| Students' perceptions of classroom activities: Are there grade-level and gender differences? M Gentry, RK Gable, MG Rizza Journal of Educational Psychology 94 (3), 539, 2002 | 302 | 2002 |
| Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students SY Yoon, M Gentry Gifted Child Quarterly 53 (2), 121-136, 2009 | 288 | 2009 |
| A meta-analysis of gifted and talented identification practices J Hodges, J Tay, Y Maeda, M Gentry Gifted child quarterly 62 (2), 147-174, 2018 | 244 | 2018 |
| Who gets served in gifted education? Demographic representation and a call for action SJ Peters, M Gentry, GW Whiting, MT McBee Gifted Child Quarterly 63 (4), 273-287, 2019 | 229 | 2019 |
| An investigation of the effects of total school flexible cluster grouping on identification, achievement, and classroom practices M Gentry, SV Owen Gifted Child Quarterly 43 (4), 224-243, 1999 | 228 | 1999 |
| A time and a place for authentic high-end learning JS Renzulli, M Gentry, SM Reis Educational leadership 62 (1), 73-77, 2004 | 214 | 2004 |
| Creativity and working memory in gifted students with and without characteristics of attention deficit hyperactive disorder: Lifting the mask CM Fugate, SS Zentall, M Gentry Gifted Child Quarterly 57 (4), 234-246, 2013 | 186 | 2013 |
| Promoting Student Achievement and Exemplary Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. ML Gentry NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269 …, 1999 | 145 | 1999 |
| Secondary student perceptions of classroom quality: Instrumentation and differences between advanced/honors and nonhonors classes M Gentry, SV Owen Journal of Secondary Gifted Education 16 (1), 20-29, 2004 | 144 | 2004 |
| No child left behind: Neglecting excellence M Gentry Roeper Review 29 (1), 24-27, 2006 | 138 | 2006 |
| Student-identified exemplary teachers: Insights from talented teachers M Gentry, S Steenbergen-Hu, B Choi Gifted Child Quarterly 55 (2), 111-125, 2011 | 127 | 2011 |
| Enrichment clusters: A practical plan for real-world, student-driven learning JS Renzulli, M Gentry, SM Reis Routledge, 2021 | 126 | 2021 |
| Differences between general and talented students’ perceptions of their career and technical education experiences compared to their traditional high school experiences M Gentry, SJ Peters, RL Mann Journal of Advanced Academics 18 (3), 372-401, 2007 | 125 | 2007 |
| Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and improving teacher practices M Gentry Routledge, 2021 | 123 | 2021 |
| Examining perceptions of challenge and choice in classrooms: The relationship between teachers and their students and comparisons between gifted students and other students M Gentry, MG Rizza, SV Owen Gifted Child Quarterly 46 (2), 145-155, 2002 | 119 | 2002 |
| Gifted students' perceptions of their class activities: Differences among rural, urban, and suburban student attitudes M Gentry, MG Rizza, RK Gable Gifted Child Quarterly 45 (2), 115-129, 2001 | 119 | 2001 |
| Group-specific norms and teacher-rating scales: Implications for underrepresentation SJ Peters, M Gentry Journal of Advanced Academics 23 (2), 125-144, 2012 | 116 | 2012 |
| Multigroup construct validity evidence of the HOPE Scale: Instrumentation to identify low-income elementary students for gifted programs SJ Peters, M Gentry Gifted Child Quarterly 54 (4), 298-313, 2010 | 116 | 2010 |
| The application of enrichment clusters to teachers' classroom practices SM Reis, M Gentry, LR Maxfield Journal for the Education of the Gifted 21 (3), 310-334, 1998 | 103 | 1998 |
| Secondary student perceptions of their class activities regarding meaningfulness, challenge, choice, and appeal: An initial validation study M Gentry, PM Springer Journal of Secondary Gifted Education 13 (4), 192-204, 2002 | 94 | 2002 |
Steven V. OwenUniversity Professor Emeritus, University of ConnecticutE-mail confirmado em vbbn.com