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Ella Cosmovici Idsøe, J. Campbell, T. Idsøe & I. Størksen. (2022) Development and psychometric properties of nomination scales for high academic potential in early childhood education and care. European Early Childhood Education Research Journal 30:4, pages 624-637.
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Todd Kettler, Mattie E. Oveross & James C. Bishop. (2017) Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development. Journal of Research in Childhood Education 31:3, pages 342-359.
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Clementine Beauvais. (2017) An exploration of the ‘pushy parent’ label in educational discourse. Discourse: Studies in the Cultural Politics of Education 38:2, pages 159-171.
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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.
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Seon‐Young Lee & Paula Olszewski‐Kubilius. (2006) Comparisons between talent search students qualifying via scores on standardized tests and via parent nomination. Roeper Review 28:3, pages 157-166.
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Juan E. Jiménez, Ceferino Artiles, Gustavo Ramírez & Julio Alvarez. (2004) Modelo de identificación temprana del alumnado con alta capacidad intelectual en la Comunidad Autónoma de Canarias. Journal for the Study of Education and Development 27:4, pages 469-483.
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Cathie Harrison. (2004) Giftedness in early childhood: The search for complexity and connection
. Roeper Review 26:2, pages 78-84.
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Articles from other publishers (10)
Fatma Betül ŞENOL. (2023) An Investigation of the Educational Problems of Gifted Children in the Preschool Period According to the Perspectives of MothersÜstün Yetenekli Çocukların Okul Öncesi Dönemde Yaşadıkları Eğitsel Problemlerin Anne Görüşlerine Göre İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:1, pages 159-178.
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Filiz KARADAĞ & Vesile YILDIZ DEMİRTAŞ. (2022) EARLY LITERACY SKILLS OF GIFTED CHILDREN IN PRESCHOOL. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:53, pages 212-223.
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Duygu Ozdemir & Mine Isiksal Bostan. (2021) A Design Based Study: Characteristics of Differentiated Tasks for Mathematically Gifted Students. European Journal of Science and Mathematics Education 9:3, pages 125-144.
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Eva Machů & Petr Lukeš. (2019) Teachers’ Work with Taxonomy of Educational Objectives as One of the Forms of the Gifted Preschoolers’ Development. Acta Educationis Generalis 9:3, pages 1-15.
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Justin P. Chase & Zheng Yan. 2017. Assessing and Measuring Statistics Cognition in Higher Education Online Environments. Assessing and Measuring Statistics Cognition in Higher Education Online Environments
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Eva Machů. (2015) Analyzing Differentiated Instructions in Inclusive Education of Gifted Preschoolers. Procedia - Social and Behavioral Sciences 171, pages 1147-1155.
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Christine L. Weber & Laurel Stanley. (2012) Educating Parents of Gifted Children. Gifted Child Today 35:2, pages 128-136.
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Rosalind L. Walsh, Kerry A. Hodge, Jennifer M. Bowes & Coral R. Kemp. (2010) Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings. International Journal of Early Childhood 42:1, pages 43-58.
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Tonya R. Moon & Catherine M. Brighton. (2008) Primary Teachers' Conceptions of Giftedness. Journal for the Education of the Gifted 31:4, pages 447-480.
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Wai Ming Cheung & Hector W.H. Tsang. (2016) Whispers of a “MOTHER”: our Reflections on Guiding the Gifted and Talented. Gifted Education International 15:3, pages 302-309.
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