Gifted Students’ Understanding of Statistics: Analysis of Data Arising from a Small Group Teaching Experiment
Aisling Leavy
MIC - University of Limerick
 

Kinds of Homework Students Prefer: Comparisons Between Students: Who Are and Are Not Highly Interested and Active in Science, Social Leadership, and Literature
Eunsook Hong and Jennifer Peterson-Lewinson
University of Nevada, Las Vegas
 

Korean Teachers' Attitudes Toward Academic Brilliance
Seon Young, LeeBonnie Cramond
The University of Georgia
Jong Yeun Lee
Chungbuk University
 

State Testing Programs: Friend or Foe of Gifted Education?
Tonya R. Moon, Ph.D., Catherine M. Brighton, Ph.D., and Carolyn M. Callahan, Ph.D.
University of Virginia, National Research Center on the Gifted and Talented
 

The Use of Cognitive Style as a Predictor of Membership in Middle and High School Programs for the Academically Gifted
Steven R. Terrell, Ed.D.

The structure and function of academic self-concept in gifted and general education students
D. Betsy McCoach and Del Siegle
Neag School of Education - University of Connecticut

Achievement:  Exploration of Parental Influences on Gifted and Talented Females from Culturally Diverse Backgrounds
Mary Elizabeth Henderson, Ed.D.
Fielding Graduate Institute

Dynamic Sequences Connecting Interest, Achievement Goals and Learning
Mary Ainley
University of Melbourne

The Pivotal Role of Frames of Reference in Academic Self-concept Formation: The Big Fish Little Pond Effect
Herbert W. Marsh and Rhonda G. Craven

A Model of Self-concept Related to the Development of Talent within Multiple Instructional Contexts
Jonathan A. Plucker and Vicki B. Stocking

Self-Concept and Giftedness: A Multi-Theoretical Perspective
Sal Mendaglio and Michael C. Pyryt
University of Calgary

Elementary Reading Attitude Survey (ERAS) Scores in Academically Talented Students
David A. Roth - University of California, Berkeley
Frank C. Worrell - The Pennsylvania State University
Nina H.Gabelko - University of California, Berkeley