Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

By K. S. Neumeister, C. Adams, R. L. Pierce, J. Cassady, F. Dixon. 2007

189 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3cf7dab99b38c8ce317d3e9b46c52695fc0295d7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Peters
2. Matthew T. McBee
3. Del Siegle
4. E. Miller
5. Michelle D. Moore
6. Hope E. Wilson
7. R. Mann
8. Carolyn M. Callahan

In Experimental and Cognitive Psychology

1. Matthew T. McBee
2. S. Peters
3. E. Miller
4. Michelle D. Moore
5. Hope E. Wilson
6. R. Mann
7. Del Siegle
8. M. Matthews

Citations in the corpus

• The Impact of the Nomination Stage on Gifted Program Identification (2016, background): “Solution 1a has been suggested many times by researchers examining teachers’ recommendations and beliefs about giftedness (i.e., Harradine, Coleman, & Winn, 2014; Michael-Chadwell, 2011; Neumeister et al., 2007).”
• Factors That Influence In-Service and Preservice Teachers' Nominations of Students for Gifted and Talented Programs (2010, background): “Speirs Neumeister et al. (2007) noted that teachers may “rely exclusively on characteristics of gifted students that appear on published checklists without realizing that all gifted kids do not demonstrate all of the characteristics” (p.”