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EPTS Curriculum Model: Optimum curriculum differentiator for the education of gifted students

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dc.contributor.authorAYAS, MUHAMMET BAHADIR
dc.contributor.authorBahadır Ayaş
dc.contributor.orcid0000-0001-6312-5239
dc.contributor.orcid0000-0002-7560-9465
dc.date.accessioned2025-11-13T11:27:45Z
dc.date.issued2020-04-08
dc.identifier.doihttps://doi.org/10.1177/0261429420917879
dc.identifier.endpage169
dc.identifier.issn0261-4294
dc.identifier.issue2
dc.identifier.openalexW3015937900
dc.identifier.startpage154
dc.identifier.urihttps://hdl.handle.net/11421/6872
dc.identifier.urihttps://doi.org/10.1177/0261429420917879
dc.identifier.volume36
dc.language.isoen
dc.relation.ispartofGifted Education International
dc.rightsrestrictedAccess
dc.subjectCurriculum
dc.subjectDifferentiator
dc.subjectComponent (thermodynamics)
dc.subjectMathematics education
dc.subjectCurriculum-based measurement
dc.subjectComputer science
dc.subjectCurriculum mapping
dc.subjectCurriculum development
dc.subjectPsychology
dc.subjectPedagogy
dc.subject.sdg4
dc.titleEPTS Curriculum Model: Optimum curriculum differentiator for the education of gifted students
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5030367818

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