Wilma Vialle
Wilma Vialle
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Zitiert von
The actiotope model of giftedness
A Ziegler, W Vialle, B Wimmer
Exceptionality in East Asia. Explorations in the actiotope model of …, 2013
Research for educators
L Kervin, W Vialle, J Herrington, T Okely
Thomson. Social Science Press, 2006
On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study
W Vialle, PCL Heaven, J Ciarrochi
Educational research and Evaluation 13 (6), 569-586, 2007
Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities
S Woodcock, W Vialle
Annals of Dyslexia 61, 223-241, 2011
Nursing students' self-efficacy, self-regulated learning and academic performance in science
S Andrew, W Vialle
Nursing Times 76 (10), 427-432, 1998
Acceleration: A coat of many colours
W Vialle, T Ashton, G Carlon, F Rankin
Roeper Review 24 (1), 14-19, 2001
“just challenge those high-ability learners and they'll be all right!”. the impact of social context and challenging instruction on the affective development of high-ability …
K Eddles-Hirsch, W Vialle, KB Rogers, J McCormick
Journal of Advanced Academics 22 (1), 106-128, 2010
The relationship between self-esteem and academic achievement in high ability students: evidence from the Wollongong Youth Study.
W Vialle, PCL Heaven, J Ciarrochi
Australasian Journal of Gifted Education 14 (2), 39-45, 2005
Giftedness and gifted education: The need for a paradigm change
A Ziegler, H Stoeger, W Vialle
Gifted Child Quarterly 56 (4), 194-197, 2012
Exogenous and endogenous learning resources in the Actiotope Model of Giftedness and its significance for gifted education
A Ziegler, KL Chandler, W Vialle, H Stoeger
Journal for the Education of the Gifted 40 (4), 310-333, 2017
Insiders or outsiders: The role of social context in the peer relations of gifted students
K Eddles-Hirsch, W Vialle, J McCormick, K Rogers
Roeper review 34 (1), 53-62, 2012
The actiotope model of giftedness: A short introduction to some central theoretical assumptions
A Ziegler, W Vialle, B Wimmer
Psychology for educators
W Vialle, P Lysaght, I Verenikina
Cengage Learning Australia, 2005
In Australia: Multiple Intelligences in Multiple Settings.
W Vialle
Educational leadership 55 (1), 65-69, 1997
Conscientiousness and Eysenckian psychoticism as predictors of school grades: A one-year longitudinal study
PCL Heaven, J Ciarrochi, W Vialle
Personality and Individual Differences 42 (3), 535-546, 2007
Does the teacher of the gifted need to be gifted?
W Vialle, S Quigley
Gifted and Talented International 17 (2), 85-90, 2002
“Termanal” science? The work of Lewis Terman revisited
W Vialle
Roeper Review 17 (1), 32-38, 1994
Can Australian universities take measures to increase the lecture attendance of marketing students?
S Dolnicar, S Kaiser, K Matus, W Vialle
Journal of Marketing Education 31 (3), 203-211, 2009
The many faces of giftedness: Lifting the masks
AY Baldwin, W Vialle
(No Title), 1999
Handbook on child development
W Vialle
Cengage Learning Australia, 2000
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