Relevant bibliographies by topics / Gifted

Academic literature on the topic 'Gifted'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Gifted"

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Cheung, Ruby S. H., Anna N. N. Hui, and Alan C. K. Cheung. "Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity." ECNU Review of Education 3, no. 4 (November 25, 2020): 632–58. http://dx.doi.org/10.1177/2096531120967447.

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Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.
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Dabrišienė, Vilija, and Bronė Narkevičienė. "Competition in mathematics as a form of educating gifted children: Kaunas case study." Lietuvos matematikos rinkinys 42 (December 20, 2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized education of giftted children. The individualization of giftted children in the se­condary school is incomplete, the diversity in the modes of teaching activities is scarce and used episodically, this work is not planned, and it is not organized systematically. It is necessary to stimulate this activity of pedagogues and implement the system of motivation.
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Marjoram, D. T. E. "Whither Gifted or Gifted Wither?" Gifted International 6, no. 2 (September 1990): 88–93. http://dx.doi.org/10.1080/15332276.1990.11672739.

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Subotnik, Rena F., Karen D. Arnold, and Kathleen D. Noble. "Gifted is as gifted does but what does gifted do?" Roeper Review 18, no. 1 (September 1995): 4–5. http://dx.doi.org/10.1080/02783199509553688.

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Solwitz, Sharon. "Gifted." New England Review 36, no. 2 (2015): 145–56. http://dx.doi.org/10.1353/ner.2015.0078.

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Murthy, RSrinivasa, and B. Divya. "Gifted." Indian Journal of Social Psychiatry 37, no. 4 (2021): 382. http://dx.doi.org/10.4103/ijsp.ijsp_322_21.

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Starčević, Jelena S., and Bojana M. Dimitrijević. "ОД УВЕРЕЊА НАСТАВНИКА О ДАРОВИТИМ УЧЕНИЦИМА КА ПОЗИТИВНОМ ОБРАЗОВАЊУ ДАРОВИТИХ." Узданица XX, no. 3 (2023): 143–61. http://dx.doi.org/10.46793/uzdanica20.s.143s.

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This paper examines two important topics relevant to the field of positive education: a) intellectual giftedness as one of the inherently positive characteristics of students and b) teachers’ beliefs about gifted students. Teachers are considered to be representatives of educational institutions whose role is to contribute to the development of positive characteristics and enable positive subjective experiences of all students. Positive education relies on students’ cognitive and non-cognitive strengths and tends to contribute to their academic achievement and well-being. An important prerequisite for positive education of gifted students is that teachers understand their characteristics and educational needs. Teachers who do not understand intellectually gifted students’ characteristics can contribute to their academic underachievement and dissatisfaction in the educational context, mainly due to the phenomenon of self-fulfilling prophecy. In this paper, research findings regarding teachers’ beliefs about non-cognitive characteristics of gifted students, their status in the peer group and the nature of student–teacher relationship are being compared with the findings of previous empirical research studies which investigated gifted students’ personality traits and their actual relationships. The comparison indicates that teachers’ assessments regarding certain personality dimensions are accurate – when they perceive gifted students as more open to experiences, equally conscientious and less agree- able than typical students. In contrast, teachers mistakenly attribute elevated neuroticism and introversion to the gifted, which is inconsistent with the well-established research findings about the personality traits of gifted students. Findings on the perception of gifted students’ elationships with typical peers and teachers also indicate that they are perceived as maladjusted and having socio-emotional issues. This perception might be due to gifted students’ negative reactions to inappropriate educational settings and teachers’ misinterpretation of these reactions. It is also possible that certain characteristics, which are more often present in gifted students – more pronounced assertiveness, less pronounced gregariousness, as well as lower scores on the facets of modesty, altruism, tender-mindedness and lower agreeableness in general – are negatively interpreted and perceived as undesirable. We argue that teachers should modify their peceptions ‒ instead of considering giftedness as vulnerability they should consider it as a resource. This would contribute to teachers’ competencies for positive education of gifted students including their cognitive and socio-emotional development. Besides, it would possibly increase the likelihood of the gifted students’ satisfactory relationships with their teachers and thе overall more positive experience of education.
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Worrell, Frank C., Rena F. Subotnik, Paula Olszewski-Kubilius, and Dante D. Dixson. "Gifted Students." Annual Review of Psychology 70, no. 1 (January 4, 2019): 551–76. http://dx.doi.org/10.1146/annurev-psych-010418-102846.

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Gifted students are individuals who are recognized for performance that is superior to that of their peers. Although giftedness is typically associated with schooling, gifted individuals exist across academic and nonacademic domains. In this review, we begin by acknowledging some of the larger debates in the field of gifted education and provide brief summaries of major conceptual frameworks applied to gifted education, dividing them into three categories: frameworks focused on ability, frameworks focused on talent development, and integrative frameworks. We then discuss common practices used to identify gifted students, giving specific attention to the identification of those in underrepresented groups, followed by brief overviews of the numbers of students who are classified as gifted, programming options for gifted students, and social and emotional issues associated with being gifted. We conclude with a discussion of several unresolved issues in the field.
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Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (May 2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.
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Matrić, Maja, and Matjaž Duh. "Creativity among gifted and non-gifted students." New Educational Review 40, no. 2 (June 30, 2015): 247–59. http://dx.doi.org/10.15804/tner.2015.40.2.21.

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Dissertations / Theses on the topic "Gifted"

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Curebal, Fulya. "Gifted Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605685/index.pdf.

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The purpose of the present study is to investigate the differences on gifted student&rsquo
s attitudes toward science and their preferred classroom climate during science classes based on gender and grade level. Two questionnaires, the Test of Science Related Attitudes (TOSRA) and the Individualized Classroom Environment Questionnaire (ICEQ), were used as survey tools in this study. A group of 163 gifted and talented students among four academic levels which are eighth grade, English prep class, ninth and eleventh grade were assigned to take part in this study. The data obtained from administration of measuring instrument were analyzed by using Two-Analyses of Variance (ANOVA). Result indicated that grade level of students had a significant effect on attitudes towards science. The study found, first, lower-grade students show more positive attitudes toward science than the students at higher-grade level. Secondly, there are significant differences were found among students in their perceptions of the science classroom environment based on their gender and grade level. Female students expected more personalization than male students, higher grade students preferred to have more independence and more differentiated classroom environment than lower grade students while they are learning.
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Nottell, April Nadine. "Emotions and health in gifted and non-gifted adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24688.pdf.

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Corber-Wiltzer, Cheryl Lisa. "Learned helplessness in gifted, gifted underachieving, and unselected children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.

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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positive scores (attributing success to external factors). Negative IAR scores did not differ or change across trials. Positive IAR scores for both gifted groups declined considerably over trials. The unselected group's positive IAR scores differed from those of both groups of gifted children in that they declined but not as drastically at posttest. All three groups' positive scores decreased to varying degrees across trials, indicating that nobody took personal responsibility for success after imagining themselves as a failure. In this respect, one aspect of learned helpless behavior was elicited. The results suggest that gifted children are capable of showing behavior which might indicate learned helplessness.
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Eames, Catherine Mary Anne. "Drawing ability in gifted and non-gifted autistic individuals." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358263.

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Yockey, Tammy Denise. "Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279.

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Peters, Murray N. "Learning preferences of gifted Chinese-Canadian and gifted Caucasian students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37610.pdf.

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Smith, Robbie. "Talented and Gifted." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/180.

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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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Palmer, Karen Smith. "A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/29637.

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In the Commonwealth of Virginia, gifted education plans are submitted to the state every five years for state approval. The plans must indicate the use of a minimum of four criteria out of the eight criteria provided by the Commonwealth in the identification process. The concept of using multiple criteria stems from research. Research has shown that the criteria used in the identification of gifted students affect the number of identified students as well as the proportions of the underrepresented (Donovan & Cross, 2002). Research has also shown that the use of multiple criteria leads to a higher proportion of underrepresented students identified (Callahan, Hunsaker, Adams, Moore, and Bland, 1995). The purpose of this study was to compare the gifted identification criteria used within the Commonwealth of Virginiaâ s public school divisions and analyze the effects of the criteria on the percentages of underrepresented gifted within the divisions. In this study, the researcher analyzed the numbers of each minority in the total populations against the total gifted minority populations to identify those divisions that were proportional for traditionally underrepresented minorities. All aspects of the gifted identification process for each division were then analyzed. The aspects were then used to compare the proportional divisions to the non-proportional divisions for commonalities in the identification process. Findings revealed that there were no divisions with reported minorities that were proportional in all traditionally underrepresented ethnicities. In addition, no one specific standardized measure was successfully used in identifying non-traditionally gifted minorities in all ethnic groups. The implication that can be drawn from this research is that despite all attempts to put research into practice by using multiple criteria in the identification of the gifted, there is no one criterion that ensures the proportional identification of underrepresented minorities.
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Gonçalves, Fernanda do Carmo, and Fleith Denise de Souza. "Creativity in the regular classroom: perceptions of gifted and non-gifted students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99679.

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This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.
El presente estudio compara la percepción de clima para la creatividad en el aula, en las clases de Matemáticas y Lengua Portuguesa, entre alumnos superdotados y no-superdotados, así como investiga la relación entre creatividad y percepción de clima para la creatividad. Participaron 21 alumnos superdotados y 27 no-superdotados del 6° año de enseñanza fundamental de una escuela fiscal de Brasil. Los resultados muestran que los alumnos superdotados evaluaron el apoyo del profesor hacia la expresión de ideas del alumno en el aula de Matemáticas de manera más positiva comparado a los no-superdotados. Asimismo, los alumnos superdotados presentaron mayor interés por el aprendizaje en esta asignatura en comparación a la de Lengua Portuguesa. Se encontró correlación positiva entre la creatividad y la percepción de clima en los alumnos superdotados y correlación negativa en los no-superdotados.
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Books on the topic "Gifted"

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Johnston, Tommy Lee. Gifted. Woodstock, Illinois: Dramatic Publishing Company, 2012.

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University of the Arts London., ed. Gifted. London: University of the Arts London, 2004.

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White, Karey Lynn. Gifted. Springville, Utah: Bonneville Books, 2010.

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Weidman, Sarah. Gifted. New York: Penguin USA, Inc., 2009.

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Evangelista, Beth. Gifted. New York: Walker & Co., 2005.

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Powell, Kaitlin H. Gifted: Gifted Saga #1. by Kaitlin H Powell, 2023.

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Ross, Es. Gifted. Independently Published, 2018.

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Haynes, Jesse. Gifted. RoadRunner Press, 2019.

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Zielke, Amy. Gifted. Zielke, Amy, 2021.

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Greenwood, Kora. Gifted. Kora Greenwood, 2021.

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Book chapters on the topic "Gifted"

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Gross, Miraca U. M. "Characteristics of Able Gifted Highly Gifted Exceptionally Gifted and Profoundly Gifted Learners." In Applied Practice for Educators of Gifted and Able Learners, 3–23. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-004-8_1.

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Renzulli, Joseph S., and Marcia A. B. Delcourt. "Gifted Behaviors Versus Gifted Individuals." In Fundamentals of Gifted Education, 42–54. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-5.

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Margot, Kelly C., and Jacque Melin. "Underrepresented Populations in Gifted Education." In Gifted Education and Gifted Students, 15–21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-3.

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Margot, Kelly C., and Jacque Melin. "Grouping and Acceleration Options for Gifted Students." In Gifted Education and Gifted Students, 45–53. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-6.

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Margot, Kelly C., and Jacque Melin. "Social-Emotional Factors for the Gifted and Talented." In Gifted Education and Gifted Students, 23–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-4.

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Margot, Kelly C., and Jacque Melin. "Introduction." In Gifted Education and Gifted Students, 1–3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-1.

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Margot, Kelly C., and Jacque Melin. "Twice-Exceptional Learners." In Gifted Education and Gifted Students, 35–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-5.

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Margot, Kelly C., and Jacque Melin. "Gifted Learners: Research, Theories, and Models." In Gifted Education and Gifted Students, 5–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-2.

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Margot, Kelly C., and Jacque Melin. "Differentiating Curriculum, Assessment, and Instruction for Gifted Learners." In Gifted Education and Gifted Students, 55–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-7.

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Spiteri, Jane. "Gifted Underachievement." In Encyclopedia of Teacher Education, 1–9. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_408-1.

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Conference papers on the topic "Gifted"

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Esquierdo, J. Joy. "Project GIFT: The Identification and Service Gap in Gifted of Gifted Latinx Bilingual Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683831.

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Lamb, Kristen. "Gifted Education Coordinators' Perspectives on Gifted Education Services." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2014794.

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Unal, Ali, and Abdullah Sürücü. "GIFTED OR OLD? RELATIVE AGE AND GIFTED PROGRAM PARTICIPATION IN BILSEM." In 32nd International Academic Conference, Geneva. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.032.039.

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Kettler, Todd. "Gifted Education Policy and Equitable Identification of Students for Gifted Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683267.

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Bıçakçı, Mehmet. "A Comparison of Cultural Orientations in Gifted and Non-Gifted Adolescents." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010143.

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Lamb, Kristen. "Gifted Education Coordinators' Perspectives on Gifted Education Services." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2014794.

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Bıçakçı, Mehmet. "A Comparison of Cultural Orientations in Gifted and Non-Gifted Adolescents." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2010143.

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Hodges, Jaret. "Gifted Underrepresentation in Florida." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443143.

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Laili, Nor, Novira Silmi Sabila, Vivi Mariesca Vibraena, Ahsan Romadhon Junaidi, and Dimas Arif Dewantoro. "Gifted Education in ASEAN." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.002.

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Reports on the topic "Gifted"

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Pople, Clair. Gifted Black and Biracial Students at a Predominantly White Gifted School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2344.

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Bui, Sa, Steven Craig, and Scott Imberman. Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement. Cambridge, MA: National Bureau of Economic Research, May 2011. http://dx.doi.org/10.3386/w17089.

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Melnyk, Maryna. Research of awareness and attitude of the pedagogical community, students and parents to the diagnosis and support of gifted personality development. Institute of Gifted Children of the National Academy of Educational Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/iodnapn-zvit-2021-52.

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The paper presents the results of the survey among the pedagogical community, students and parents on awareness and attitude to the identification and support of gifted personality, conducted by the Institute of Gifted Child of NAES of Ukraine in the period from 03.09 to 30.09.2021.
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Card, David, and Laura Giuliano. Does Gifted Education Work? For Which Students? Cambridge, MA: National Bureau of Economic Research, September 2014. http://dx.doi.org/10.3386/w20453.

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Thompson, Owen. Gifted & Talented Programs and Racial Segregation. Cambridge, MA: National Bureau of Economic Research, December 2021. http://dx.doi.org/10.3386/w29546.

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Geoffrey Kocks, Geoffrey Kocks. Gifted Education and the Development of Mathematical Talent. Experiment, May 2023. http://dx.doi.org/10.18258/51012.

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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5276.

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8

Porter, Keely. Finding the Gifted Child's Voice in the Public Elementary School Setting: A Phenomenological Exploration. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.640.

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Davis, Billie, John Engberg, Dennis Epple, Holger Sieg, and Ron Zimmer. Evaluating the Gifted Program of an Urban School District using a Modified Regression Discontinuity Design. Cambridge, MA: National Bureau of Economic Research, September 2010. http://dx.doi.org/10.3386/w16414.

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Card, David, and Laura Giuliano. Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21519.

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