Citations (37)
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Özge Ceylan. (2024) Changes in scientific process skills and reflective thinking skills towards problem-solving of gifted students: a summer school practice. Reflective Practice 25:3, pages 286-303.
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Hyemin Han, Kelsie J. Dawson, David I. Walker, Nghi Nguyen & Youn-Jeng Choi. (2023) Exploring the association between character strengths and moral functioning. Ethics & Behavior 33:4, pages 286-303.
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Rhoda Myra Garces-Bacsal, Najwa Mohammed Alhosani, Hala Elhoweris & Ruanni Tupas. (2023) A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers. Roeper Review 45:1, pages 21-36.
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Robert J. Sternberg & Sareh Karami. (2021) A 4W Model of Wisdom and Giftedness in Wisdom. Roeper Review 43:3, pages 153-160.
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Robert J. Sternberg. (2020) Transformational Giftedness: Rethinking Our Paradigm for Gifted Education. Roeper Review 42:4, pages 230-240.
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Satya Sundar Sethy. (2017) Undergraduate engineering students’ attitudes and perceptions towards ‘professional ethics’ course: a case study of India. European Journal of Engineering Education 42:6, pages 987-999.
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Kirsi Tirri. (2017) Teacher Education Is the Key to Changing the Identification and Teaching of the Gifted. Roeper Review 39:3, pages 210-212.
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Ingrid Schutte, Marca Wolfensberger & Kirsi Tirri. (2014) The Relationship between Ethical Sensitivity, High Ability and Gender in Higher Education Students. Gifted and Talented International 29:1-2, pages 39-48.
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Articles from other publishers (29)
Emma Tourreix, Maud Besançon & Corentin Gonthier. (2023) Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature. Journal of Intelligence 11:7, pages 141.
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Şule DEMİREL DİNGEÇ. (2023) An Analysis of Gifted Students’ Adoption of Human ValuesÖzel Yetenekli Öğrencilerin İnsani Değerler Düzeyinin İncelenmesi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:2, pages 375-385.
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Özge CEYLAN & Ünsal UMDU TOPSAKAL. (2023) The Effect of a Differentiated Problem-Based Science Program on Gifted Students' Cooperative Working Skills and Problem-solving SkillsProbleme Dayalı Farklılaştırılmış Fen Öğretim Programının Özel Yetenekli Öğrencilerin İşbirlikli Çalışma Becerilerine ve Problem Çözme Becerilerine Etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:1, pages 117-136.
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Hyeseong Lee, Martha A. Wilkins & Ann O’Brien. (2022) Equitable identification of gifted students with the relationship of religiosity and ethical sensitivity level of teachers. Gifted Education International 39:1, pages 30-46.
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Sylvia Sastre-Riba & Tomás Cámara-Pastor. (2022) Ethical Regulation and High Intellectual Ability. International Journal of Environmental Research and Public Health 19:5, pages 2689.
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Milena Letić-LungulovM.M., Biljana LungulovS.S. & Jovana MilutinovićJ.J.. (2022) Personality traits as predictors of the academic achievement of gifted students. Inovacije u nastavi 35:3, pages 11-25.
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Don Ambrose, Robert J Sternberg & Sareh Karami. 2022. The Palgrave Handbook of Transformational Giftedness for Education. The Palgrave Handbook of Transformational Giftedness for Education
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Mª Luz Urraca-Martínez, Sylvia Sastre-Riba & Lourdes Viana-Sáenz. (2020) World Perception and High Intellectual Ability: A Comparative Study. Psicología Educativa 27:1, pages 21-25.
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Roisin P. Corcoran, Joanne O'Flaherty, Chen Xie & Alan C.K. Cheung. (2020) Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic achievement, religiosity, political orientation, personality. Educational Research Review 30, pages 100285.
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Derek Cavilla. (2019) Maximizing the potential of gifted learners through a developmental framework of affective curriculum. Gifted Education International 35:2, pages 136-151.
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Reena Cheruvalath. (2017) Does Studying ‘Ethics’ Improve Engineering Students’ Meta-Moral Cognitive Skills?. Science and Engineering Ethics 25:2, pages 583-596.
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Ingrid Schutte, Elanor Kamans, Marca Wolfensberger & Wiel Veugelers. (2018) Effects of an International Undergraduate Honors Course on Awareness of Global Justice. Education Sciences 8:2, pages 82.
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Nasibeh Hedayati, Elina Kuusisto, Khalil Gholami & Kirsi Tirri. 2017. The Power of Resistance. The Power of Resistance
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Justine Bates-Krakoff, Robert E McGrath, Karen Graves & Lynn Ochs. (2016) Beyond a deficit model of strengths training in schools. Gifted Education International 33:2, pages 102-117.
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Kirsi Tirri & Elina Kuusisto. (2013) How Finland Serves Gifted and Talented Pupils. Journal for the Education of the Gifted 36:1, pages 84-96.
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Kyoulee Choi. (2012) The Direction of Science Gifted Education based on Creativity and Character. Journal of The Korean Association For Science Education 32:7, pages 1169-1186.
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Kyou-Lee Choi. (2012) Delphi Study about Science Gifted Education based on Creativity and Character. Journal of Gifted/Talented Education 22:2, pages 387-410.
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Diane Montgomery & Mary Walker. (2012) Enhancing Ethical Awareness. Gifted Child Today 35:2, pages 95-101.
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Kirsi Tirri, Sakari Tolppanen, Maija Aksela & Elina Kuusisto. (2012) A Cross-Cultural Study of Gifted Students' Scientific, Societal, and Moral Questions Concerning Science. Education Research International 2012, pages 1-7.
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