Being Gifted in School: An Introduction to Development, Guidance, and Teaching (2nd Edition)

By Laurence J. Coleman, Tracy L. Cross, Taisir Subhi-Yamin, H. Neber. 2005

119 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6e9d7cdee643e2a8c7485a14d9c5ce93fc03a8c7

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. F. Worrell
2. D. Ford
3. Tarek Grantham
4. Jesse O. Erwin
5. V. Burney
6. Jayne R. Beilke
7. S. Peters
8. D. Lohman

Citations in the corpus

• The Constraints of Poverty on High Achievement (2008, background): “The identifying characteristics of high potential include rapid learning, complex thinking, and creative problem solving (Coleman & Cross, 2005).”
• Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “As simple as this statement seems, it is particularly difficult in a field where a plethora of definitions of the construct exists (e.g., Coleman & Cross, 2005; Kaufman & Sternberg, 2008; Pfeiffer, 2002; Sternberg, 2005; Sternberg & Davidson, 1986).”
• Beyond Self-Concept and Self-Esteem for African American Students: Improving Racial Identity Improves Achievement (2003, background): “Due to space limitations, the affective and psychological needs of gifted students in general are not discussed here; readers are referred to publications by The National Association for Gifted Children (2003) and Coleman and Cross (2001) for such information.”