OOIR: Observatory of International Research

Papers

(The TQCC of Gifted Child Quarterly is 5. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Disentangling Inequity in Gifted Education: The Need for Nuance in Racial/Ethnic Categories, Socioeconomic Status, and Geography	32
Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students	19
A Bioecological Systems View of School Experiences of High-Ability Students From Rural India	15
Corrigendum to “Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of the Epidemiologic Literature”	12
*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students	12
Peter Parker Principle: From White Privilege to Gifted Critical Discourse	12
Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners	11
Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation	10
Equity in Gifted Education: The Importance of Definitions and a Focus on Underachieving Gifted Students	10
Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy	10
*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability	10
Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families	10
Where Does Gifted Education Go From Here: Chaos or Community?	10
Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking	9
A Systematic Review of the Research on Gifted Individuals With Autism Spectrum Disorder	9
Maximizing the Potential of Twice-Exceptional Learners: Creating a Framework of Stakeholder Supports	9
Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students	9
Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism	8
Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study	7
Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students	7
Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan	7
A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward	6
The Talent Development Trajectory of a Persuasive Communicator: A Biological Anthropologist Becomes a Voice for Animal Justice	6
Composing Meaningful Lives: Exceptional Women and Men at Age 50	6
Teachers’ Views of Academically Gifted Students Through the Lens of the COVID-19 Pandemic: A Qualitative Study in Three Countries	6

Achieving Equitable Outcomes Requires Expanded Services	6
Using a Multi-Systems Approach: Early Intervention, Changing Mindsets, Learning Opportunities, and Meaningful Data	6
The Where and Why of Accelerated Middle-School Mathematics	5
Additional Challenges to Achieving Equity in Gifted and Talented Education	5
Digging Deeper Into Arts-Intensive High Schools: Experiences, Outcomes, and Other Reflections From Artistically Gifted Alumni	5
Connecting QuantCrit to Gifted Education Research: An Introduction	5
Achieving Equity Within Public Education	5
Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies	5
What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking	5