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 2021-08-01 to 2025-08-01.)
ArticleCitations
Where Does Gifted Education Go From Here: Chaos or Community?41
*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students23
Digging Deeper Into Arts-Intensive High Schools: Experiences, Outcomes, and Other Reflections From Artistically Gifted Alumni21
The Talent Development Trajectory of a Persuasive Communicator: A Biological Anthropologist Becomes a Voice for Animal Justice17
Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students15
In Memoriam: Marcia Gentry, Scholar, Friend, Mentor, Mother, and Wife14
Mapping Success: A Retrospective Study of Talent Development Trajectories in Chemical Engineering13
Mapping the Trajectories of Women in Astronomy: Influences and Milestones in Talent Development12
Should it Matter Who Sits Next to Me?11
*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors10
Perfectionism and Academic Burnout in High-Achieving Undergraduate Students10
Attitudes Toward the Past, Present, and Future: Associations With Self-Reported Academic Outcomes in Academically Talented Adolescents10
Conducting Collaborative Qualitative Analysis Remotely10
Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School10
Gifted Education on Reddit: A Social Media Sentiment Analysis10
Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students9
Achieving Equitable Outcomes Requires Expanded Services8
Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation8
Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism7
Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students7
Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students7
Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students7
A Systematic Review of the Research on Gifted Individuals With Autism Spectrum Disorder7
Analyzing Disproportionate Representation in Gifted Education: Identification Procedures, Proximal Causes, Distal Causes, and Theoretical Causes6
Achieving Equity in Gifted Education: Ideas and Issues6
The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children6
Perspectives of Parents of Highly and Profoundly Gifted Children Regarding Competence, Belonging, and Support Within a Sociocultural Context6
Who’s Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students6
Connecting QuantCrit to Gifted Education Research: An Introduction5
Emotional Response to Testing in Gifted and Highly Gifted Children5
Voices of Families of Color: Navigating White Spaces in Gifted Education5
Disentangling Inequity in Gifted Education: The Need for Nuance in Racial/Ethnic Categories, Socioeconomic Status, and Geography5
Developing Student Aptitudes as an Important Goal of Education5
Miraca U. M. Gross: June 30, 1944, to January 28, 20225
Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners5
Gifted Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers?5
Crafting Expertise: Developing Talent in English Language Arts4
Achieving Equity Within Public Education4
Perfectionism, School Burnout, and School Engagement in Gifted Students: The Role of Stress4
Context-Dependent Social Comparison and Imposter Phenomenon: An Experimental Vignette Approach4
Identify Transformational, Not Just Transactional Giftedness!4
What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking4
A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context4
Providing Equity in Gifted Education in a Single-State Country4
Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia3
A Duplex Model for Giftedness3
The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality3
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
State Definitions, Policies, and Practices of Gifted and Talented Identification: What Difference Does a Decade Make?3
“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets3
Teachers in Gifted Education: Their Perception of Involvement of and Interacting With Parents, School Leaders, and Other Teachers3
Journal Editors’ Role in Supporting Equity3
Response to Peters: Promising Practices and a Missing Piece3
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