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1
What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement: Findings of Two Second-Order Meta-Analyses
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What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement: Findings of Two Second-Order Meta-Analyses

Saiying Steenbergen-Hu ; Matthew C. Makel ; Paula Olszewski-Kubilius

Review of educational research, 2016-12-01, Vol.86 (4), p.849-899 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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2
Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science
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Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science

Subotnik, Rena F ; Olszewski-Kubilius, Paula ; Worrell, Frank C

Psychological science in the public interest, 2011-01-01, Vol.12 (1), p.3-54

Los Angeles, CA: SAGE Publications

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3
Intellectual Giftedness and Multidimensional Perfectionism: a Meta-Analytic Review
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Intellectual Giftedness and Multidimensional Perfectionism: a Meta-Analytic Review

Stricker, Johannes ; Buecker, Susanne ; Schneider, Michael ; Preckel, Franzis

Educational psychology review, 2020-06, Vol.32 (2), p.391-414 [Periódico revisado por pares]

New York: Springer Nature B.V

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4
Parenting–Acculturation Match and Psychosocial Adjustment for Academically Gifted Chinese American Adolescents
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Parenting–Acculturation Match and Psychosocial Adjustment for Academically Gifted Chinese American Adolescents

Chang, Tzu‐Fen ; Qin, Desiree B ; Wu, Ivan H. C

Family relations, 2021-04, Vol.70 (2), p.619-636 [Periódico revisado por pares]

Hoboken, USA: Wiley Subscription Services, Inc

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5
The social and emotional world of gifted students: Moving beyond the label
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The social and emotional world of gifted students: Moving beyond the label

Wiley, Kristofor R

Psychology in the schools, 2020-10, Vol.57 (10), p.1528-1541 [Periódico revisado por pares]

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6
The "Representative Bureaucracy" in Education: Educator Workforce Diversity, Policy Outputs, and Outcomes for Disadvantaged Students
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The "Representative Bureaucracy" in Education: Educator Workforce Diversity, Policy Outputs, and Outcomes for Disadvantaged Students

Grissom, Jason A ; Kern, Emily C ; Rodriguez, Luis A

Educational researcher, 2015-04-01, Vol.44 (3), p.185-192 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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7
The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study
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The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study

Alarfaj, Abdulhamid ; Al-Omair, Reem Abdul Latif

International education studies, 2020-07-23, Vol.13 (8), p.55 [Periódico revisado por pares]

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8
High‐Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self‐Concept
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High‐Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self‐Concept

Preckel, Franzis ; Schmidt, Isabelle ; Stumpf, Eva ; Motschenbacher, Monika ; Vogl, Katharina ; Scherrer, Vsevolod ; Schneider, Wolfgang

Child development, 2019-07, Vol.90 (4), p.1185-1201 [Periódico revisado por pares]

United States: Wiley Subscription Services, Inc

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9
Sequential patterns of students' drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation
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Sequential patterns of students' drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation

Park, Joonhyeong ; Chang, Jina ; Tang, Kok-Sing ; Treagust, David F ; Won, Mihye

International journal of science education, 2020-03-23, Vol.42 (5), p.677-702 [Periódico revisado por pares]

London: Routledge

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10
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
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Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management

Farmer, Thomas W ; Hamm, Jill V ; Dawes, Molly ; Barko-Alva, Katherine ; Cross, Jennifer Riedl

Educational psychologist, 2019-10-02, Vol.54 (4), p.286-305 [Periódico revisado por pares]

Philadelphia: Routledge

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