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In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement...
In gifted education research, it is common for outcome variables to exhibit strong floor or ceiling effects due to insufficient range of measurement of many instruments when used with gifted populations. Common statistical methods (e.g., analysis of variance, linear regression) produce biased...
This study focused on the analysis of a large-scale data set ( N = 326,352) collected by the Georgia Department of Education using multilevel path analysis to model the probability that a student would be identified for participation in a gifted program. The model examined individual- and...
The home environment that parents provide their gifted children can have a significant impact on academic motivation, yet limited research has focused on this topic. Self-determination theory, a comprehensive framework of motivation, was used in the current study to explore two research...
Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because of this, new means of identifying such children must be developed. This article presents the findings of...
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