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Hongli Li. (2016) How is formative assessment related to students’ reading achievement? Findings from PISA 2009. Assessment in Education: Principles, Policy & Practice 23:4, pages 473-494.
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Laura Martin & TimothyP. Mottet. (2011) The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences. Communication Education 60:1, pages 1-19.
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Phuong‐Mai Nguyen, Cees Terlouw & Albert Pilot. (2006) Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context. Intercultural Education 17:1, pages 1-19.
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Helen J. Forgasz, Gilah C. Leder & Peter Kloosterman. (2004) New Perspectives on the Gender Stereotyping of Mathematics. Mathematical Thinking and Learning 6:4, pages 389-420.
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Boliek Barnett, WilliamC. Gustin & JamesC. DuSel. (1996) Community challenge: Enhancing the academic achievement of children and youth. Roeper Review 19:2, pages 111-114.
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Articles from other publishers (3)
Merve KIZILBAY KAYA & Fikriye POLAT. (2022) Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes. Journal for the Education of Gifted Young Scientists 10:2, pages 149-157.
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David Yun Dai. (2016) A Comparison of Gender Differences in Academic Self-Concept and Motivation Between High-Ability and Average Chinese Adolescents. Journal of Secondary Gifted Education 13:1, pages 22-32.
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Sally M. Reis & Carolyn M. Callahan. (1996) My Boyfriend, My Girlfriend, or Me: The Dilemma of Talented Teenaged Girls. Journal of Secondary Gifted Education 7:4, pages 434-446.
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