Peer Reviewed Journal Articles

Szymanski, A. (2021). High expectations limited options: How gifted students living in poverty approach the demands of AP coursework. Journal for the Education of the Gifted.in press
Szymanski, A., & Wrenn, M. (2020). Growing up with intensity: Reflections on the lived experiences of intense, gifted adults. Roper Review, 41(4), 243-257. https://doi.org/10.1080/02783193.2019.1661054
Szymanski, A., & Lynch, M*. (2020). Educator perceptions of English language learners. Journal of Advanced Academics. 1-15. http://doi.org https://doi.org/10.1177/1932202X20917141
Szymanski, A. (2020). Why gifted programming should focus on social and emotional needs. Parenting for High Potential.
Tassel, J., Gurstenschlager, N., Szymanski, A., & Demming, S.* (2020). A study of factors impacting elementary mathematics preservice teachers: Improving mindfulness, anxiety, mindset, and content knowledge. School Science and Mathematics Journal.
Wood, S., & Szymanski, A., (2019). The me I want you to see. Gifted Child Today. 124-134. https://doi.org/10.1177/1076217519898217
Szymanski, A., Croft, L., & Godor, B. (2018). Determining attitudes toward ability (DATA): A new tool for new understanding. Journal of Advanced Academics, 29(1), 29-55.http://doi.org 10.1177/1932202X17738989
Godor, B & Szymanski, A. (2017). Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of gifted students within the EU. High Abilities Studies. http://doi.org 10.1080/13598139.2017.1319343
Szymanski, A. (2016). Examining the influence of self-determination theory components with Students of Varying Cognitive Abilities. Kentucky Teacher Education Journal, 3(1).
Szymanski, A. & Benus, M. (July, 2015). Gaming the classroom: Viewing learning through the lens of self- determination theory. International Journal of Game Based Learning, 5(3), 62-78.
Szymanski, T., & Shaff, T. (2013). Teacher perspectives regarding gifted diverse students. Gifted Children, 6(1).
Smith, V. & Szymanski, A. (2013). Critical thinking, more than test scores. NCPEA International Journal of Educational Leadership Preparation, 8(2)

Book Chapters

Paganelli, A., Szymanski, A. & Verbit, D. (2020). Funding the makerspace. In A. Kroski [Ed] Makerspace in Practice: Successful Models for Implementation.(in press). American Library Association.
Szymanski, A. (2020). The Social and Emotional Needs of Gifted Children. In J. Plucker and C. Callahan [Eds] Critical Issues in Gifted Education. (pp. 417-429). Prufrock Press.
Szymanski, A. (2018) Creativity, Mathematics and Technology: Using computers and 3D printers to support math creativity. In J. Tassel & V. Frieman Ed. Creativity and Technology in Mathematics Education.( pp. 323-344). Springer Publishing.
Szymanski, A. (November, 2015) Do You Have to Be White to Be Gifted? in R. Brock Ed. Critical Issues in Black Education, Peter Lang Publishing.

​

​

​

​Peer Reviewed Journal Articles

Szymanski, A. (2021). High expectations limited options: How gifted students living in poverty approach the demands of AP coursework. Journal for the Education of the Gifted.in press

Szymanski, A., & Wrenn, M. (2020). Growing up with intensity: Reflections on the lived experiences of intense, gifted adults. Roper Review, 41(4), 243-257. https://doi.org/10.1080/02783193.2019.1661054

Szymanski, A., & Lynch, M*. (2020). Educator perceptions of English language learners. Journal of Advanced Academics. 1-15. http://doi.org https://doi.org/10.1177/1932202X20917141

Szymanski, A. (2020). Why gifted programming should focus on social and emotional needs. Parenting for High Potential.

Tassel, J., Gurstenschlager, N., Szymanski, A., & Demming, S.* (2020). A study of factors impacting elementary mathematics preservice teachers: Improving mindfulness, anxiety, mindset, and content knowledge. School Science and Mathematics Journal.

Wood, S., & Szymanski, A., (2019). The me I want you to see. Gifted Child Today. 124-134. https://doi.org/10.1177/1076217519898217

Szymanski, A., Croft, L., & Godor, B. (2018). Determining attitudes toward ability (DATA): A new tool for new understanding. Journal of Advanced Academics, 29(1), 29-55.http://doi.org 10.1177/1932202X17738989

Godor, B & Szymanski, A. (2017). Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of gifted students within the EU. High Abilities Studies. http://doi.org 10.1080/13598139.2017.1319343

Szymanski, A. (2016). Examining the influence of self-determination theory components with Students of Varying Cognitive Abilities. Kentucky Teacher Education Journal, 3(1).

Szymanski, A. & Benus, M. (July, 2015). Gaming the classroom: Viewing learning through the lens of self- determination theory. International Journal of Game Based Learning, 5(3), 62-78.

Szymanski, T., & Shaff, T. (2013). Teacher perspectives regarding gifted diverse students. Gifted Children, 6(1).

Smith, V. & Szymanski, A. (2013). Critical thinking, more than test scores. NCPEA International Journal of Educational Leadership Preparation, 8(2)

Book Chapters

Paganelli, A., Szymanski, A. & Verbit, D. (2020). Funding the makerspace. In A. Kroski [Ed] Makerspace in Practice: Successful Models for Implementation.(in press). American Library Association.

Szymanski, A. (2020). The Social and Emotional Needs of Gifted Children. In J. Plucker and C. Callahan [Eds] Critical Issues in Gifted Education. (pp. 417-429). Prufrock Press.

Szymanski, A. (2018) Creativity, Mathematics and Technology: Using computers and 3D printers to support math creativity. In J. Tassel & V. Frieman Ed. Creativity and Technology in Mathematics Education.( pp. 323-344). Springer Publishing.

Szymanski, A. (November, 2015) Do You Have to Be White to Be Gifted? in R. Brock Ed. Critical Issues in Black Education, Peter Lang Publishing.

Peer Reviewed Journal Articles