Gifted Child Quarterly

Papers
(The median citation count of Gifted Child Quarterly is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)
ArticleCitations
The Challenges of Achieving Equity Within Public School Gifted and Talented Programs87
Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking27
Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?23
Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates20
Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports17
Achieving Equity in Gifted Education: Ideas and Issues14
The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children12
Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students10
Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review10
Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs10
A Bioecological Systems View of School Experiences of High-Ability Students From Rural India9
Gifted Education on Reddit: A Social Media Sentiment Analysis9
The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality8
Disentangling Inequity in Gifted Education: The Need for Nuance in Racial/Ethnic Categories, Socioeconomic Status, and Geography8
*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors8
Equity in Gifted Education: The Importance of Definitions and a Focus on Underachieving Gifted Students8
The Career Intentions of Gifted English as a Foreign Language High School Students in Vietnam8
Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study7
A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward7
Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families7
A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students6
Composing Meaningful Lives: Exceptional Women and Men at Age 506
After the International Mathematical Olympiad: The Educational/Career Decisions and the Development of Mathematical Talent of Former Australian Olympians6
Connecting QuantCrit to Gifted Education Research: An Introduction6
The CASA Criteria for Evaluating Gifted and Talented Identification Systems: Cost, Alignment, Sensitivity, and Access6
Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale6
Identify Transformational, Not Just Transactional Giftedness!5
“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets5
The Inherent Racism of (Gifted) Education5
A Systematic Review of the Research on Gifted Individuals With Autism Spectrum Disorder5
Equity Through the Participation of Twice-Exceptional Students in Gifted Programming5
Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks?5
Where Does Gifted Education Go From Here: Chaos or Community?5
Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse5
Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review5
Anxiety and Depression in Gifted Individuals: A Systematic and Meta-Analytic Review4
Additional Challenges to Achieving Equity in Gifted and Talented Education4
Solving the Right Problem: The Need for Alternative Identification Measures in Gifted Education4
Equity, Not Just Equality: How Equality of Educational Outcome Policies Could Help Narrow Excellence and Identification Gaps4
Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students4
*Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School4
*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability4
Developing Student Aptitudes as an Important Goal of Education3
Challenges and Efforts of Achieving Equity Beyond Gifted Education: Implications From Mathematics Education3
Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan3
*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students3
Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students3
Asset-Based Decision Making to Address Inequity in Gifted Education Services3
Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study3
Decentering Whiteness in Gifted Education: Addressing the Needs of the Gifted “Others” Through Social Justice and Culturally Responsive Pedagogies3
“Giftedness Without Gifted Children” Revisited3
Analyzing Disproportionate Representation in Gifted Education: Identification Procedures, Proximal Causes, Distal Causes, and Theoretical Causes3
Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students3
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