Gifted Child Quarterly Template
Write in a clean editor, then format for Gifted Child Quarterly in one click — DocuGuru applies the official SAGE template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the Gifted Child Quarterly format
Gifted Child Quarterly is a peer-reviewed journal published by SAGE, covering Education, Achievement, and Giftedness, Creativity in Education and Neuroscience, Cognitive Abilities and Testing.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Gifted Child Quarterly, 12(3), pp. 45–58.
Formats any DOI in Gifted Child Quarterly style. No sign-up. |
| Publishes research in | Education, Achievement, and Giftedness Creativity in Education and Neuroscience Cognitive Abilities and Testing Diverse Scientific and Economic Studies Human auditory perception and evaluation |
| ISSN | 0016-9862 |
| Citation impact (2-yr) | 3.18 |
| h-index | 107 |
| i10-index | 1,054 |
| Total citations | 56,576 |
| Top institutions publishing here | Purdue University West Lafayette |
| Journal website | www.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Gifted Child Quarterly per year
Citation impact of Gifted Child Quarterly by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Gifted Child Quarterly
The process of defining underachievement, identifying underachieving gifted students, and explaining the reasons for this underachievement continues to stir controversy among practitioners, researchers, and clinicians. Despite this interest, the underachievement of gifted students remains an enigma. This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to…
In the scientific literature, there is ambiguity in the distinction between the concepts of giftedness and talent. This paper examines several common definitions of these two terms, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981). Our critique of these two models leads to a clear differentiation between giftedness and talent:…
Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for the gifted and talented, and accelerated classes. The reviews show that effects are a function of program type. Multilevel classes, which entail only minor adjustment of course content for ability groups, usually…
From September 1959 to May 1964 the children enrolled in a university and a public elementary school were tested each year with a battery of tests of creative thinking. Relatively complete data were obtained for 350 children. A random sample of 100 cases was drawn from this pool for further analysis. All raw scores were…