Lisa Rubenstein
Lisa Rubenstein
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Honors students’ perceptions of their high school experiences: The influence of teachers on student motivation
D Siegle, LDV Rubenstein, MS Mitchell
Gifted child quarterly 58 (1), 35-50, 2014
How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective
LDV Rubenstein, LM Ridgley, GL Callan, S Karami, J Ehlinger
Teaching and Teacher Education 70, 100-110, 2018
A complex quest: The development and research of underachievement interventions for gifted students
LD Rubenstein, D Siegle, SM Reis, DB Mccoach, MG Burton
Psychology in the Schools 49 (7), 678-694, 2012
STEM high school administrators’, teachers’, and students’ perceptions of curricular and instructional strategies and practices
MN Bruce-Davis, EJ Gubbins, CM Gilson, M Villanueva, JL Foreman, ...
Journal of Advanced Academics 25 (3), 272-306, 2014
Exploring the relationship of college freshmen honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability
D Siegle, LDV Rubenstein, E Pollard, E Romey
Gifted child quarterly 54 (2), 92-101, 2010
Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity
LDV Rubenstein, DB McCoach, D Siegle
Creativity Research Journal 25 (3), 324-334, 2013
Measuring what matters: Assessing creativity, critical thinking, and the design process
K Shively, KM Stith, LDV Rubenstein
Gifted Child Today 41 (3), 149-158, 2018
Lived experiences of parents of gifted students with autism spectrum disorder: The struggle to find appropriate educational experiences
LDV Rubenstein, N Schelling, SM Wilczynski, EN Hooks
Gifted Child Quarterly 59 (4), 283-298, 2015
Reversing the underachievement of gifted middle school students: Lessons from another field
J Ritchotte, L Rubenstein, F Murry
Gifted Child Today 38 (2), 103-113, 2015
When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school
SS Shim, LDV Rubenstein, CW Drapeau
Learning and Individual Differences 45, 237-244, 2016
Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research
LDV Rubenstein, GL Callan, LM Ridgley
Educational Psychology Review 30, 921-945, 2018
Teachers’ reactions to pre-differentiated and enriched mathematics curricula
LDV Rubenstein, CM Gilson, MN Bruce-Davis, EJ Gubbins
Journal for the Education of the Gifted 38 (2), 141-168, 2015
Pay attention to inattention: Exploring ADHD symptoms in a sample of underachieving gifted students
DB McCoach, D Siegle, LDV Rubenstein
Gifted Child Quarterly 64 (2), 100-116, 2020
Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking
LDV Rubenstein, GL Callan, LM Ridgley, A Henderson
Thinking Skills and Creativity 34, 100556, 2019
Evaluating the efficacy of using predifferentiated and enriched mathematics curricula for grade 3 students: A multisite cluster-randomized trial
DB McCoach, EJ Gubbins, J Foreman, LDV Rubenstein, ...
Gifted Child Quarterly 58 (4), 272-286, 2014
Measuring self-regulated learning during creative problem-solving with SRL microanalysis.
GL Callan, LDV Rubenstein, LM Ridgley, JR McCall
Psychology of Aesthetics, Creativity, and the Arts 15 (1), 136, 2021
Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes
D Siegle, L DaVia Rubenstein, DB McCoach
Psychology in the Schools 57 (10), 1596-1614, 2020
Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention
LM Ridgley, L DaVia Rubenstein, GL Callan
Psychology in the Schools 57 (9), 1365-1384, 2020
How problem identification strategies influence creativity outcomes
LDV Rubenstein, GL Callan, KS Neumeister, LM Ridgley, MH Finch
Contemporary Educational Psychology 60, 101840, 2020
Elementary teachers’ perceptions of data-driven decision-making
N Schelling, LDV Rubenstein
Educational Assessment, Evaluation and Accountability 33 (2), 317-344, 2021
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