A longitudinal assessment of gifted students’ learning using the integrated curriculum model (ICM):Impacts and perceptions of the William and Mary language arts and science curriculum
Year: 2004
Type: article
Source: Roeper Review
Authors: Annie Xuemei Feng, Joyce VanTassel‐Baska, Chwee Quek, Wenyu Bai, Barbara O'Neill
Institutions: William & Mary, Greenwich Public Schools
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W1983756182