| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Commentary on “Differentiating Low Performance of the Gifted Learner: Achieving, Underachieving, and Selective Consuming Students”
|
Flint, Lori J.
|
|
2012
|
|
2 |
p. 168-175
|
artikel
|
| 2 |
A General Critical Discourse Analysis Framework for Educational Research
|
Mullet, Dianna R.
|
|
2018
|
|
2 |
p. 116-142
|
artikel
|
| 3 |
A Letter From the Coeditors
|
McBee, Matthew T.
|
|
2012
|
|
2 |
p. 103-104
|
artikel
|
| 4 |
An Integrated Identification and Intervention Model for Intellectually Gifted Children
|
Wellisch, Mimi
|
|
2012
|
|
2 |
p. 145-167
|
artikel
|
| 5 |
An Interview With Allan Wigfield: A Giant on Research on Expectancy Value, Motivation, and Reading Achievement
|
Bembenutty, Héfer
|
|
2012
|
|
2 |
p. 185-193
|
artikel
|
| 6 |
An Investigation of Elementary Teachers’ Use of Follow-Up Questions for Students at Different Reading Levels
|
Gilson, Cindy M.
|
|
2014
|
|
2 |
p. 101-128
|
artikel
|
| 7 |
A Replication of the Internal Validity Structure of Three Major Teaching Rating Scales
|
Peters, Scott J.
|
|
2017
|
|
2 |
p. 101-119
|
artikel
|
| 8 |
Author’s Response to Commentaries on “Differentiating Low Performance of the Gifted Leaner: Achieving, Underachieving, and Selective Consuming Students
|
Figg, Stephanie
|
|
2012
|
|
2 |
p. 180-184
|
artikel
|
| 9 |
A Welcomed Intrusion
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 65-72
|
artikel
|
| 10 |
Bringing a Perspective From Outside the Field
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 109-116
|
artikel
|
| 11 |
Commentary on “Does Sorting Students Improve Scores? An Analysis of Class Composition”
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 124-130
|
artikel
|
| 12 |
Commentary Regarding Bui, Craig, and Imberman (2011)
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 90-98
|
artikel
|
| 13 |
Commentary—Sorting It Out
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 117-123
|
artikel
|
| 14 |
Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity
|
Collins, Kristina Henry
|
|
2018
|
|
2 |
p. 143-168
|
artikel
|
| 15 |
Does Economic Research in Education Work? For Which Studies?
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 73-80
|
artikel
|
| 16 |
Early College and Dual Enrollment Challenges: Inroads and Impediments to Access
|
Howley, Aimee
|
|
2013
|
|
2 |
p. 77-107
|
artikel
|
| 17 |
Editors’ Introduction
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 63-64
|
artikel
|
| 18 |
Editors’ Note
|
Matthews, Michael S.
|
|
2017
|
|
2 |
p. 99-100
|
artikel
|
| 19 |
Editors’ Note
|
|
|
2014
|
|
2 |
p. 71-72
|
artikel
|
| 20 |
Editors’ Note
|
McBee, Matthew T.
|
|
2015
|
|
2 |
p. 95-95
|
artikel
|
| 21 |
Editors’ Note
|
Matthews, Michael S.
|
|
2013
|
|
2 |
p. 75-76
|
artikel
|
| 22 |
Effects of M3 Curriculum on Mathematics and English Proficiency Achievement of Mathematically Promising English Language Learners
|
Cho, Seokhee
|
|
2015
|
|
2 |
p. 112-142
|
artikel
|
| 23 |
Gifted Education Research From the Economists’ Perspective
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 150-161
|
artikel
|
| 24 |
Gifted Identification and the Role of Gifted Education
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 99-108
|
artikel
|
| 25 |
Group-Specific Norms and Teacher-Rating Scales: Implications for Underrepresentation
|
Peters, Scott J.
|
|
2012
|
|
2 |
p. 125-144
|
artikel
|
| 26 |
High-Achieving High School Students and Not So High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College
|
Honken, Nora B.
|
|
2013
|
|
2 |
p. 108-124
|
artikel
|
| 27 |
Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review
|
Renbarger, Rachel
|
|
2019
|
|
2 |
p. 178-202
|
artikel
|
| 28 |
Open Science: A Candid Conversation
|
Smith, Kendal N.
|
|
2019
|
|
2 |
p. 111-123
|
artikel
|
| 29 |
Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children
|
Wilson, Hope E.
|
|
2015
|
|
2 |
p. 143-164
|
artikel
|
| 30 |
Perceptions of the Home Environments of Graduate Students Raised in Poverty
|
Turner, Jacqueline S.
|
|
2018
|
|
2 |
p. 91-115
|
artikel
|
| 31 |
Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans
|
Dixson, Dante D.
|
|
2017
|
|
2 |
p. 120-140
|
artikel
|
| 32 |
Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle
|
Schiefer, Julia
|
|
2019
|
|
2 |
p. 144-177
|
artikel
|
| 33 |
Searching for Evidence-Based Practice: A Survey of Empirical Studies on Curricular Interventions Measuring and Reporting Fidelity of Implementation Published During 2004-2013
|
Missett, Tracy C.
|
|
2015
|
|
2 |
p. 96-111
|
artikel
|
| 34 |
Shaping Aspirations, Awareness, Academics, and Action: Outcomes of Summer Enrichment Programs for English-Learning Secondary Students
|
Matthews, Paul H.
|
|
2012
|
|
2 |
p. 105-124
|
artikel
|
| 35 |
Sudanese Students’ Perceptions of Their Class Activities: Psychometric Properties and Measurement Invariance of My Class Activities–Arabic Language Version
|
Pereira, Nielsen
|
|
2017
|
|
2 |
p. 141-159
|
artikel
|
| 36 |
The Experiences of Advanced Placement and International Baccalaureate Diploma Program Participants: A Systematic Review of Qualitative Research
|
Park, Kelly
|
|
2014
|
|
2 |
p. 129-153
|
artikel
|
| 37 |
The Gifted Gap, STEM Education, and Economic Immobility
|
Crabtree, Lenora M.
|
|
2019
|
|
2 |
p. 203-231
|
artikel
|
| 38 |
The Influence of the Great Recession on the Identification of Students From Non-White Populations in the State of Texas
|
Hodges, Jaret
|
|
2019
|
|
2 |
p. 124-143
|
artikel
|
| 39 |
The Path Leading to Differentiation: An Interview With Carol Tomlinson
|
Wu, Echo H.
|
|
2013
|
|
2 |
p. 125-133
|
artikel
|
| 40 |
Underachievers: From Whose Perspective? A Commentary on “Differentiating Low Performance of the Gifted Learner: Achieving, Underachieving, and Selective Consuming Students”
|
Peters, Scott J.
|
|
2012
|
|
2 |
p. 176-180
|
artikel
|
| 41 |
Understanding the Experiences of Gifted Education Teachers and Fidelity of Implementation in Rural Schools
|
Azano, Amy Price
|
|
2014
|
|
2 |
p. 88-100
|
artikel
|
| 42 |
Universal Screening and the Representation of Historically Underrepresented Minority Students in Gifted Education
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 139-149
|
artikel
|
| 43 |
Welcoming Quality in Non-Significance and Replication Work, but Moving Beyond the p-Value: Announcing New Editorial Policies for Quantitative Research in JOAA
|
McBee, Matthew T.
|
|
2014
|
|
2 |
p. 73-87
|
artikel
|
| 44 |
What You Don’t Look For, You Won’t Find
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 131-138
|
artikel
|
| 45 |
Why Are Economists Evaluating the Impact of Gifted Education?
|
Peters, Scott J.
|
|
2016
|
|
2 |
p. 81-89
|
artikel
|
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