Citations (29)
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Joey Chua. (2017) The influences of an exemplary ballet teacher on students’ motivation: ‘The Finnish Way’. Research in Dance Education 18:1, pages 3-22.
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Hava E. Vidergor. (2012) Culturally Responsible Research, Teacher Certification and Gifted Education Services: A Response to Persson’s Target Article. Gifted and Talented International 27:1, pages 77-82.
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StevenI. Pfeiffer, Yaacov Petscher & Tania Jarosewich. (2007) The gifted rating scales—preschool/kindergarten form: An analysis of the standardization sample based on age, gender, and race
. Roeper Review 29:3, pages 206-211.
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Joyce Van Tassel‐Baska, Chwee Quek & Annie
Xuemei Feng. (2006) The development and use of a structured teacher observation scale to assess differentiated best practice. Roeper Review 29:2, pages 84-92.
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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)
Jessica K. Ottwein & Rachel U. Mun. (2023) Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy. Gifted Child Quarterly 67:4, pages 259-277.
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Şule DEMİREL DİNGEÇ. (2023) Türkiye’deki Konservatuvarlarda Müzik Alanında Özel Yetenekli Öğrencilerin Eğitmenlerinin ÖzellikleriCharacteristics of Instructors of Talented Students in the Field of Music in Conservatories in Türkiye. Korkut Ata Türkiyat Araştırmaları Dergisi:12, pages 1494-1504.
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Mustafa EROL, Osman GEDİK & Berat DEMİRTAŞ. (2023) Primary School Teachers' Experiences in the Identification of Gifted Students and Nominating Them to Science and Art CentersSınıf Öğretmenlerinin Üstün Yetenekli Öğrencileri Belirleme, Bilim ve Sanat Merkezlerine Aday Gösterme Sürecine İlişkin Deneyimleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:2, pages 275-289.
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Charles Dukes, Kavin M. Ming, Lisa A. Finnegan & Katie M. Miller. (2023) Culturally responsive literacy instruction: How is it reflected in the literature?. Multicultural Learning and Teaching 18:1, pages 7-31.
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Ümmüye Nur TÜZÜN, Mustafa TÜYSÜZ & Metin ŞARDAĞ. (2022) ÖZEL YETENEKLİ ÖĞRENCİLERİN ÖĞRETMENLERİNİN ARGÜMAN YAPILARI VE DÜŞÜNCE DENEYLERİNİN DEĞERLENDİRİLMESİ. Trakya Eğitim Dergisi 12:3, pages 1234-1250.
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Rachael A. Cody, Gregory T. Boldt, Elizabeth J. Canavan, E. Jean Gubbins, Stacy M. Hayden, Aarti P. Bellara & Kelly L. Kearney. (2022) Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations. Frontiers in Psychology 13.
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Hatice GÜLER, Erol TAŞ, Meral ÇELİKOĞLU & Tülin HÜNDÜR. (2022) A Research on The Views and Proficiency of The Students in The Department of Child Development (Preservice Preschool Teachers) About Science Activities Preschool Education. ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD).
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Renae D. Mayes & Janice A. Byrd. (2022) An Antiracist Framework for Evidence-Informed School Counseling Practice. Professional School Counseling 26:1a, pages 2156759X2210867.
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Wendy A. Behrens, Cecelia Boswell & C. Matthew Fugate. 2022. Critical Issues in Servicing Twice Exceptional Students. Critical Issues in Servicing Twice Exceptional Students
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Juliet Hess. (2021) Cultural Competence or the Mapping of Racialized Space: Cartographies of Music Education. Bulletin of the Council for Research in Music Education:227, pages 7-28.
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Rachel U. Mun, Miriam D. Ezzani, Lindsay Ellis Lee & Jessica K. Ottwein. (2020) Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District. Gifted Child Quarterly 65:2, pages 132-152.
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Jessica K. Ottwein. (2020) Working toward equitable gifted programming: The school psychologist's role. Psychology in the Schools 57:6, pages 937-945.
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Jianxia Du, Mingming Zhou, Jianzhong Xu & Sao San Lei. (2016) African American female students in online collaborative learning activities: The role of identity, emotion, and peer support. Computers in Human Behavior 63, pages 948-958.
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Carol V. Horn. (2015) Young Scholars. Gifted Child Today 38:1, pages 19-31.
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Sunday O. Obi, Festus E. Obiakor, Stephanie L. Obi, Tachelle Banks, Sean Warner & Natalie Spencer. 2014. Gifted Education: Current Perspectives and Issues. Gifted Education: Current Perspectives and Issues
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J. Joy Esquierdo & Maria Arreguín-Anderson. (2012) The “Invisible” Gifted and Talented Bilingual Students. Journal for the Education of the Gifted 35:1, pages 35-47.
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Donna Y. Ford & Gilman W. Whiting. (2011) Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students. Journal for the Education of the Gifted 34:1, pages 131-155.
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Christine J. BriggsSally M. Reis & Erin E. Sullivan. (2008) A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students. Gifted Child Quarterly 52:2, pages 131-145.
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Donna Y. Ford & Gilman W. Whiting. 2008. Handbook of Giftedness in Children. Handbook of Giftedness in Children
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Joyce VanTassel-Baska & Susan K. Johnsen. (2016) Teacher Education Standards for the Field of Gifted Education. Gifted Child Quarterly 51:2, pages 182-205.
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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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Maree Gruppetta. (2016) Investigating the Role and Experiences of Gifted and Talented Coordinators. Gifted Education International 19:2, pages 132-141.
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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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