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Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation
16 references·0 citing·51 second hop
Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation (2024)Meeting the Needs and Potentials of High-…Systems and Models for Developing Programs for the Gifted and Talented (2023)Systems and Models for Develo…Critical Issues and Practices in Gifted Education (2021)Critical Issues and Practices…Considerations for conducting systematic reviews: evaluating the performance of different methods for de-duplicating references (2021)Considerations for conducting…PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation (2018)PRISMA Extension for Scoping …Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students (2017)Disentangling the Roles of In…What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement (2016)What One Hundred Years of Res…Thematic analysis (2016)Thematic analysisDifferentiated Instruction, Professional Development, and Teacher Efficacy (2014)Differentiated Instruction, P…An Operational Definition of Twice-Exceptional Learners (2014)An Operational Definition of …Three Paradigms of Gifted Education (2013)Three Paradigms of Gifted Edu…Educational Leadership (2012)Educational LeadershipTesting the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction (2011)Testing the Impact of Child C…Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)Conceptualization, Measuremen…Gifted Education Without Gifted Children: The Case for No Conception of Giftedness (2005)Gifted Education Without Gift…Gifted Students’ Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping (2004)Gifted Students’ Perceptions …How to Differentiate Instruction in Mixed-Ability Classrooms (1995)How to Differentiate Instruct…Frames of Mind: The Theory of Multiple Intelligences (1984)Diagnostic and Statistical Manual of Mental Disorders (2013)Diagnostic and Statistical Manual of Mental Disorders, 5th ed. 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References

  • 2018PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation43,318 cited
  • 2016Thematic analysis6,520 cited
  • 1995How to Differentiate Instruction in Mixed-Ability Classrooms1,511 cited
  • 2009Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity1,328 cited
  • 2012Educational Leadership664 cited
  • 2016What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement428 cited
  • 2014Differentiated Instruction, Professional Development, and Teacher Efficacy408 cited
  • 2014An Operational Definition of Twice-Exceptional Learners280 cited
  • 2021Considerations for conducting systematic reviews: evaluating the performance of different methods for de-duplicating references251 cited
  • 2023Systems and Models for Developing Programs for the Gifted and Talented224 cited
  • 2005Gifted Education Without Gifted Children: The Case for No Conception of Giftedness209 cited
  • 2013Three Paradigms of Gifted Education186 cited
  • 2021Critical Issues and Practices in Gifted Education163 cited
  • 2004Gifted Students’ Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping154 cited

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  • 2017Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students137 cited
  • 2011Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction130 cited
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