Is there still a need for gifted education? An examination of current research

By Sally M. Reis, Joseph S. Renzulli. 2010

214 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/d18de5deade4dfa6d566be20ffbaa6bd3b0ea99f

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. Sietske van Viersen
2. J. Reijnders
3. Marieke M. N. Middel-Lalleman
4. M. van Hooijdonk
5. Diane F. Halpern
6. Evelyn H. Kroesbergen
7. J. V. Van Luit
8. M. Nel

In Experimental and Cognitive Psychology

1. Sietske van Viersen
2. J. Reijnders
3. Marieke M. N. Middel-Lalleman
4. M. van Hooijdonk
5. Diane F. Halpern
6. Evelyn H. Kroesbergen
7. J. V. Van Luit
8. G. Pallier

Citations in the corpus

• The Psychological Well-Being of Early Identified Gifted Children (2016, background): “Gifted children have been shown to excel in their (academic) achievements if their potential is allowed to flourish in education adapted to their needs (Reis & Renzulli, 2010; Subotnik, Olszewski-Kubilius, & Worrell, 2011).”
• Can spatial training improve long-term outcomes for gifted STEM undergraduates? (2013, background): “This interest in gifted STEM undergraduates is justified since such undergraduates are disproportionatelymore likely to pursue advanced educational degrees and occupational positions in STEM fields (National Science Board, 2010; see also Reis & Renzulli, 2010 for the importance of gifted education).”