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Content–Based Curriculum for high-ability learners
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Content–Based Curriculum for high-ability learners (2021)Content–Based Curriculum for high-ability…Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected? (2021)Identifying and Serving Gifte…Leading Differentiated Learning for the Gifted (2019)Leading Differentiated Learni…Why I believe I achieve determines whether I achieve (2017)Why I believe I achieve deter…Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students (2017)Effectiveness of the multidim…Academic talent development programs: a best practices model (2015)Academic talent development p…The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students’ Science Knowledge and Skills (2014)The Effects of a Science-Focu…Critical Thinking Skills Among Elementary School Students (2014)Critical Thinking Skills Amon…Technology (2013)TechnologyDeferential Differentiation (2011)Deferential DifferentiationThe Integrated Curriculum Model (ICM) (2009)The Integrated Curriculum Mod…Curriculum for Highly Able Learners that Conforms to General Education and Gifted Education Quality Indicators (2009)Curriculum for Highly Able Le…Gifted Education Research 1994–2003: A Disconnect Between Priorities and Practice (2008)Gifted Education Research 199…The development and use of a structured teacher observation scale to assess differentiated best practice (2006)The development and use of a …Quality Curriculum and Instruction for Highly Able Students (2005)Quality Curriculum and Instru…Mystery to mastery:Shifting paradigms in gifted education (2005)Mystery to mastery:Shifting p…Gifted Programs and Services: What Are the Nonnegotiables? (2005)Gifted Programs and Services:…Mind in Society: The Development of Higher Psychological Processes (1978)Flow: the psychology of optimal experience (1990)Flow: The Psychology of Optimal Experience (1991)Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities (2017)A pedagogical model for STEAM education (2022)Holistic Integrated Student Development Model & Service Delivery Model – A Best Practice of Srinivas University, India (2022)Teaching the gifted child (1975)Inequity in equity: How "equity" can lead to inequity for high-potential students. (1996)Exceptionally Gifted Children (2003)Curriculum as motivation for gifted students (2012)Profoundly Gifted Students’ Perceptions of Virtual Classrooms (2018)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)A social-cognitive approach to motivation and personality. 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  • 2011Deferential Differentiation121 cited
  • 2013Technology115 cited
  • 2014The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students’ Science Knowledge and Skills104 cited
  • 2005Quality Curriculum and Instruction for Highly Able Students95 cited
  • 2005Gifted Programs and Services: What Are the Nonnegotiables?88 cited
  • 2017Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students87 cited
  • 2017Why I believe I achieve determines whether I achieve79 cited
  • 2005Mystery to mastery:Shifting paradigms in gifted education78 cited
  • 2014Critical Thinking Skills Among Elementary School Students78 cited
  • 2009The Integrated Curriculum Model (ICM)74 cited
  • 2006The development and use of a structured teacher observation scale to assess differentiated best practice71 cited
  • 2008Gifted Education Research 1994–2003: A Disconnect Between Priorities and Practice68 cited
  • 2015Academic talent development programs: a best practices model57 cited
  • 2021Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?55 cited

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  • 2009Curriculum for Highly Able Learners that Conforms to General Education and Gifted Education Quality Indicators51 cited
  • 2019Leading Differentiated Learning for the Gifted47 cited