Citations (36)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (11)
Hava Vidergor. (2024) Developing Futures Thinking Literacy Among Middle School Gifted and Regular Students. Roeper Review 46:1, pages 63-79.
Read now
Read now
Naciye Ece Unal & Ugur Sak. (2023) Outlanders: Loneliness experience of gifted girls. High Ability Studies 34:1, pages 61-86.
Read now
Read now
Lannie Kanevsky, C. Owen Lo & Vicky Marghelis. (2022) Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age. High Ability Studies 33:1, pages 87-119.
Read now
Read now
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, Katherine Barko-Alva & Jennifer Riedl Cross. (2019) Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management. Educational Psychologist 54:4, pages 286-305.
Read now
Read now
Jade N. M. T. Cera Guy, Jessica M. Williams & Bruce M. Shore. (2019) High- and Otherwise-Achieving Students’ Expectations of Classroom Group Work: An Exploratory Empirical Study. Roeper Review 41:3, pages 166-184.
Read now
Read now
Jessica M. Williams, Jade N. M. T. Cera Guy & Bruce M. Shore. (2019) High-Achieving Students’ Expectations About What Happens in Classroom Group Work: A Review of Contributing Research. Roeper Review 41:3, pages 156-165.
Read now
Read now
Annedien G. Pullen, Didi M. E. Griffioen, Judith Schoonenboom, Björn B. de Koning & Jos J. Beishuizen. (2018) Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks. Studies in Higher Education 43:11, pages 2059-2071.
Read now
Read now
Hye-Jung Lee, Hyekyung Kim & Hyunjung Byun. (2017) Are high achievers successful in collaborative learning? An explorative study of college students’ learning approaches in team project-based learning. Innovations in Education and Teaching International 54:5, pages 418-427.
Read now
Read now
Cheryl L. Walker & Bruce M. Shore. (2015) Myth busting: Do high-performance students prefer working alone?. Gifted and Talented International 30:1-2, pages 85-105.
Read now
Read now
Catherine A. Masden, Olivia N. Leung, Bruce M. Shore, Barry H. Schneider & Stephen J. Udvari. (2015) Social-perspective coordination and gifted adolescents’ friendship quality. High Ability Studies 26:1, pages 3-38.
Read now
Read now
Katie S. Saunders-Stewart, Cheryl L. Walker & Bruce M. Shore. (2013) How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?. Gifted and Talented International 28:1-2, pages 99-109.
Read now
Read now
Articles from other publishers (25)
Gülendam Akgül & Nisa Gökden Kaya. (2023) Gifted and typically developing students' friendship quality: Does empathy make a difference?. Journal of Research in Special Educational Needs 24:2, pages 230-241.
Crossref
Crossref
Tracy L. Cross, Jennifer Riedl Cross, Kristofor WileyAnyesha Mishra. (2023) The Academic Year Governor’s Schools of Virginia: A Community of Learners. Gifted Child Today 46:4, pages 290-294.
Crossref
Crossref
Melissa L. Aikens & Alexander R. Kulacki. (2023) Identifying Group Work Experiences That Increase Students’ Self-Efficacy for Quantitative Biology Tasks. CBE—Life Sciences Education 22:2.
Crossref
Crossref
Tomasz Gajderowicz, Maciej Jakubowski, Sylwia Wrona & Ghadah Alkhadim. (2023) Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work. Humanities and Social Sciences Communications 10:1.
Crossref
Crossref
Mary O’Grady-Jones & Michael M. Grant. (2023) Ready Coder One: Collaborative Game Design-Based Learning on Gifted Fourth Graders’ 21st Century Skills. Gifted Child Today 46:2, pages 84-107.
Crossref
Crossref
Xiaoyu Chen & Li Cheng. (2023) Emotional Intelligence and Creative Self-Efficacy among Gifted Children: Mediating Effect of Self-Esteem and Moderating Effect of Gender. Journal of Intelligence 11:1, pages 17.
Crossref
Crossref
Taina Makkonen, Jari Lavonen & Kirsi Tirri. (2022) Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students. Journal of Advanced Academics 33:4, pages 507-539.
Crossref
Crossref
Shiela Palomo & Mona Lisa Chagas. (2022) Sense of school belongingness as a predictor to student academic motivation. International Journal of Research Studies in Education 11:3.
Crossref
Crossref
Sema Tan. (2021) Remote learning through a mobile application in gifted education. Gifted Education International 38:1, pages 95-114.
Crossref
Crossref
Uršula Podobnik & Jurij Selan. (2021) Visual Art Gifted Child in Pre-School and Early School Years. Creativity. Theories – Research - Applications 8:2, pages 86-102.
Crossref
Crossref
N. Boisselier & A. Soubelet. (2021) La sociabilité et l’attrait pour la solitude des adultes à haut potentiel intellectuel (HPI). Psychologie Française 66:4, pages 377-392.
Crossref
Crossref
Figen ÇAM TOSUN & Sema TAN. (2021) Investigation of the Gifted Students’ Education Based on Its CostÖzel Yetenekli Öğrencilerin Eğitiminin Maliyet Açısından İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 22:3, pages 677-698.
Crossref
Crossref
Bruce M. Shore. (2021) Context Matters in Gifted Education. Education Sciences 11:8, pages 424.
Crossref
Crossref
Elife Doğan Kılıç. 2021. The Wiley Handbook of Home Education. The Wiley Handbook of Home Education
446
467
.
Jade M. van Rossen, Lisette Hornstra & Astrid M.G. Poorthuis. (2021) High-ability students in pull-out programs and regular classes: A longitudinal study on perceived social relationships in two settings. Journal of School Psychology 85, pages 1-16.
Crossref
Crossref
Tessa H. S. Eysink, Alieke M. van Dijk & Ton de Jong. (2020) BE COOL! a digital learning environment to challenge and socially include gifted learners. Educational Technology Research and Development 68:5, pages 2373-2393.
Crossref
Crossref
D. M. E. Griffioen, J. J. Doppenberg & R. J. Oostdam. (2017) Are more able students in higher education less easy to satisfy?. Higher Education 75:5, pages 891-907.
Crossref
Crossref
Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim & Tracy L. Cross. (2017) A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind. Gifted Child Quarterly 62:1, pages 111-129.
Crossref
Crossref
Tessa H.S. Eysink, Manon Hulsbeek & Hannie Gijlers. (2017) Supporting primary school teachers in differentiating in the regular classroom. Teaching and Teacher Education 66, pages 107-116.
Crossref
Crossref
Tanya Chichekian & Bruce M. Shore. (2017) Hold Firm: Gifted Learners Value Standing One’s Ground in Disagreements With a Friend. Journal for the Education of the Gifted 40:2, pages 152-167.
Crossref
Crossref
Tracy Riley & Vanessa White. (2016) Developing a Sense of Belonging Through Engagement with Like-Minded Peers: A Matter of Equity. New Zealand Journal of Educational Studies 51:2, pages 211-225.
Crossref
Crossref
M. Oswald & E. Rabie. (2016) Rethinking gifted education in South Africa: The voices of gifted grade 11 students. Gifted Education International.
Crossref
Crossref
Nadine Samardzija & Jean Sunde Peterson. (2015) Learning and Classroom Preferences of Gifted Eighth Graders. Journal for the Education of the Gifted 38:3, pages 233-256.
Crossref
Crossref
Allan B. I. Bernardo. (2012) Perceived legitimacy of parental control over academic behaviors and adolescent students’ academic adjustment. European Journal of Psychology of Education 27:4, pages 557-571.
Crossref
Crossref
Lannie Kanevsky. (2011) Deferential Differentiation. Gifted Child Quarterly 55:4, pages 279-299.
Crossref
Crossref