| Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis G Szumski, J Smogorzewska, M Karwowski Educational research review 21, 33-54, 2017 | 279 | 2017 |
| Integracyjne kształcenie niepełnosprawnych: sens i granice zmiany edukacyjnej G Szumski Wydawnictwo Naukowe PWN, 2013 | 196 | 2013 |
| Wokół edukacji włączającej: efekty kształcenia uczniów z niepełnosprawnością intelektualną w stopniu lekkim w klasach specjalnych, integracyjnych i ogólnodostępnych G Szumski, A Firkowska-Mankiewicz Wydawnictwo Akademii Pedagogiki Specjalnej, 2010 | 165 | 2010 |
| Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement G Szumski, M Karwowski Contemporary educational psychology 59, 101787, 2019 | 163 | 2019 |
| Teachers' effect on students' creative self-beliefs is moderated by students' gender M Karwowski, J Gralewski, G Szumski Learning and individual differences 44, 1-8, 2015 | 129 | 2015 |
| School achievement of children with intellectual disability: The role of socioeconomic status, placement, and parents’ engagement G Szumski, M Karwowski Research in developmental disabilities 33 (5), 1615-1625, 2012 | 116 | 2012 |
| Pedagogika specjalna: podręcznik akademicki DD Smith, A Firkowska-Mankiewicz, G Szumski, JA Korbel, S Krasoczko, ... Wydawnictwo Naukowe PWN, 2011 | 97 | 2011 |
| Intelligence in childhood and creative achievements in middle-age: The necessary condition approach M Karwowski, JC Kaufman, I Lebuda, G Szumski, ... Intelligence 64, 36-44, 2017 | 87 | 2017 |
| From moment-to-moment to day-to-day: Experience sampling and diary investigations in adults’ everyday creativity. M Karwowski, I Lebuda, G Szumski, A Firkowska-Mankiewicz Psychology of Aesthetics, Creativity, and the Arts 11 (3), 309, 2017 | 86 | 2017 |
| Attitudes of students toward people with disabilities, moral identity and inclusive education—A two-level analysis G Szumski, J Smogorzewska, P Grygiel Research in Developmental Disabilities 102, 103685, 2020 | 83 | 2020 |
| Same progress for all? Inclusive education, the United Nations Convention on the rights of persons with disabilities and students with intellectual disability in European countries T Buchner, M Shevlin, MA Donovan, M Gercke, H Goll, J Šiška, ... Journal of Policy and Practice in Intellectual Disabilities 18 (1), 7-22, 2021 | 72 | 2021 |
| Examining the effectiveness of naturalistic social skills training in developing social skills and theory of mind in preschoolers with ASD G Szumski, J Smogorzewska, P Grygiel, AM Orlando Journal of autism and developmental disorders 49, 2822-2837, 2019 | 72 | 2019 |
| Psychosocial functioning and school achievement of children with mild intellectual disability in Polish special, integrative, and mainstream schools G Szumski, M Karwowski Journal of Policy and Practice in Intellectual Disabilities 11 (2), 99-108, 2014 | 61 | 2014 |
| Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities G Szumski, M Karwowski Learning and Individual Differences 43, 63-74, 2015 | 57 | 2015 |
| Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood? J Smogorzewska, G Szumski, P Grygiel Plos One 15 (8), e0237524, 2020 | 48 | 2020 |
| Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms J Smogorzewska, G Szumski, P Grygiel Journal of Applied Research in Intellectual Disabilities 32 (5), 1241-1254, 2019 | 44 | 2019 |
| Developing preschoolers’ social skills: The effectiveness of two educational methods J Smogorzewska, G Szumski International Journal of disability, development and education 65 (3), 318-340, 2018 | 37 | 2018 |
| Same or different? Theory of mind among children with and without disabilities J Smogorzewska, G Szumski, P Grygiel PloS one 13 (10), e0202553, 2018 | 36 | 2018 |
| Can play develop social skills? The effects of ‘Play Time/Social Time’programme implementation G Szumski, J Smogorzewska, M Karwowski International Journal of Developmental Disabilities 62 (1), 41-50, 2016 | 32 | 2016 |
| Edukacja włączająca–niedokończony projekt G Szumski Ruch pedagogiczny 4, 127-139, 2014 | 28 | 2014 |
Joanna SmogorzewskaUniversity of WarsawVerified email at uw.edu.pl
