Julia Link Roberts
Western Kentucky University
38 Papers
176 Citations
Julia Link Roberts is an academic researcher from Western Kentucky University. The author has contributed to research in topics: Gifted education & Science education. The author has an hindex of 8, co-authored 32 publications.
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Papers
Peer Relations and School Adjustment in Ungraded Primary Children.
TL;DR: This article investigated the contribution of peer acceptance, friendship, social status, and age relative to mixed-age classmates to children's attitudes toward school and to achievement in ungraded primary and found that children's attitude toward school was positively related to composite achievement scores.
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Relationship between levels of giftedness and psychosocial adjustment
TL;DR: The authors compared two groups of gifted students, highly and moderately gifted, on a number of scales including self-concept, emotional autonomy, and anxiety, and found that highly gifted students would be more likely to display lower selfconcepts and more adjustment problems than the moderately gifted students.
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•Book
Strategies for Differentiating Instruction: Best Practices for the Classroom
Julia Link Roberts,Tracy F. Inman +1 more
- 01 Sep 2006
TL;DR: The third edition of the best-selling Strategies for Differentiating Instruction as discussed by the authors provides practical strategies that allow all students to learn at appropriately challenging levels and make continuous progress by focusing on their various levels of knowledge and readiness to learn.
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Effect of social setting, self‐concept, and relative age on the social status of moderately and highly gifted students
TL;DR: The authors compared the social status of highly gifted and moderately gifted students across academic (classroom) and social (dormitory) settings and found that giftedness was not significantly related to social status in either setting.
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Teachers as Advocates: If Not You—Who?
Julia Link Roberts,Del Siegle +1 more
TL;DR: Teachers, including teachers of children and young people who are gifted and talented, care about educational issues; and, consequently, they need to advocate for issues impacting their students as discussed by the authors.
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