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  Subjects -> EDUCATION (Total: 1744 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1456 journals)
    - HIGHER EDUCATION (118 journals)
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    - SCHOOL ORGANIZATION (12 journals)


Showing 1 - 34 of 34 Journals sorted alphabetically
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 6)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 2)
Exceptional Children     Full-text available via subscription   (Followers: 7)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal  
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 8)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 15)
Journal of Correctional Education     Full-text available via subscription   (Followers: 1)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 1)
Journal of Gifted Education Research     Open Access   (Followers: 7)
Journal of Language Teaching and Research     Open Access   (Followers: 27)
Journal of Nonformal Education     Open Access  
Journal of Special Education and Rehabilitation     Open Access   (Followers: 21)
Journal of Special Education Technology     Full-text available via subscription  
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 5)
Learning & Perception     Full-text available via subscription   (Followers: 4)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 2)
Learning Disability Quarterly     Hybrid Journal   (Followers: 17)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 2)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 27)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Journal Cover Gifted Children
  [3 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2326-1544
   Published by Purdue University Homepage  [15 journals]
  • Teacher Perspectives Regarding Gifted Diverse Students

    • Authors: Toni Szymanski et al.
      Abstract: AbstractUnderstanding teacher perceptions of diverse, gifted students is a first step to exploring the underrepresentation of non-white students in programs for advanced academic ability. As professionals, teachers are responsible for making referrals for special programming and are often the “gatekeepers” for student identification. This qualitative study used exploratory interviews to examine perceptions of five second- and third-grade teachers and the talented and gifted coordinator at a school in which 65% of the student population was Hispanic. Three themes emerged in the findings: (a) Teachers experience differences in training to work with diverse, low income students and gifted students; (b) teachers use personal beliefs to compensate for lack of training in identifying and accommodating gifted learners; and (c) teachers perceive barriers for diverse students participating in gifted programming.Keywords: gifted education, identification, Hispanic students, teacher training
      PubDate: Thu, 26 Sep 2013 11:08:08 PDT
  • Adolescent Perceptions of Family Connectedness and School Belonging: Links
           with Self-Concept and Depressive Symptoms among Gifted African American
           and Hispanic Youth

    • Authors: Christian Mueller et al.
      Abstract: Gifted minority students, particularly those who are African-American or Hispanic, often face significant barriers to their optimal psychosocial functioning and academic achievement. Lack of access to appropriate educational resources, reduced teacher expectations, under-identification and underrepresentation in gifted and talented programs, and outright discrimination all contribute to increased risk and reduced psychosocial and academic functioning among these youth. It is clear from the present results that sources of attachment are important for healthy functioning in gifted African American and Hispanic youth. Given the lack of presence of these students in gifted and talented programs nationwide, and the difficulty in retaining these students once enrolled, researchers and practitioners face increasing need to continue to strengthen the “family-school-community” link in order to enhance resiliency and reduce risk in gifted African American and Hispanic youth.
      PubDate: Wed, 02 May 2012 03:35:14 PDT
  • Examining Associations between Classroom Environment and Processes and
           Early Mathematics Performance from Pre-Kindergarten to Kindergarten

    • Authors: Victoria J. Molfese et al.
      Abstract: One benefit of the No Child Left Behind legislation (2001) has been the increasing attention on the importance of the skills learned in the pre-kindergarten period for later academic achievement. There is a growing awareness that mathematics skills in kindergarten and beyond are influenced by the formal and informal mathematics skills acquired in the pre-kindergarten classroom. In recent years, a body of research has emerged pointing to the contributions to children’s learning from pre-kindergarten program quality as indexed by structure and process elements in the classroom. Results from this study point to three major findings. First, the growth of mathematics skills from pre-kindergarten to kindergarten for the full sample varied between classes but was not significantly associated with the elements of the classroom environment selected for study. Second, classroom elements were differentially related to growth of mathematics scores depending on children’s scores at pre-kindergarten entry. Third, overall differences between high- and low-performing children at pre-kindergarten entry are evident in their growth through kindergarten.
      PubDate: Wed, 02 May 2012 03:35:14 PDT
  • From the Editor

    • Authors: Kathleen Moritz Rudasill
      Abstract: This inaugural peer-reviewed issue of Gifted Children contains two research articles. The first is work by Dr. Victoria Molfese, Dr. Todd Brown, Dr. Jill Adelson, Jennifer Beswick, Jamie White, Dr. Jill Jacobi-Vessels, Lana Thomas, Melissa Ferguson, and Britney Culver. Dr. Molfese is a Chancellor’s Professor at the University of Nebraska-Lincoln, and her research is focused on young children’s cognitive development and the impact of classroom processes and child characteristics as predictors of this development. Her co-authors are at the University of Louisville. In this article, Dr. Molfese and her colleagues examine classroom process quality as a predictor of mathematics skill growth across preschool for high poverty children who show higher ability.The second article is by Dr. Christian Mueller and Dr. R. Trent Haines. Dr. Mueller is Assistant Professor of Educational Psychology at the University of Memphis. He has published several empirical articles utilizing nationally archived datasets, one of which may be found in the second issue of volume 4 of Gifted Children ( Dr. Haines is Assistant Professor of Psychology at Morgan State University. In this article, Drs. Mueller and Haines describe a study using the Add Health database to examine associations between perceptions of family and school connections and self-concept and depression with a sample of highly able African American and Hispanic adolescents.
      PubDate: Wed, 02 May 2012 03:35:13 PDT
  • Book Review: RTI with Differentiated Instruction, Grades 6 - 8: A
           Classroom Teacher's Guide, by J. O'Meara (2011)

    • Authors: Hope E. Wilson
      Abstract: As school districts across the country move toward Response to Intervention (RTI) as a standardized way to meet the diverse needs of students in the classroom, Jodi O’Meara’s book provides practical and relevant information for middle level (grades 6 through 8) teachers on best practices for incorporating RTI and differentiation into their instruction, assessment, and pedagogy.
      PubDate: Thu, 29 Dec 2011 11:19:48 PST
  • From the Editor

    • Authors: Kathleen Moritz Rudasill
      PubDate: Thu, 29 Dec 2011 11:19:47 PST
  • The Gap, the Trap, and the High Flyers Flaps: A Summary and Analysis of

    • Authors: Jason S. McIntosh
      Abstract: America’s educational system has undergone major changes in the last decade. A focus on “proficiency,” high stakes testing, and standards-based curriculum has become the name of the game. As a result, more students are meeting minimum competency every year. Researchers from three different organizations recently examined the effects of these curricular changes on the performance of America’s highest achieving students. This article synthesizes and summarizes the Center for Evaluation and Educational Policy’s 2010 report entitled Mind the Other Gap: The Growing Excellence Gap in K-12 Education, the Jack Kent Cooke Foundation’s 2006 report entitled Achievement Trap: How America is Failing Millions of High-Achieving Students from Lower-Income Families, and the Fordham Institute’s 2011 report entitled Do High Flyers Maintain Their Altitude' Performance Trends of Top Students. A description of the methods, findings, and recommendations of each report is included, together with a discussion regarding what it all means to parents, teachers, and educators.
      PubDate: Thu, 29 Dec 2011 11:19:47 PST
  • Effective Use of Secondary Data Analysis in Gifted Education Research:
           Opportunities and Challenges

    • Authors: Christian E. Mueller et al.
      PubDate: Thu, 29 Dec 2011 11:11:16 PST
  • Author Notes

    • PubDate: Thu, 29 Dec 2011 11:11:16 PST
  • From the Editor

    • Authors: Kathleen Moritz Rudasill
      PubDate: Thu, 29 Dec 2011 11:11:15 PST
  • Using Life-Story Research for Gifted Education: Part Three: Implications
           for Practice

    • Authors: Lori J. Flint
      PubDate: Thu, 29 Dec 2011 11:11:15 PST
  • Book Review: Methodologies for Conducting Research on Giftedness, edited
           by Bruce Thompson and Rena F. Subotnik (2010)

    • Authors: Michael S. Matthews
      PubDate: Thu, 29 Dec 2011 10:49:16 PST
  • Author Notes

    • PubDate: Thu, 29 Dec 2011 10:49:16 PST
  • Using Life Story Research in Gifted Education: Part Two: Results,
           Synthesis, and Discussion

    • Authors: Lori J. Flint
      PubDate: Thu, 29 Dec 2011 10:49:15 PST
  • The AP Challenge Program: Advancing Gifted Minority Student Achievement in
           High School and Beyond

    • Authors: Mary Nguyen et al.
      PubDate: Thu, 29 Dec 2011 10:49:15 PST
  • From the Editor

    • Authors: Kathleen Moritz Rudasill
      PubDate: Thu, 29 Dec 2011 10:49:14 PST
  • Author Notes

    • PubDate: Thu, 29 Dec 2011 09:54:47 PST
  • Book Review: Differentiating for the Young Child: Teaching Strategies
           across the Content Areas, PreK-3, Second Edition, by Joan Franklin Smutny
           and S. E. Von Fremd

    • Authors: Pamela L. Shue
      PubDate: Thu, 29 Dec 2011 09:54:47 PST
  • Using Life-Story Research in Gifted Education

    • Authors: Lori J. Flint
      Abstract: In this article I discuss a promising approach to the problem of gifted underachievement, the research tradition of life story, and I examine the nature of constructed narratives and explain the narrative methods used to conduct this study. I include portions of one constructed narrative to illustrate the narrative product of life story research.
      PubDate: Thu, 29 Dec 2011 09:54:47 PST
  • From the Editor

    • Authors: Michael S. Matthews
      PubDate: Thu, 29 Dec 2011 09:54:46 PST
School of Mathematical and Computer Sciences
Heriot-Watt University
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