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Cited by

• 1995The Effects of Gifted and Talented Programs on Academic Self-Concept: The Big Fish Strikes Again341 cited
• 2000The origins and ends of giftedness.247 cited
• 1995From giftedness to talent: A developmental model and its impact on the language of the field241 cited
• 1994The moral sensitivity of gifted children and the evolution of society209 cited
• 2006Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects206 cited
• 2008Teachers' Negative Affect Toward Academically Gifted Students191 cited
• 1996Inequity in equity: How "equity" can lead to inequity for high-potential students.166 cited
• 2007The Socioaffective Impact of Acceleration and Ability Grouping160 cited
• 2004Gifted Students’ Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping154 cited
• 2007On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study152 cited
• 2006Motivation in gifted students130 cited
• 2015Teachers' attitudes towards the gifted: The importance of professional development and school culture129 cited
• 2008A Longitudinal Study of Negative Life Events, Stress, and School Experiences of Gifted Youth128 cited