| Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions M Plunkett, L Kronborg Gifted and Talented International 26 (1-2), 31-46, 2011 | 152 | 2011 |
| Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation S Matheis, L Kronborg, M Schmitt, F Preckel Gifted and Talented International 32 (2), 134-160, 2017 | 128 | 2017 |
| Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers' beliefs about student characteristics in Australia S Matheis, LK Keller, L Kronborg, M Schmitt, F Preckel Asia-Pacific Journal of Teacher Education, 2019 | 79 | 2019 |
| Gifted education in Australia: A story of striving for balance M Plunkett, L Kronborg Gifted Education International 23 (1), 72-83, 2007 | 50 | 2007 |
| Examining teacher attitudes and perceptions of teacher competencies required in a new selective high school L Kronborg, M Plunkett Australasian Journal of Gifted Education 21 (2), 33-46, 2012 | 46 | 2012 |
| Responding to professional learning: How effective teachers differentiate teaching and learning strategies to engage highly able adolescents L Kronborg, M Plunkett Australasian Journal of Gifted Education 22 (2), 52-63, 2013 | 40 | 2013 |
| What contributes to talent development in eminent women? L Kronborg Gifted and Talented International 25 (2), 11-27, 2010 | 35 | 2010 |
| Gifted educational provisions for gifted and highly able students in Victorian schools, Australia L Kronborg, Cornejo-Araya, Claudia A. Universitas Psychologica 17 (5), 1-14, 2018 | 33 | 2018 |
| Gifted Education in Australia and New Zealand L Kronborg APA Handbook of Giftedness and Talent, 85-96, 2018 | 30 | 2018 |
| Challenging secondary teachers to examine beliefs and pedagogy when teaching highly able students in mixed-ability health education classes F Pedersen, L Kronborg Australasian Journal of Gifted Education 23 (1), 15-27, 2014 | 30 | 2014 |
| Providing an optimal school context for talent development: An extended curriculum program in practice LG Kronborg, MM Plunkett Gifted and Talented Education, 264-278, 2009 | 27* | 2009 |
| Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students M Antoun, L Kronborg, M Plunkett Gifted and Talented International 35 (1), 39-57, 2020 | 19 | 2020 |
| Characteristics, competencies and classroom strategies of effective teachers of gifted and talented students S Knopfelmacher, L Kronborg, S Knopfelmacher, LG Kronborg Australian Association for the Education of the Gifted and Talented (AAEGT), 2003 | 19 | 2003 |
| What contributes to gifted adolescent females' talent development at a high-achieving secondary girls' school? C Tweedale, L Kronborg Gifted and Talented International 30 (1-2), 6-18, 2015 | 18 | 2015 |
| Curriculum differentiation: An innovative Australian secondary school program to extend academic talent L Kronborg, M Plunkett Australasian Journal of Gifted Education 17 (1), 19-29, 2008 | 18 | 2008 |
| Inspirational teachers’ model: A constructivist grounded theory study in gifted education CA Cornejo-Araya, L Kronborg Journal for the Education of the Gifted 44 (3), 300-326, 2021 | 16 | 2021 |
| Teaching gifted education to pre-service teachers: Lessons learned M Plunkett, L Kronborg Handbook of giftedness and talent development in the Asia-Pacific, 1409-1430, 2021 | 16 | 2021 |
| Editorial BA Kerr, L Kronborg Gifted and Talented International 30 (1-2), 1-5, 2015 | 16* | 2015 |
| Control and resilience: The importance of an internal focus to maintain resilience in academically able students L Kronborg, M Plunkett, N Gamble, Y Kaman Gifted and Talented International 32 (1), 59-74, 2017 | 15 | 2017 |
| Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26 (1-2), 31-46 M Plunkett, L Kronborg | 15 | 2011 |
Margaret PlunkettFederation University AustraliaBestätigte E-Mail-Adresse bei federation.edu.au
