Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Lindsay A. Lee"'
Publikováno v:
Creativity Research Journal. :1-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a61a194a6bd36b9ad551d6b0b40b3226
https://doi.org/10.1080/10400419.2023.2209393
https://doi.org/10.1080/10400419.2023.2209393
Autor:
Matthew C. Makel, Scott J. Peters, Lindsay Ellis Lee, Tamra Stambaugh, Matthew McBee, D. Betsy McCoach, Kiana Johnson
Finding all the “gifted” students who would benefit from a gifted and talented service is a perpetual concern. In this article, we focus on how to effectively implement multiple criteria in identification. First, we provide some broad background
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b318f3b24d7a3c74e8aed2341737734b
https://doi.org/10.35542/osf.io/48nv7
https://doi.org/10.35542/osf.io/48nv7
The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, con
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f0fb7f874fd25ee1e049a61a316d56df
https://doi.org/10.35542/osf.io/6ugpq
https://doi.org/10.35542/osf.io/6ugpq
Publikováno v:
Introduction to Gifted Education ISBN: 9781003235866
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ae41db5f34389edaddada21c26548a14
https://doi.org/10.4324/9781003235866-11
https://doi.org/10.4324/9781003235866-11
Autor:
Scott J. Peters, Tamra Stambaugh, Matthew C. Makel, Lindsay Ellis Lee, Matthew T. McBee, D. Betsy McCoach, Kiana R. Johnson
Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of commonly accepted criteria for how to evaluate identif
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a0498955213ab1361978d30427b3451b
https://doi.org/10.35542/osf.io/jf8uc
https://doi.org/10.35542/osf.io/jf8uc
Publikováno v:
Roeper Review. 43:112-127
This article describes district-wide cultural proficiency efforts and how they affected the policies and practices of identifying and serving culturally, linguistically, and economically diverse (C...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6be2a2772e88a63788d21f0d6ea2ac8a
https://doi.org/10.1080/02783193.2021.1881853
https://doi.org/10.1080/02783193.2021.1881853
Publikováno v:
Journal for the Education of the Gifted. 44:107-148
As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and sec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::81d2508dd6b7d88475b6773bc68d0d8a
https://doi.org/10.1177/01623532211001450
https://doi.org/10.1177/01623532211001450
Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs
Publikováno v:
Journal for the Education of the Gifted. 44:3-30
Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::994d151410c4ec4f5ea0a8a41c2d124b
https://doi.org/10.1177/0162353220978306
https://doi.org/10.1177/0162353220978306
Autor:
Lindsay Ellis Lee, Scott J. Peters
Publikováno v:
Handbook on Assessments for Gifted Learners ISBN: 9781003285991
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0196998334a731c4c9dd4337be27829d
https://doi.org/10.4324/9781003285991-4
https://doi.org/10.4324/9781003285991-4
Autor:
Lindsay Ellis Lee, Anne Nicole Rinn, Kacey Crutchfield, Jessica K. Ottwein, Jaret Hodges, Rachel U. Mun
Publikováno v:
Gifted Child Quarterly. 65:220-234
The imposter phenomenon is characterized as difficulty internalizing success due to feelings of inauthenticity or phoniness despite contrary evidence of competence. Academically talented students in undergraduate honors programs could be more vulnera
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ddd1ebf799e894090ac5193b53bed2c1
https://doi.org/10.1177/0016986220969396
https://doi.org/10.1177/0016986220969396