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Works matching IS 1932202X AND DT 2022 AND VI 33 AND IP 2

Results: 5

1

Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses.

Published in:

Journal of Advanced Academics, 2022, v. 33, n. 2, p. 187, doi. 10.1177/1932202X211061121

By:

Velez, Anne-Lise;
Lewis, Stephanie N.;
Thomas, Raymond C.;
Ozkan, Desen S.

Publication type:

Article

2

School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap.

Published in:

Journal of Advanced Academics, 2022, v. 33, n. 2, p. 275, doi. 10.1177/1932202X211069078

By:

Warne, Russell T.;
Larsen, Ross A. A.

Publication type:

Article

3

The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education.

Published in:

Journal of Advanced Academics, 2022, v. 33, n. 2, p. 237, doi. 10.1177/1932202X211061135

By:

Henderson, Lesley;
Gilbert, Desiree;
Duffield, Alice;
Farrall, Janet

Publication type:

Article

4

Predictors of Academic Achievement in Dual Credit Students.

Published in:

Journal of Advanced Academics, 2022, v. 33, n. 2, p. 217, doi. 10.1177/1932202X211061134

By:

Dyer, Kelly;
Childers, Gina;
Odell, Michael R. L.

Publication type:

Article

5

No Strong Evidence of Stereotype Threat in Females: A Reassessment of the Picho-Kiroga et al. (2021) Meta-Analysis.

Published in:

Journal of Advanced Academics, 2022, v. 33, n. 2, p. 171, doi. 10.1177/1932202X211061517

By:

Warne, Russell T.

Publication type:

Article