022) Internal Persistence and External Support—What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?. Frontiers in Psychology 13.
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Joyce VanTassel-Baska, Gail Fischer Hubbard & Janice I. Robbins. 2021. Handbook of Giftedness and Talent Development in the Asia-Pacific. Handbook of Giftedness and Talent Development in the Asia-Pacific
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Gizem Günçavdı. 2020. Empowering Multiculturalism and Peacebuilding in Schools. Empowering Multiculturalism and Peacebuilding in Schools
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Kristen R. Stephens. (2019) Teacher Dispositions and Their Impact on Implementation Practices for the Gifted. Gifted Child Today 42:4, pages 187-195.
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Serife Senay ILİK. (2019) Üstün Yetenekli Öğrencilerin Eğitiminde Görev Yapan Öğretmenlerin Bireyselleştirilmiş Eğitim Programları Hazırlamaya Uygulamaya ve İzlemeye Yönelik Görüşlerinin DeğerlendirilmesiEvaluation of the Opinions of the Teachers working in the Education of the Gifted Students for Preparing, Implementing and Monitoring the Individualized Education Programs. Kastamonu Eğitim Dergisi 27:2, pages 485-495.
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Mojca Kukanja Gabrijelčič & Sonja Čotar Konrad. 2019. Implicit Pedagogy for Optimized Learning in Contemporary Education. Implicit Pedagogy for Optimized Learning in Contemporary Education
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Joyce VanTassel-Baska, Gail Fischer Hubbard & Janice I. Robbins. 2019. Handbook of Giftedness and Talent Development in the Asia-Pacific. Handbook of Giftedness and Talent Development in the Asia-Pacific
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Yun-Hee Choi & Hyunju Lee. (2016) Exploration of Experienced Science Teachers' Perception on Teaching the Gifted in Science. Journal of Gifted/Talented Education 26:2, pages 299-318.
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신민 & AhnDoehee. (2016) Development and Validation of the Scale of Teacher Competencies for the Gifted: The GATE Scale. The Journal of Korean Teacher Education 33:1, pages 97-117.
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Shoshana Rosemarin. (2013) Should the teacher of the gifted be gifted?. Gifted Education International 30:3, pages 263-270.
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Jin-Cheol Jung & Mi-Hyun Yoo. (2013) Comparison between the Recognition of Professionalism and Teaching Efficacy of the Gifted Education Teacher by Majoring in Education for the Gifted from the Graduate School of Education. Journal of Gifted/Talented Education 23:5, pages 751-769.
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Hoi Yan CheungSammy King Fai Hui. (2011) Competencies and Characteristics for Teaching Gifted Students: A Comparative Study of Beijing and Hong Kong Teachers. Gifted Child Quarterly 55:2, pages 139-148.
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N. Shane Phillipson, Jiannong Shi, Guofeng Zhang, Den-Mo Tsai, Chwee Geok Quek, Nobutaka Matsumura & Seokhee Cho. 2009. International Handbook on Giftedness. International Handbook on Giftedness
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Ben Graffam. (2016) A Case Study of Teachers of Gifted Learners: Moving From Prescribed Practice to Described Practitioners. Gifted Child Quarterly 50:2, pages 119-131.
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Wilma Vialle & Kornelia Tischler. (2016) Teachers of the Gifted: A Comparison Of Students' Perpectives in Australia, Austria and the United States. Gifted Education International 19:2, pages 173-181.
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Mantak Yuen. (2016) Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective. Gifted Education International 18:3, pages 301-312.
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Barry Grant. (2016) Justifying Gifted Education: A Critique of Needs Claims and a Proposal. Journal for the Education of the Gifted 25:4, pages 359-374.
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