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Gifted and Talented International Volume 28, 2013 - Issue 1-2
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Original Articles

How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?

Katie S. Saunders-StewartThe Learning Associates of Montreal; 4203 Ste Catherine St. W.; Westmount, QC; H3Z 1P6, Canadae-Mail: [email protected]View further author information
,
Cheryl L. WalkerMcGill University; Department of Educational and Counselling Psychology; 3700 McTavish Street, Rm 614; Montreal, QC; H3A 1Y2, Canada e-Mail: [email protected]View further author information
&
Bruce M. ShoreMcGill University; Department of Educational and Counselling Psychology; 3700 McTavish Street, Rm 532; Montreal, QC; H3A 1Y2, Canada e-Mail: [email protected]View further author information
Pages 99-109 | Published online: 01 Jun 2016

Citations (5)

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Read on this site (4)

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.
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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.
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Tanya Chichekian & Bruce M. Shore. (2016) Preservice and practicing teachers’ self-efficacy for inquiry-based instruction. Cogent Education 3:1.
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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.
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Articles from other publishers (1)

Jessica Watts. (2019) “Ask Me and I Will Tell You”: Gifted Boys’ Perceptions of Self and School. Gifted Child Today 43:1, pages 46-54.
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