Academic, emotional, and social experiences of gifted and non-gifted high school students during the COVID-19 pandemic
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10212-023-00782-6.pdf
Reference67 articles.
1. Adams-Byers, J., Whitsell, S. S., & Moon, S. M. (2004). Gifted students’ perceptions of the academic and social/emotional effect of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7–20. https://doi.org/10.1177/001698620404800102
2. Andrade, C. (2020). The limitations of online surveys. Indian Journal of Psychological Medicine, 42(6), 575–576. https://doi.org/10.1177/0253717620957496
3. Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A., & Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. Canadian eLearning Network. https://doi.org/10.13140/RG.2.2.31848.70401
4. Barron Rodriguez, M., Cobo, C., Muñoz-Najar, A., & Sánchez Ciarrusta, I. (2021). Remote learning during the global school lockdown: Multi-country lessons. World Bank Group. http://documents.worldbank.org/curated/en/668741627975171644/Remote-Learning-During-the-Global-School-Lockdown-Multi-Country-Lessons
5. Baudson, T. G., & Preckel, F. (2016). Teachers’ conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60(3), 212–225. https://doi.org/10.1177/0016986216647115
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