The Texas Academy of Mathematics and Science: A 20-Year Perspective.
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- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 513, doi. 10.1177/016235321103400307
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Works matching IS 01623532 AND DT 2011 AND VI 34 AND IP 3
Results: 7
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Fighting for Their Rights: Advocacy Experiences of Parents of Children Identified With Intellectual Giftedness.
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- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 488, doi. 10.1177/016235321103400306
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- Article
3
Is Increased Access Enough? Advanced Placement Courses, Quality, and Success in Low-Income Urban Schools.
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- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 468, doi. 10.1177/016235321103400305
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- Article
4
School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs.
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- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 434, doi. 10.1177/016235321103400304
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- Article
5
Mathematics for Gifted Students in an Arts- and Technology-Rich Setting.
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- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 397, doi. 10.1177/016235321103400303
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- Article
6
Perceived Social Support and the Self-Concepts of Gifted Adolescents.
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- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 367, doi. 10.1177/016235321103400302
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- Article
7
From the Editor's Desk.
- Published in:
- Journal for the Education of the Gifted, 2011, v. 34, n. 3, p. 365, doi. 10.1177/016235321103400301
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- Article