Citations (21)
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Gundula Wagner. (2022) How group composition affects gifted students: Theory and evidence from school effectiveness studies. Gifted and Talented International 37:1, pages 1-13.
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Shaun D. Wilkinson & Dawn Penney. (2021) Setting policy and student agency in physical education: Students as policy actors. Sport, Education and Society 26:3, pages 267-280.
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Sonja Laine & Kirsi Tirri. (2016) How Finnish elementary school teachers meet the needs of their gifted students. High Ability Studies 27:2, pages 149-164.
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Articles from other publishers (18)
Robin Keturah Anderson, Heather West & Amanda Kates. (2022) Learning to subvert: How online learning communities can promote acts of creative insubordination. Journal of Mathematics Teacher Education 26:6, pages 735-757.
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David Nurenberg & Liana Tuller. (2023) “All in This Together”: Improving Access to Accelerated Learning Through Embedding Honors in Heterogeneously Grouped Classes. Teachers College Record: The Voice of Scholarship in Education 125:9, pages 3-50.
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Veselin Mićanović, Dijana Vučković, Biljana Maslovarić, Nada Šakotić & Tatjana Novović. (2023) Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro. South African Journal of Education 43:3, pages 1-11.
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Tristta M. Kuykendall. (2023) Intersectional Program Evaluation: Considering Race, Class, Sex, and Language in Gifted Program Effectiveness. Education Sciences 13:7, pages 719.
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Yusuf Hanafi, Nurul Murtadho, Abd Rauf Hassan, M. Alifudin Ikhsan, Tsania Nur Diyana & Muhammad Saefi. (2021) SELF-REGULATION IN QUR’AN LEARNING. Malaysian Journal of Learning and Instruction 18:No.2, pages 103-128.
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Dolores Valadez, Julián Betancourt, Juan Francisco Flores Bravo, Elena Rodríguez-Naveiras & Africa Borges. (2020) Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity. Sustainability 12:11, pages 4513.
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F. Chris Curran, Michael H. Little, Lora Cohen-Vogel & Thurston Domina. (2018) School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten. Educational Policy 34:3, pages 518-547.
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Scott J. Peters, Marcia Gentry, Gilman W. Whiting & Matthew T. McBee. (2019) Who Gets Served in Gifted Education? Demographic Representation and a Call for Action. Gifted Child Quarterly 63:4, pages 273-287.
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Lorenzo PÉREZ DIEZ & Carmen JIMÉNEZ FERNÁNDEZ. (2018) Influencia de la organización escolar en la educación de los alumnos de altas capacidades. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 36:1, pages 151.
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Deirdre McGillicuddy & Dympna Devine. (2018) “Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school. Teaching and Teacher Education 70, pages 88-99.
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Timothy Lintner & Gerda Kumpiene. (2023) Social studies instruction for students with mild disabilities: An (updated) progress report. The Journal of Social Studies Research 41:4, pages 303-310.
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Lisa DaVia Rubenstein & Lisa M. Ridgley. (2017) Unified Program Design: Organizing Existing Programming Models, Delivery Options, and Curriculum. Gifted Child Today 40:3, pages 163-174.
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Marcia Gentry. (2016) Commentary on “Does Sorting Students Improve Scores? An Analysis of Class Composition”. Journal of Advanced Academics 27:2, pages 124-130.
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Kathleen Ellen O’Neil. (2015) Designing Clothes and Cars: Second Grade Students Using Multiple Forms of Literacy to Try on and Perform Identity. Early Childhood Education Journal 43:6, pages 505-514.
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