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No Strong Evidence of Stereotype Threat in Females: A Reassessment of the Picho-Kiroga et al. (2021) Meta-Analysis.
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- Journal of Advanced Academics, 2022, v. 33, n. 2, p. 171, doi. 10.1177/1932202X211061517
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- Article
Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses.
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- Journal of Advanced Academics, 2022, v. 33, n. 2, p. 187, doi. 10.1177/1932202X211061121
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- Article
Predictors of Academic Achievement in Dual Credit Students.
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- Journal of Advanced Academics, 2022, v. 33, n. 2, p. 217, doi. 10.1177/1932202X211061134
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- Article
The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education.
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- Journal of Advanced Academics, 2022, v. 33, n. 2, p. 237, doi. 10.1177/1932202X211061135
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- Article
School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap.
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- Journal of Advanced Academics, 2022, v. 33, n. 2, p. 275, doi. 10.1177/1932202X211069078
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- Article