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| Journal of Secondary Gifted… | 4 |
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Peer reviewedSiegle, Del; Reis, Sally M. – Journal of Secondary Gifted Education, 1995
Comparison of male and female gifted seventh- and eighth-grade students (n=543) found that teachers consistently rated females higher than males on effort and quality but did not give them higher grades; females believed they had higher ability than males in language arts; and males believed they had higher ability in mathematics, science, and…
Descriptors: Academic Ability, Academically Gifted, Females, Grades (Scholastic)
Peer reviewedReis, Sally M.; Callahan, Carolyn M. – Journal of Secondary Gifted Education, 1996
This article discusses current research concerning issues in adolescent female talent development: grades in school, females' beliefs about ability, the effects of stereotyping, test score differences, career choice, and parental influences. (Author/CR)
Descriptors: Academic Achievement, Adolescents, Career Choice, Females
Peer reviewedReis, Sally M.; Neu, Terry W. – Journal of Secondary Gifted Education, 1994
This qualitative study of 12 succeeding high ability college students found a diverse series of strategies used by the students. Critical factors in student success included participation in a university program for students with learning disabilities and support by a learning disability specialist who helped students by providing learning and…
Descriptors: College Students, Gifted Disabled, Higher Education, Learning Disabilities
Peer reviewedReis, Sally M.; Westberg, Karen L. – Journal of Secondary Gifted Education, 1994
This study investigated policies about the use of content acceleration and grade skipping for gifted students in middle and secondary schools by 105 school districts. Results indicated that only 15% of responding districts had formal policies about grade skipping, whereas 57% had informal policies effectively preventing grade skipping. Formal…
Descriptors: Acceleration (Education), Educational Policy, Flexible Progression, Gifted
