Citations (13)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Cheryl L. Walker, Bruce M. Shore & Diana Tabatabai. (2022) On the Trail of Authentic Collaboration Over Extended Time in Inquiry Classrooms: Following the Footprints of Role Diversification as Indicators that Inquiry Occurred. Scandinavian Journal of Educational Research 66:6, pages 936-959.
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
Susan Burkett-McKee, Bruce Allen Knight & Michelle Avila Vanderburg. (2021) Psychological Well-Being of Students With High Abilities and Their School’s Ecology: Is There a Relationship?. Roeper Review 43:3, pages 197-211.
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
Julie Anne Irving, Ernestina Oppong & Bruce M. Shore. (2016) Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners?. Gifted and Talented International 31:2, pages 114-131.
Read now
Read now
Articles from other publishers (7)
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
Tat‐Yeung James Kuan. (2022) The mediating role of thinking styles in the relationship between adolescent time perspective and subjective well‐being. Journal of Adolescence 95:3, pages 479-493.
Crossref
Crossref
Claudia Neuendorf, Malte Jansen, Poldi Kuhl & Miriam Vock. (2023) Wer ist leistungsstark? Operationalisierung von Leistungsstärke in der empirischen Bildungsforschung seit dem Jahr 2000. Zeitschrift für Pädagogische Psychologie 37:1-2, pages 1-19.
Crossref
Crossref
Bruce M. Shore. (2021) Context Matters in Gifted Education. Education Sciences 11:8, pages 424.
Crossref
Crossref
Kawther Benharrath, Balkine Khadoumi, Mounir Sayadi, Herve Rix, Marie-Noele Magnie-Mauro & Sophie Guetat. (2020) A new approch to detect N400 event-related potentials in giftedness children. A new approch to detect N400 event-related potentials in giftedness children.
Ernestina Oppong, Bruce M. Shore & Krista R. Muis. (2018) Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly 63:2, pages 102-119.
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