How are schools in England addressing the needs of mathematically gifted children in primary classrooms? A review of practice
Christos Dimitriadis
págs. 59-76
Cognitive and academic distinctions between gifted students with autism and asperger syndrome
Susan G. Assouline, Rebecca D. Stinson, Megan Foley Nicpon
págs. 77-89
Academically gifted students' perceived interpersonal competence and peer relationships
Seon-Young Lee, Paula Olszewski-Kubilius, Dana Turner Thomson
págs. 90-104
Regression discontinuity design in gifted and talented education research
Michael S. Matthews, Scott J. Peters, Angela M. Housand
págs. 105-112
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