Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Source
| Journal of Advanced Academics | 3 |
Author
| Cho, Seokhee | 1 |
| Duffield, Alice | 1 |
| Farrall, Janet | 1 |
| Gilbert, Desiree | 1 |
| Gilson, Cindy M. | 1 |
| Henderson, Lesley | 1 |
| Little, Catherine A. | 1 |
| Mandracchia, Marcella | 1 |
| Yang, Jenny | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 3 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Australia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Iowa Tests of Basic Skills | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHenderson, Lesley; Gilbert, Desiree; Duffield, Alice; Farrall, Janet – Journal of Advanced Academics, 2022
Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three…
Descriptors: Academically Gifted, Gifted Education, Foreign Countries, Design
Gilson, Cindy M.; Little, Catherine A. – Journal of Advanced Academics, 2016
Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers…
Descriptors: Middle School Teachers, Reading Teachers, Listening Skills, Enrichment Activities
Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella – Journal of Advanced Academics, 2015
The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…
Descriptors: Mathematics Achievement, English Language Learners, Language Proficiency, Grade 3
