Student response to a small-group affective curriculum in a school for gifted children
Jean Sunde Peterson, Michelle R. Lorimer
págs. 167-180
Giftedness and metacognition: a short-term longitudinal investigation of metacognitive monitoring in the classroom
Kate E. Snyder, John L. Nietfeld, Lisa Linnenbrink-Garcia
págs. 181-193
Soul behind the skill, heart behind the technique: experiences of flow among artistically talented students in Singapore
Rhoda Myra Garces-Bacsal, Libby Cohen, Liang See Tan
págs. 194-207
An examination of the relationships between ego development, Dabrowski's theory of positive disintegration, and the behavioral characteristics of gifted adolescents
Carrie Lynn Bailey
págs. 208-222
A primer on research ethics in the field of gifted education
Tonya R. Moon
págs. 223-229
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