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Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies
Abstract Teachers regularly apply independent group-oriented contingencies (e.g., each student who scored above 89% gets a reward) which are designed to enhance students’ academic performance and
Academic Success of General Education College Students Compared to those Screened as Twice-Exceptional and Gifted
In this study, the high school and college GPAs of college students who were screened as twice-exceptional were compared to college students screened as gifted and average college students. From a
Success of Students Screened as Twice-Exceptional as a Function of Major Selection and Academic Strength
In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test...
Screening for Giftedness Using a Reading Curriculum Based Measure
The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item
An Investigation of an Early College Entrance Program’s Ability to Impact Intellectual and Social Development
ABSTRACT Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE),