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Roeper Review: A Journal on Gifted Education

Volume 27, Number 1
Fall, 2004

Table of Contents    go back

From The Editor’s Desk

  • By Tracy L. Cross
An Evolving Field
  • Recollections of a Life of Service to Our Field: Dr. John J. Feldhusen
    By Rena Subotnik
POINT/COUNTERPOINT
  • Is Consensus on a Definition in the Field Possible, Desirable, Necessary?
    By Laurence J. Coleman


  • An Imperative, But, Alas, Improbable Consensus
    By François Gagné
  • Can We, Should We, Need We Agree on a Definition of Giftedness?
    By Bonnie Cramond

According to Jim Gallagher

  • On Being a Survivor
    By James J. Gallagher


  • Multiple Intelligences of Chinese Gifted Students in Hong Kong: Perspectives from Students, Parents, Teachers, and Peers
    By David W. Chan
Social and Emotional Development
  • The Contribution of Emotional Intelligence to the Social and Academic Success of Gifted Adolescents as Measured by the Multifactor Emotional Intelligence Scale – Adolescent Version
    By Scott A. Woitaszewski & Matthew C. Aalsma

On Teaching Gifted Students

  • The Effectiveness of Curriculum Compacting in First Grade Classrooms By Lisa S. Stamps EM>
  • Influence of Gender and Academic Ability in a Computer-Based Spanish Reading Task
    By Gregory Taylor & Ofelia Nikolova.
  • The Classroom as Laboratory: An Exploration of Teacher Research
    By Matthew T. McBee

Departments

  • Recent Dissertation Research in Gifted Studies

Book Reviews

  • Content-Based Curriculum for High-Ability Learners By VanTassel-Baska, J. &Little, C. A.. Reviewed by Dona Matthews


© 2008 American Psychological Association
Center for Gifted Education Policy • Education Directorate
750 First Street, NE • Washington, DC • 20002-4242
Phone: 202-336-5923 • TDD/TTY: 202-336-6123
Fax: 202-336-6130 • E-mail
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