References

No references inside the corpus for this window.

Cited by

• 2014Critical Thinking Skills Among Elementary School Students78 cited
• 1995Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students65 cited
• 2012Challenging high-ability students57 cited
• 1998Paragons of Virtue: teachers’ conceptual understanding of high ability in an egalitarian school system55 cited
• 2011The education of mathematically gifted students: Some complexities and questions51 cited
• 2018Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice50 cited
• 2008Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks49 cited
• 2003On the Nature of Individual Innovation48 cited
• 2000Early Identification of High Ability36 cited
• 2015Inquiry learning for gifted children35 cited
• 2020Student characteristics affecting the recognition of high cognitive ability by teachers and peers34 cited
• 2005The National Research Center on the Gifted and Talented34 cited
• 2007Unlocking the GATE to Differentiation: A Qualitative Study of Two Self-Contained Gifted Classes31 cited
• 1994Competence and Responsibility