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Identification Concerns and Promises for Gifted Students of Diverse Populations
Abstract
Classes for gifted students have continued to lack a representative number of diverse, minority students commensurate with their numbers in the population. The concern for this population of students has generated much discussion about why there has been so much difficulty in identifying these students, as well as how effective standardized identification instruments and authenticated checklist and curricula changes can be promising activities for the future. There is still much resistance to movements away from the IQ test as the only assessment technique; however, the increasing number of minority students makes changes for the future necessary and has generated some creative solutions to be considered. These issues and recommended changes are discussed in this article.
... In the U.S., students from minority cultural backgrounds are underrepresented in gifted programs because due to a host of issues regarding identification (Callahan, 2005;Ford, 2014;Milner & Ford, 2007). To optimize the development of all children, a social conception of giftedness (Baldwin, 2005;Sternberg, 2007) with emphasis placed on both the formal and informal processes that shape experiences has been proposed (Baldwin, 2005;Stack et al., 2016). ...
... In the U.S., students from minority cultural backgrounds are underrepresented in gifted programs because due to a host of issues regarding identification (Callahan, 2005;Ford, 2014;Milner & Ford, 2007). To optimize the development of all children, a social conception of giftedness (Baldwin, 2005;Sternberg, 2007) with emphasis placed on both the formal and informal processes that shape experiences has been proposed (Baldwin, 2005;Stack et al., 2016). ...
... Although Ghana has yet to develop a GATE program, there is a need to design one that considers local culture and contextual realities. In advanced societies, there are critiques of the narrow conception of giftedness that systematically side-line students from different cultural backgrounds from participating in gifted programs (Baldwin, 2005;Callahan, 2005;Ford, 2014;Milner & Ford, 2007). In the contemporary discourse and advocacy about GATE in Ghana and other similar contexts, it is important for educators to design guidelines that address the needs and nurture the talents of students from different cultural backgrounds. ...
Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen's Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables-such as gender, knowledge of inclusive education policy, specialization, and level of study-provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.
... implicit biases; Ford, 2010;Hargrove & Seay, 2011;McBee, 2006). Each culture has a different opinion of what behaviors constitute as gifted, and every culture has individuals who exhibit behaviors one could consider as "gifted" (Baldwin, 2005). This emphasizes the importance of examining how teachers' implicit biases regarding specific racial or economic groups, which were likely formed well before they entered the teaching profession, continued to shape many of the interactions between the teachers and their students throughout the teachers' careers. ...
... Transitions occur over time in state and educational policy, how we define giftedness, research of best practices for gifted identification, as well as what behaviors we label as gifted in individuals from various racial, ethnic, and cultural groups. It is also necessary to understand that society's opinions of what is considered gifted changes over time and is continually adapted based on social and historical conditions (Baldwin, 2005). Teacher education programs typically address the importance of multicultural awareness; however, as previously mentioned, what is known does not always align with what is practiced (Gorski, 2009;Harris & Ford, 1991;Moon & Brighton, 2008;Szymanski & Shaff, 2013). ...
... Gifted and talented programs likely will become ineffective if each individual's unique displays of giftedness are not recognized so each student can be assisted in reaching their full potential (Callahan, 2005), an idea examined within the macrosystem where we discussed how ideas of what is considered gifted are culture-specific (Baldwin, 2005). It is possible that through a bioecological systems perspective, we can further research supporting how giftedness is best identified. ...
For the past several decades, issues such as underrepresentation of racial/ethnic minority students in gifted programming, as well as the widening of the existing achievement gap between specific minority and majority groups have persisted. The majority of gifted education researchers studying underrepresentation in gifted programming focus on consequences resulting from a single setting in which the student interacts (e.g. home, school). Consequently, less attention is given to the nested network of interactions between multiple settings that play a role in underrepresentation. It is our goal to examine the existing frameworks that have been used to understand the obstacles faced by students who are underrepresented in their school’s gifted programs. By providing examples of proximal processes and the Process–Person–Context–Time (PPCT) model, we show how Bronfenbrenner’s bioecological systems theory provides the most suitable framework for exploring (1) identification issues for underrepresented minority students with gifted capabilities who have not been formally identified for gifted programming and (2) challenges faced by underrepresented minority students who have participated in a gifted program after having been formally identified as gifted. Research and educational implications are discussed.
... Renzulli (1978) defined giftedness as a behaviour that would reflect interaction between above-average ability, task commitment, and creativity. In order to explain the current definition of giftedness, Renzulli (1999) used the three-ring circle illustration (Baldwin, 2005), where the three important factors are talent, creativity, and aptitude, and the overlapping areas indicate giftedness. Later, Reis and Renzulli (2009a) concluded that the most dangerous myths regarding giftedness are that the group of gifted and talented students is homogenous and that giftedness remains over time and is a subject to an individual's characteristic. ...
... The need for a gender-fair assessment Sternberg (2010) noted that the world of standardised testing of gifted students has remained the same for almost a century, since the works of Binet andSimon (1916, as cited by Sternberg, 2010). Although IQ tests are the most widely accepted predictors of giftedness, obviously there are other concepts of intelligence that this traditional assessment tool cannot measure (Baldwin 2005;Gardner, 1983;Sternberg, 1984). Therefore, many experts do not recommend the use of intelligence tests as the sole predictor of giftedness. ...
... Criticism towards IQ tests continues as Ford, Harris, Tyson, and Trotman (2003) and others (Baldwin, 2005;Ford et al, 2003;Gallagher, 2005) have claimed that these tests are culturally biased, as they are more effective at identifying middle-class white students rather than minorities and lower socio-economic classes. More research is needed to ensure the development of adequate assessment methods to identify giftedness for the appropriate educational programmes and select a more diverse population of gifted students (Pierce et al., 2006;Neumeister, Adams, Pierce, Cassady, & Dixon, 2007). ...
This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students’ scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students’ responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students’ scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students’ scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.
... Giftedness can be found in all cultures and is expressed through a variety of behaviors (Baldwin, 2005). Yet the identification of giftedness has been a complex matter, loaded with controversies and debated extensively. ...
... Thus the name " authentic assessment " is given to these relatively new identification procedures. The use of authentic assessment, also called performance-based and alternative assessments for identifying gifted students, has witnessed an increase in the last two decades (Baldwin, 2005 ). The increased use of these assessment procedures has coincided with the rise of non-traditional theories of intelligence (e.g., Gardner, 1983; Sternberg, 1991) and unconventional conceptions of giftedness (e.g., Maker, 1993 ). ...
... Given that giftedness is found in every culture (Baldwin, 2005), educators everywhere must strive to identify students with high abilities so they can provide them with the nurturing and support they need for growth and advancement. Gifted students are the promise for a better future; this is particularly significant in developing countries, such as Lebanon where the population has been ravaged by multiple wars, strife and hardships. ...
... Several studies have shown that the use of alternative assessments (also called performance-based assessments) for identification purposes has yielded mostly positive results (e.g., Borland & Wright, 1994;Clasen, Middelton, & Connell, 1994;Hafenstein & Tucker, 1994;Maker et al., 2006;Reid, Romanoff, Algozzine, & Udall 2000;Sarouphim, 2009). The use of alternative assessment for identifying gifted students has witnessed an increase in the last two decades (Baldwin, 2005). This increase has coincided with the rise of non-traditional theories of intelligence (e.g., Gardner, 1983;Sternberg, 1991) and unconventional conceptions of giftedness (e.g., Maker, 1996;Renzulli, 1978). ...
... Step 4: Involve the parents. Several studies have documented the advantage of parents' involvement in the identification and placement of gifted children (Baldwin, 2005;Callahan, 2005). Parents' involvement must exceed the mere granting of their permission to test or place their children, to that of an active participation in the program. ...
... Secondly, parents should be educated in how to nurture and develop their children's abilities (e.g., games, activities, material, etc.). In one study, parents who were provided with a booklet on giftedness were successful in identifying signs of giftedness in their children and in helping them develop higher order skills, such as problem solving, creativity and leadership (as cited in Baldwin, 2005). Involved parents who believe in the value of the program could become important advocates in spreading awareness among the Lebanese population on the significance of gifted education in the country. ...
The purpose of this paper is to present a model for developing a comprehensive system of education for gifted learners in Lebanon. The model consists of three phases and includes key elements for establishing gifted education in the country, such as raising community awareness, adopting valid identification measures, and developing effective curricula. An important consideration is to embed the model in non-traditional views of intelligence and giftedness so that programs are diversified and identification is not limited to high scores on standardized tests. As such, the model is based on DISCOVER, a non-traditional system for identifying and educating gifted learners. Research is needed to determine the effectiveness of such a model for Lebanon. The model could be emulated by other Arab countries where it can be adopted and adapted to the unique needs and particulars of each culture.
... The notion of intelligence as a non-quantifiable measure is contradictory with traditional intelligence tests designed to evaluate academic potential (Baldwin, 2005;Renzulli, 1998). ...
... As such, students who might not possess the academic abilities that are purportedly measured using these tests are often not identified as gifted and talented. This omission can be based solely on measurement tools that may not be culturally sensitive, or may not encompass a multi-faceted approach to defining giftedness (Baldwin, 2005;Renzulli, 2002). ...
... Typically, "children from linguistically and culturally diverse backgrounds are enrolled in gifted and talented programs in disproportionately low numbers" (Elhoweris et al., 2005, p. 29). The identification of students who are gifted and talented is influenced by cultural bias of test-taking procedures, educator bias and prejudice, and even by definitions of the term giftedness (Baldwin, 2005;Elhoweris et al., 2005;Hunsaker, 1994;Renzulli, 2002). Students who are identified as gifted and talented do not accurately represent all students that are gifted and talented who exist in and out of school systems. ...
... Educators take standardized testing, teacher evaluations, formative assessment, and parent recommendations into consideration when deciding whether a student is gifted. Typically, the first resource in identifying the gifted student is the parents, teacher, and counselors (Baldwin, 2005). Parents, teachers, or counselors who possess enough knowledge of giftedness and who see the characteristics of giftedness in a student can refer or nominate the student for testing (McBee, 2006). ...
... One drawback to IQ tests is they do not recognize a student's actual performance either in school or out of the classroom (Jarosewich, Pfeiffer, & Morris, 2002). This is obvious when dealing with minority groups and diverse populations who may not score as high on IQ tests, but may have other areas of giftedness (Baldwin, 2005;McBee, 2006;Milner & Ford, 2007). Educators believe that the Naglieri Nonverbal Ability Test (NNAT) is a culturally neutral test of ability that identifies equally minority students. ...
... When educators use the matrix properly, it provides educators with an opportunity to identify nonacademic areas of giftedness (Baldwin, 2005). Educators have tested to determine whether the Woodcock-Johnson III Test of Cognitive Abilities with Gifted Students (Rizza, McIntosh, & McCunn, 2001) or the Clinical Assessment of Behaviors (Bracken & Brown, 2008) is accurate in assessing students with giftedness. ...
... Giftedness can be found in all cultures and is expressed through a variety of behaviors (Baldwin, 2005). Yet the identification of giftedness has been a complex matter, loaded with controversies and debated extensively. ...
... The use of authentic assessment, also called performance-based and alternative assessments for identifying gifted students, has witnessed an increase in the last two decades (Baldwin, 2005). The increased use of these assessment procedures has coincided with the rise of non-traditional theories of intelligence (e.g., Gardner, 1983;Sternberg, 1991) and unconventional conceptions of giftedness (e.g., Maker, 1993). ...
... Given that giftedness is found in every culture (Baldwin, 2005), educators everywhere must strive to identify students with high abilities so they can provide them with the nurturing and support they need for growth and advancement. Gifted students are the promise for a better future; this is particularly significant in developing countries, such as Lebanon where the population has been ravaged by multiple wars, strife and hardships. ...
The purpose of this study was to examine ethnic and gender differences in using DISCOVER, a performance-based assessment, for identifying gifted students. The sample consisted of 941 students from grades K-5 belonging to six ethnicities: White Americans, African-Americans, Hispanics, Native-Americans, South Pacific/Pacific Islanders, and Arabs. The 5 X 6 MANOVA (activity x ethnicity) yielded a significant interaction, but no main effect for either activity or ethnicity was found. Plots of the interaction showed that South Pacific/Pacific Islanders scored highest on Oral Linguistic whereas White Americans scored highest in Math and Native Americans scored highest in Spatial Artistic activity. No gender differences in identification were found. All ethnic groups were well represented among identified students, suggesting that DISCOVER might be used in different countries and with culturally diverse students.
... When identifying gifted learners, educators need to rely on multiple pieces of data. Baldwin (2005) wrote that multiple measures to analyze the entire child should be used, such as checklists and student work and that attitudes and stereotypes need to change and look beyond the language barrier. Outdated identification practices have not been revised to take into account the linguistic and cultural population that is prevalent today. ...
... Educators must be aware of the characteristics of gifted and talented students to initiate referrals for identification. Baldwin (2005) wrote that multiple measures to analyze the entire child should be used, such as checklists and student work and that attitudes and stereotypes need to change and look beyond the language barrier. One test score should not determine a student's future. ...
This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.
... Firstly, early identification is essential in order to maximise educational interventions (Donovan & Cross, 2002;Johnsen, 2009;Merrick & Targett, 2004). Various authors have recommended that a multiple instrument approach should be implemented to assist in identifying young gifted children (Baldwin, 2005;Johnsen, 2009;Van Tassel-Baska, Johnson, & Avery, 2002) and each instrument should act as a separate entry point to the program, not as an additional hurdle (Johnsen, 2009). This is recognition of the best performance model whereby students are only required to meet the selection criterion for any single instrument in a multiple instrument selection process (Borland & Wright, 1994;Roedell, Jackson, & Robinson, 1980;Silverman, 1998). ...
... The importance of addressing selection bias in identifying gifted children has been reiterated by multiple researchers (Baldwin, 2005;Ford, 1998;Frasier & Passow, 1994;Johnsen, 2009;Maker, 1996;Plucker, Callahan, & Tomchin, 1996;Renzulli & Reis, 1997;Van Tassel-Baska, Johnson, & Avery, 2002) who identify gender, ethnicity, language, and socio-economic background as key influential variables which may work against a child being identified. Language was highlighted as being particularly salient by some of the teacher participants who suggested that parents who have English as a Second Language (ESL) or have inadequate literacy levels may be disadvantaged in their ability to engage in the GCPQ. ...
There is a need to identify young gifted children so that their cognitive and socio-emotional needs may be better met by teachers and schools. This study reports on Australian teachers' perceptions of the benefits and limitations associated with the use of a multiple assessment instrument process for identifying intellectually gifted 6- and 7-year-old children in the classroom. The process included the use of the Gifted Characteristics Parent Questionnaire (GCPQ), the Gifted Characteristics Teacher Questionnaire (GCTQ), Achievement in the Early Years Test (AEY Test), and Raven's Coloured Progressive Matrices. Thirteen teachers from six metropolitan schools in an Australian city completed a Post Implementation Questionnaire to obtain their views on the implementation of the classroom-based identification process for gifted children. Data from five, multiple part open-ended questions were analysed using both thematic analysis techniques and content analysis. The findings of the study indicated several teachers' perceived benefits, including the capacity for the process to focus teachers on the individual child as a learner, and for the information collected by the various instruments to inform and direct teaching. The majority of teachers (85%) supported the formal testing format used in the AEY Test. Some limitations of the process related to equity of access for families with low English literacy levels and perceived subjectivity by both parents and teachers. This study suggested that a classroombased, whole of population process for identifying gifted children could be effectively administered by teachers, in their classrooms, in a time- and cost-effective way with direct application to teaching and learning programs. © 2018 Australian Association for the Education of the Gifted and Talented. All rights reserved.
... Apart from g-based intelligence tests there are other intelligence tests based on modern multi-dimensional theories. However, it is difficult to assess intelligence with most of these tests because of their lower subtests reliabilities (Baldwin, 2005). Educators often prefer to use intelligence tests that can be administered quickly and provide reliable quantitative data (Baldwin, 2005). ...
... However, it is difficult to assess intelligence with most of these tests because of their lower subtests reliabilities (Baldwin, 2005). Educators often prefer to use intelligence tests that can be administered quickly and provide reliable quantitative data (Baldwin, 2005). Standardized g-based intelligence tests have been preferred by the educators for more than a century, due to the aforementioned advantages. ...
This comprehensive literature review examines the link between intelligence and achievement. It also provides a brief summary of selected psychometric theories of intelligence. In attempt to gather all relevant scholarly literature, several procedures were used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases was performed. The literature evidences that verbal abilities have stronger correlation with academic achievement than nonverbal abilities. Furthermore, verbal abilities are related to readiness to learn while nonverbal abilities are related to potential to learn. If intelligence scores are used to predict any kind of future academic performance, both verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in order to identify gifted and talented students, assessment of verbal abilities should accompany with the assessment of nonverbal abilities so that they will be able to survive in advanced academic programs.
... Although many people believe that genius is created purely through genetics-known as the 'Amadeus Myth'innate dispositions are, although necessary, not sufficient to ensure high-level achievement (Robinson et al., 2000). Innate abilities, referred to by Gagné (1998a) as gifts, must be nurtured into talents in order to deliver excellent performance in at least one domain of human functioning (Baldwin, 2005). Extended and deliberate practice is a necessary condition for the manifestation of talent into excellence. ...
... Informed by the theories about multiple intelligences we previously discussed (Bailey & Morley, 2006;Major et al., 2012), we identify a wide range of multifaceted and domain-specific ability tests designed to capture specific innate abilities, that can be applied in talent-identification procedures (see Table 1) such as WISC-R, the Wechsler Individual Achievement Test, and the Self-Regulation and Concentration Test (Bianco, 2010;Periathiruvadi & Rinn, 2013;Preckel & Thiemann, 2003;Saccuzzo & Johnson, 1995;Sanders, Lubinski, & Benbow, 1995). These tests are frequently combined with subjective judgments collected through supervisor, peer, and self-evaluation (Bailey & Morley, 2006;Baldwin, 2005). To this end, rating scales and nomination forms that focus on particular domains of human functioning are frequently applied. ...
... Although many people believe that genius is created purely through genetics-known as the 'Amadeus Myth'innate dispositions are, although necessary, not sufficient to ensure high-level achievement (Robinson et al., 2000). Innate abilities, referred to by Gagné (1998a) as gifts, must be nurtured into talents in order to deliver excellent performance in at least one domain of human functioning (Baldwin, 2005). Extended and deliberate practice is a necessary condition for the manifestation of talent into excellence. ...
... Informed by the theories about multiple intelligences we previously discussed (Bailey & Morley, 2006;Major et al., 2012), we identify a wide range of multifaceted and domain-specific ability tests designed to capture specific innate abilities, that can be applied in talent-identification procedures (see Table 1) such as WISC-R, the Wechsler Individual Achievement Test, and the Self-Regulation and Concentration Test (Bianco, 2010;Periathiruvadi & Rinn, 2013;Preckel & Thiemann, 2003;Saccuzzo & Johnson, 1995;Sanders, Lubinski, & Benbow, 1995). These tests are frequently combined with subjective judgments collected through supervisor, peer, and self-evaluation (Bailey & Morley, 2006;Baldwin, 2005). To this end, rating scales and nomination forms that focus on particular domains of human functioning are frequently applied. ...
Organizations report great difficulty in measuring talent accurately, reflecting the lack of theoretical foundations for talent-identification in the HRM literature. This multidisciplinary review aims to contribute to the establishment of a stronger theoretical basis for talent-management by presenting a conceptual framework of talent in which the definition, operationalization and measurement of talent and its relation to excellent performance is clarified. We systematically introduce 11 propositions into the framework, building on fragmented insights from the literature—from the fields of HRM, gifted education, positive psychology, and vocational psychology respectively—that will guide readers in understanding and applying the proposed framework.
... Většina odborníků, kteří se tématem nadání zabývají, se však již několik desítek let shoduje na nezbytnosti komplexnějšího přístupu k nadání a vybízí k aplikaci různorodých diagnostických prostředků při snaze o jeho identifikaci (např. Baldwin, 2005;Feldhusen, 1989;Richert, 1985;Richert, Alvino, & McDonnel, 1982). Spoléhat se během diagnostického procesu výhradně na výsledky inteligenčních testů není vhodné nejen proto, že použití více zdrojů informací přispívá k validnějším diagnostickým závěrům (např. ...
Abstrakt: Cílem této studie je poskytnout přehled českých a zahraničních posuzovacích škál pro identifikaci nadání v předškolním a školním věku. Byť se objevují námitky proti validitě těchto nástrojů, existuje řada studií prokazujících, že posuzovací škály mohou být užitečnou součástí procesu identifikace nadání. Kromě toho, že jsou vhodným doplňkem k jiným nástrojům během individuálního vyšetření při snaze o zpřesnění diagnostických závěrů, může být jejich potenciál využit také během tzv. screeningu. Hlavní část předkládané studie tvoří dvě části. První z nich zachycuje aktuálně nejrozšířenější zahraniční posuzovací škály k identifikaci nadání. Druhá část poskytuje přehled posuzovacích škál dostupných v České republice a českých výzkumných studií, které byly v této oblasti realizovány. Klíčová slova: Posuzovací škály, identifikace nadání, mimořádné nadání, diagnostika dětí O autorovi: Autor tři roky působil jako koordinátor a odborný pracovník v projektu DIS, který byl zaměřen na tvorbu a adaptaci nových diagnostických nástrojů pro poradenskou praxi. Aktuálně působí jako student doktorského programu a výzkumný pracovník na Katedře psychologie FSS MU v Brně, kde se zabývá adaptací a tvorbou diagnostických nástrojů pro identifikaci nadaných dětí.
... Notable scholars in gifted education have been tirelessly advocating for more equitable representation of minority students in G & T programs (Erwin & Worrell, 2012;Ford et al., 2020), promoting more culturally responsive pedagogies to support gifted girls of color (Young et al., 2019), and highlighting the promise of gifted students coming from diverse populations (Baldwin, 2005). Countering this "normative culture of Whiteness in teacher education" (Carter Andrews et al., 2021, p. 134) requires a more expansive mind-set, intellectual courage, social justice, and a deep commitment to culturally responsive pedagogy. ...
... I could not agree more with that sentiment and I applaud the editors of Gifted Child Quarterly and the guest editors for devoting an entire special issue to this topic with the goal of moving the field forward. Countless scholars such as Alexinia Baldwin (2005), Donna Ford (1998), andMary Frasier (1991), among many others, have devoted their careers to calling for change. Despite these valiant efforts, too little has changed. ...
K–12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken—from low-hanging fruit to major societal changes—in order to combat inequity in gifted education and move the field forward.
... Due to these issues in IQ testing and the current paradigm about ability, teachers' nomination is considered in the literature as a proper initial stage of the identification process (Baldwin, 2005;Brown, 1997;Erwin & Worrell, 2011;Pollert, 2019). Teachers use their professional experience primarily in this process (Shepherd & Linn, 2015). ...
Teachers' decisions to nominate the students whom they think are gifted and talented can seriously be negatively influenced by their possible prejudices and lack of knowledge. In this respect, it is considered that it is important to compare the teachers' nomination decisions with the tests used to officially identify gifted and talented students. In this study, it is aimed to identify the relationship between the teachers’ nominations and the results from the Raven Standard Progressive Matrices (RSPM) of students who are identified as gifted or non-gifted. Also, the effects of gender on teacher’s nominations or RSPM results have been examined. The relational survey model, one of the quantitative research models, was used in the research. The number of students to be included in the research was determined by using stratified sampling, which is one of the probabilistic sampling methods. Accordingly, 385 students studying from the 1st grade to the 4th grade in the selected schools formed the sample of the research. In this study, RSPM was used to determine whether students are gifted or not. Teachers were also given a form in which they could list the students' names, surnames, and gender to nominate the gifted students. Chi-square test was used in the analysis of the data obtained from the research. If the relationship was significant as a result of the chi-square test analysis, the strength of the relationship was examined by using Phi & Cramer V test. According to the obtained results, although there was an acceptable significant relationship between RSPM results and teacher’s nominations in diagnosing gifted students, it was observed that success of the teachers’ nomination was not sufficient, and RSPM results, teachers’ nominations and gender factor were not related. Also, the results indicate that teachers showed a bias towards male students in nomination.
... There is extensive research suggesting the use of multiple criteria for identifying gifted and talented students more effectively [44][45][46][47][48][49]. This means using teacher, peers, and parent nominations in addition to measuring IQ, might be helpful for a broader and valid identification (e.g., Singer, Houtz, and Rosenfield [50]). ...
In this study, it is aimed to reduce the number of questions from a 69-item scale, which is developed to nominate a student as gifted and talented by selecting the most effective questions. For this purpose, Recursive Feature Elimination and Chi-Square Filter feature selection methods are used. Also, it is aimed to find the best performing machine learning algorithm to nominate a student as gifted and talented in this study. To achieve this, analyses are performed with Random Forest Algorithm, C4.5 Decision Tree Algorithm, and Naive Bayes Classifier machine learning algorithms. As a result of the analyses; the 69-item scale was reduced to 20 questions by using Chi-Square Filter method, and then when Naive Bayes Classifier was applied to this new data set, the model nominated a student with 92% accuracy as gifted and talented. It is thought that the proposed model will save time in the nomination process and prevent the distraction of attention that can be caused by the high number of questions when teachers fill out the scale. Also, it is believed that more rational decisions will be made in the nomination process by working with data-based prediction models.
... When identifying gifted learners, educators need to rely on multiple pieces of data. Baldwin (2005) wrote that multiple measures to analyze the entire child should be used, such as checklists and student work, and that attitudes and stereotypes need to change and look beyond the language barrier. Outdated identification practices have not been revised to take into account the linguistic and cultural population that is prevalent today. ...
This paper explores educator perceptions of gifted and talented (GT) English language (ELL) students. This study identifies barriers for identification and service for GT/ELL students and highlights ways to support students through current efforts for students who fit these criteria. Educators from two elementary schools were interviewed in this qualitative study. The schools were chosen due to their high population of ELL students. Discussion focuses on the roles of professional development (PD) and best practices for identification of underrepresented students. Five main themes emerged from interviews of educators that work with GT/ELL students. The themes are obstacles, perception, referral, professional development, and, modification. 1
... Giftedness can be found in all cultures and is expressed through a variety of behaviors (Baldwin, 2005). However, the identification of giftedness is extremely complex not to mention controversial and has stimulated much debate (Al-Hroub, 2010a, 2010b, 2014Sarouphim & Maker, 2010). ...
This chapter presents a critical review on the international definitions of giftedness and teachers’ perceptions of giftedness around the world, in order to have a better understanding and assessment of where Lebanon stands. This chapter also sheds light on how different cultures perceive giftedness. Moreover, misconceptions and misdiagnoses of gifted children are explored, along with stereotypes that are popular around the world.
... Therefore, the FGD was appropriate for exploring teachers' perceptions of the attributes of giftedness and our other research questions. As previously mentioned, giftedness can be found in all cultures and is expressed through a variety of behaviors (Baldwin, 2005). What sort of behaviors do Lebanese teachers look for in their students in order to identify them as gifted? ...
This research adopted a mixed research design in order to explore current elementary teachers’ perceptions concerning the attributes of gifted students as a starting point in order to locate the lack of understanding in the construct of giftedness. The purpose of this study was twofold: (1) to explore the perceptions teachers currently have concerning the attributes of gifted students and (2) to survey the current practices used as the means for identifying gifted students. The data were collected through 140 surveys administered in 6 schools, 15 semi-structured interviews, and 5 focus group discussions with elementary school teachers in 5 private schools in the greater Beirut area. This chapter incorporates the research questions guiding the study, together with a description of the adopted research design, method, population, participants, and selection process. In addition, a description is included of the data collection methods that were used, the tools, and the data analysis procedures.
... In the literature on identification in gifted education there are a number of points where researchers find agreement. The commonly supported elements that should exist in a process for identifying gifted children include early identification (Donovan & Cross, 2002;Merrick & Targett, 2004), and the use of multiple instruments (Baldwin, 2005;Merrick & Targett, 2004;Johnsen, 2009;VanTassel-Baska, Johnson, & Avery, 2002). ...
Historically, Australia has lacked a consistent approach to identifying gifted children, not just between States and Territories, but between the districts within them and from one school to the next. A consistent approach requires a common definition of giftedness and well defined identification policies and procedures. This article summarises the policies espoused and practices recommended by the public education authorities (Departments of Education) in the identification of gifted children in the six States and two mainland Territories that comprise Australia. The analysis included the review of publically available policies and guidelines accessible through government departmental web-sites and correspondence with State and regional curriculum or gifted education coordinators, where they existed, to ensure accuracy of representation. Recommendations include being more prescriptive in the instruments, methods and procedures which are mandated for use and including the procedures by which schools, principals and teachers will be held accountable for implementing gifted policies as a part of the policies themselves.
(5) (PDF) Slater, E. (2018). The identification of gifted children in Australia: The importance of policy. TalentEd, 30, 1–16. Accessible at http://www.talented.org.au/the-identification-of-gifted-children-in-australia-the-importance-of-policy/. Available from: https://www.researchgate.net/publication/322419883_Slater_E_2018_The_identification_of_gifted_children_in_Australia_The_importance_of_policy_TalentEd_30_1-16_Accessible_at_httpwwwtalentedorgauthe-identification-of-gifted-children-in-australia-the-impo [accessed Oct 28 2019].
... For example, many studies have found that underserved students have difficulty scoring as well as their peers on standardized tests, which contributes to their low representation in gifted programs (Hoffman & Lowitzki, 2005;Seidman, 2005). Similarly, when standardized scores are used as a criteria for inclusion in meta-analyses, it stands to reason that the numbers of ethnic minority students would also be limited (Baldwin, 2005;Callahan, 2005;Lohman, 2005). ...
We conducted a meta-analysis exploring ethnic minority students enrolled in gifted/advanced programs with an emphasis on their academic achievement outcomes. A comprehensive search based on the Transparent Reporting of Systematic Reviews and Meta-Analysis checklist, was performed to retrieve articles within a 30-year time period (1983-2014), which resulted in 13 articles that were included in this meta-analysis. We analyzed the data using Comprehensive Meta-Analysis and presented the findings with descriptive information about gifted programs and statistical information, including effect size of each gifted program and overall effect size. Statistically significant positive overall intervention effect sizes were found; however, descriptive data revealed issues with the current state of research on gifted ethnic minority students.
... We have reason to believe these gentrification trends suggest a neoliberal pattern of diverting attention away from equity and heritage concerns for marginalized student populations (Cervantes-Soon 2014; Petrovic 2005) while allowing existing educational inequalities to remain uncontested (Macedo et al. 2003). Finally, we argue that DL education may soon constitute the next wave of inequitably distributed enrichment education in the U.S. by following a broader pattern of enrichment tracking practices, such as in gifted and talented programs (Baldwin 2005;Ford and Grantham 2003) and Science, Technology, Engineering, and Mathematics (STEM) programs that have tended to further privilege already privileged students (Museus, Palmer, Davis, and Maramba 2011). With Utah's DL policy now influencing more than 30 states and with Delaware and Georgia explicitly emulating Utah's model, we argue that anyone in favor of socially just education in the U.S. should be wary of losing the equity effects of DL education. ...
Utah’s dual language education (DL) initiative, officially introduced in 2007 and backed by unique state-level planning, is touted as a new “mainstreaming” of DL and is sparking interest across the U.S. Using a critical language policy lens and a mixed method approach, we asked which student groups were positioned discursively and materially to benefit the most from this policy across three types of privilege: white racial privilege, wealth, and English privilege. A critical discourse analysis conducted of five main Utah DL policy texts pointed toward already privileged student groups being discursively targeted for DL participation. Analysis of the demographics of schools housing DL programs between 2005 and 2014 showed a statistically significant drop in access for those without the three forms of privilege under study. We argue these findings are consistent with a larger trend toward the metaphorical gentrification of DL by students of more privilege than those it historically served. We discuss our concerns that as the Utah model spreads nationwide, the gentrification process threatens to position DL as the next wave in a broad pattern of inequitably distributed enrichment education within U.S. schools. We recommend steps toward avoiding this inequitable outcome.
Link: http://link.springer.com/article/10.1007/s11256-016-0370-0
... There are limitations of the current meta-analysis. In spite of the voluminous research and controversy on the identification of the gifted students from minority and diverse groups (e.g., A. Y. Baldwin, 2005;Ford & Grantham, 2003;Lohman, 2005a;McBee, 2010;Naglieri & Ford, 2005), our data set did not include a satisfactory number of those studies and effect sizes to use in the analyses because they did not meet the inclusion criteria. Some other critical issues of identification such as comparison of gender (J. ...
Current approaches to gifted identification suggest collecting multiple sources of evidence. Some gifted identification guidelines allow for the interchangeable use of performance and nonperformance identification methods. This multiple criteria approach lacks a strong overlap between the assessment tools; however, interchangeable use of the instruments (replacing one for another) entails high regularity. This meta-analytic review investigated the consistency of using performance and nonperformance identification methods by examining the influence of three moderators in two different study analyses. Study 1 focused on correlational and comparison studies by using Pearson r as the index of effect size within a three-level multilevel design. Study 2 was conducted with three diagnostic proportional metrics: efficiency, effectiveness/sensitivity, and specificity. Results from Study 1 indicated the overall correlation between the performance and nonperformance gifted identification methods was medium (r = .30). Teacher ratings yielded significantly higher consistency with performance measures than teacher or parent nomination and self-ratings. Study 2 showed that nonperformance methods are relatively strong in terms of specificity (70%) and effectiveness/sensitivity (59%) but not very efficient (39%). Analyses of four diagnostic quadrants indicated that performance and nonperformance gifted identification methods, when used alone, tend to identify different students who would not be identified otherwise despite some amount of convergence between the two. Our findings indicated that nonperformance and performance gifted identification methods cannot replace each other. They should be used concurrently rather than be used alone or consecutively.
... There is a general agreement on the need to use multiple criteria to identify gifted students (Baldwin, 2005;Erwin & Worrell, 2012;Hernández-Torrano, Prieto, Ferrándiz, Bermejo, & Sáinz, 2013). Among these criteria, teacher nominations are frequently used to create a screening pool of students to be further evaluated via IQ tests or other performance-based tests or as a formal part of the identification process. ...
The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided.
... Much research has been conducted on the methods of identifying gifted students, the most traditional of which include IQ tests and standardized test scores (Baldwin, 2005;Schroth & Helfer, 2008). However, it is believed that these traditional means can overlook gifted students who may score lower on these types of assessments. ...
Through a synthesis of 25 years worth of studies concerning the lived experience of children who are gifted and talented within the context of school, a more comprehensive picture can be presented. The intent is to provide information for teachers, parents, administrators, and psychologists to better understand and support advanced development. How students experience and relay issues concerning identity, passion, labeling, stigma, culture, schooling, academic resistance, and bullying are discussed through analyzing phenomenological qualitative research conducted over the past 25 years.
... Renzulli and his colleagues based the development of the new four scales on: (1) the Three-Ring Conception of Giftedness (Renzulli, 1978(Renzulli, , 1986); (2) Gardner's Multiple Intelligences Theory (Gardner, 1983;Gardner and Hatch, 1989); (3) modern psychological and educational measurement theories that emphasize the use of observation as a basic assessment technique; and (4) the Multiple Criteria Approach that is supported by many specialists of giftedness and superiority (e.g. Baldwin, 2005;Van Tassel-Baska et al., 2002). The Multiple Criteria Approach recommends that varied information from several sources be collected about students so that assessment is comprehensive. ...
The scales for rating the behavioral characteristics of superior students (SRBCSS), which were developed by Renzulli and his colleagues, are considered the most widespread and the most important scales used in the identification of gifted and superior students. Recently, four new scales were added. The aim of this research was to examine the reliability and validity of the four new scales in the Saudi environment. The scales were administered in Riyadh city to 348 primary school children, and their validity was calculated in several ways: face validity, discriminative validity, construct validity, internal consistency, concurrent validity, and factorial validity. Reliability was calculated by Cronbach alpha and test-retest methods. Results showed that the scales have good psychometric characteristics, which render them suitable for use in the identification of the gifted in relevant scientific fields.
... Step 4: Involve the parents. Several studies have documented the advantage of parents' involvement in the identification and placement of gifted children (Baldwin, 2005;Callahan, 2005). Parents' involvement must exceed the mere granting of their permission to test or place their children to that of an active participation in the program. ...
The purpose of this article is to shed light on the state of gifted education in Lebanon and to describe the efforts underway to establish programs for gifted learners in the country. The article starts with a description of the Lebanese system of education followed by research conducted in Lebanon on an instrument called Discovering Intellectual Strength and Capabilities While Observing Varied Ethnic Responses (DISCOVER), developed at the University of Arizona for the purpose of identifying gifted students from diverse ethnic groups. Next, the results that showed that DISCOVER could be used effectively in Lebanon are presented. Finally, a model for the development of a comprehensive system of education for the gifted nationwide is proposed.
... Renzulli and his colleagues based the development of the new four scales on: (1) the Three-Ring Conception of Giftedness (Renzulli, 1978(Renzulli, , 1986); (2) Gardner's Multiple Intelligences Theory (Gardner, 1983;Gardner and Hatch, 1989); (3) modern psychological and educational measurement theories that emphasize the use of observation as a basic assessment technique; and (4) the Multiple Criteria Approach that is supported by many specialists of giftedness and superiority (e.g. Baldwin, 2005;Van Tassel-Baska et al., 2002). The Multiple Criteria Approach recommends that varied information from several sources be collected about students so that assessment is comprehensive. ...
The scales for rating the behavioral characteristics of superior students (SRBCSS), which were developed by Renzulli and his colleagues, are considered the most widespread and the most important scales used in the identification of gifted and superior students. Recently, four new scales were added. The aim of this research was to examine the reliability and validity of the four new scales in the Saudi environment. The scales were administered in Riyadh city to 348 primary school children, and their validity was calculated in several ways: face validity, discriminative validity, construct validity, internal consistency, concurrent validity, and factorial validity. Reliability was calculated by Cronbach alpha and test-retest methods. Results showed that the scales have good psychometric characteristics, which render them suitable for use in the identification of the gifted in relevant scientific fields.
... 151). Moreover, both Baldwin (2005) and Ford (1998) discuss the underrepresentation of minority students in gifted education classrooms, arguing for improved identification and curriculum design for diverse learners. Researchers outside of the field have also called for alternative identification and assessment measures. ...
This paper offers a conceptual analysis of ability discourse using the theoretical lens of critical whiteness studies and the methodological framework of critical discourse analysis. From its origins in the Progressive Era to contemporary debates on tracking, the concept of giftedness has been formed through racial projects throughout US history. Through these projects, the concept of ‘giftedness’ became synonymous with ‘whiteness’, and gifted education has served to maintain white privilege both within and between US schools. While counter-discourse on giftedness has been dominated by scholars working outside the field of gifted education, there is a growing critique of this concept within the field of gifted education.
... Most students begin the identification process by being referred by a teacher. Yet the preponderance of research indicates that poor IQ test results and low teacher expectations are the main reasons why African American, Hispanic/Latino, and American Indian students are underrepresented in gifted education (Baldwin, 2005;Ford, 2004;Ford & Grantham, 2003;Whiting & Ford, 2006). By using alternative assessments that minimize cultural bias, and by developing policies and procedures that encourage the inclusion of minority populations, linguistically and culturally diverse students could have greater opportunities to participate in gifted programming. ...
... These assessments limited the number of minority or culturally diverse students enrolled in gifted and talented programs (Baldwin, 2004a;Frasier, 1997;Gallagher & Gallagher, 1994). Many of these students excelled in abilities and skill areas not conducive to identification using traditional testing instruments (Baldwin, 2004b;Ford & Harris, 1990;Patton, 1998). Thus, many of these minority individuals were not being identified and were not being served in gifted and talented programs. ...
... Nowadays, there is general agreement in the educational and scientific community about the need to use multiple methods to evaluate the broad spectrum of giftedness (Baldwin, 2005;Frasier & Passow, 1994;Plucker, Callahan, & Tomchin, 1996;Prieto, 2011;Renzulli & Reis, 1997a, 1997bVanTassel-Baska, Johnson, & Avery, 2002). Teacher nominations are frequently used in the identification of gifted students because teachers are in a unique position to observe students in a variety of situations and under different conditions and to interact with them in the school for long periods of time (Siegle, 2001). ...
What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their teachers were analyzed. Results showed a general gifted profile of the nominated students defined by higher scores in their naturalist and social intelligences, stress management, and verbal, mechanical, and spatial reasoning. Additional analysis indicated that students’ gender and grade also influenced teachers’ nominations of gifted students. Based on the associations among the demographic and psychological characteristics included in this study, nominated students could be classified in five specific gifted profiles, namely, moderately gifted students, social-emotionally gifted students, artistically gifted students, intellectually gifted students, and generally gifted students. Discussion of the limitations of the study, directions for future research, and educational implications of the study are provided.
... Reasons for the inequity between the representation of different cultural groups in programmes for the gifted, i.e. conceptions of gifted and talented, testing methods, curriculum, learning styles, home language, stereotypes of different groups and historical influences, as noted by Dorbis and Vasilevska (1996:1) will be discussed with specific reference to disadvantaged gifted learners. Conceptions of the gifted and talented Baldwin (2005:112-113) points out that there has been a shift in the meaning of 'gifted" from high intelligence and academic achievement to different concepts, since high intelligence and academic achievement are now widely regarded as inadequate measures. Bonner (2000:657) acknowledges the importance of culture, language and environment, while Gaydon (1988:7) suggests focusing on measuring potential, rather than manifest ability, since culturally disadvantaged learners "may not have been provided with the early learning experiences necessary to develop their potential". ...
It is a fallacy that the government does not value bright children because it wants to reduce every child to the lowest common denominator. Nothing could be further from the truth (Asmal, 2003: 4).
The omission of gifted learners as a special education needs category from policy documents such as White Paper 6 (Department of Education, 2001) In South Africa is cause for concern. Although the White Paper acknowledges that certain learners may require intensive support to develop to their full potential and that learner differences should be respected, “whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases” (Department of Education, 2001: 16, 6) it makes no specific mention of gifted learners. Asmal (2003:4) stated that the success of the South African (SA) school system is dependent on providing for the “blossoming of the potential of all our children”, but not by isolating gifted learners, since they could “add great value to the potential of other children through collaboration”. Naledi Pandor, South Africa's minister of education recently explained: “We must promote the broadest possible view of inclusion, in the sense of social inclusion, which poses challenges for every school that has one or more children who are ‘different’ in some way. We must embrace and celebrate that difference” (2005:5).
... For many African Americans, incorporating spirituality into their experiences with racism has provided a means of hope for improvement in future endeavors. However, the availability of research investigating African American students' commitment to spiritual beliefs in relation to their perceptions of giftedness and academic rigor is severely limited, e s p e c i a l l y g i v e n t h e i r c o n t i n u e d underrepresentation in gifted and talented programs (Baldwin, 2005;Bonner, 2000;Bonner & Jennings, 2007;Callahan, 2005;Elhoweris, 2005;Michael-Chadwell, 2008). ...
This study explored the perceptions of African American high school males regarding their experiences in academically rigorous programs. A specific investigation as to how this cohort defined giftedness or academic success is underscored along with their perceptions of factors they identified as hindrances to their academic success subsequent to their graduation from high school. The study also focuses on the implications for this cohort participating in gifted programming, given the intensity of these academic engagements. In many instances, spirituality and religiosity are two enduring and salient aspects of African American culture that have in many ways influenced identity development; these constructs have also been used as methods of coping and overcoming perceived injustices (Billingsley, 2003). Hence, how these African American males’ perceived the role of spirituality in their daily lives, particularly their schooling experiences, was also examined.
Black boys are overrepresented in special education (SPED) and underrepresented in gifted and talented education, Advanced Placement, and other opportunities for advanced learners. Conversely, they are overrepresented in SPED. In this article, we address the vicious cycle of deficit thinking and intelligence test inequities—the consequences and impact on Black males. The impact of high‐stakes testing and racial prejudice and discrimination is stark. We present an equity formula to guide readers in all roles in setting quantifiable equity goals. Recommendations are provided.
Dyslexia in Malta constitutes a significant share of the work load of most educational psychologists. This difficulty is often compounded by the use of English and Maltese that are taught side by side. Against a backdrop of learners battling against their difficulties with variable rates of success, optimistic voices make a case for such learners’ other skills to be recognised. There is some anecdotal evidence which suggests that dyslexia may be associated with enhanced creativity but in reality there are few empirical studies which support this notion and results are sometime inconsistent, in part due to the difficulty in recruiting the right participants in large enough numbers. Vic Martinelli and Josef Schembri try their hand at throwing some more light on the issue through a study which if no different from others before it, claims to be tightly controlled and is embedded in a bilingual context.
This qualitative study aimed to analyze educational services offered in Jordanian schools to identify gifted Syrian refugee students. To do that, 42 semi-structured interviews were conducted with school principals and educational supervisors. Participants were asked open-ended questions about educational practices used with Syrian students inside refugee camps and northern cities in Jordan. The collected data were then analyzed using descriptive coding analytical strategies. Results show that gifted identification services provided for Syrians students are insufficient and weak. The results also showed that school principals and educational supervisors have positive trends toward providing gifted education services. However, they suffer from a range of administrative and legislative problems that limit their ability to provide appropriate services to students. Finally, these results provide a comprehensive analysis for educators in Jordan to develop higher quality identification procedures for gifted Syrian refugees’ students.
This case study offers a new insight into application of multiple-criteria decision-making methods (MCDM) to social identity issues in the context of talent management. This study used MCDM to help a high-tech company to identify potential talents in its sale and marketing team (n=54). MCDM adjusted subjective information consisted of intangible organisational political issues into a transparent, objective benchmark. The transparency and consistency of this evaluation process reduced potential social identity disruption between individuals or groups. Furthermore, the involvement of multiple decision-makers (both managers and employees) in the talent identification procedure enhanced employees’ motivation for further development.
This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.
The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from perspectives of school, classroom, and individual students. Data included document review; administrator, teacher, and student interviews; and classroom observations. Themes identified were academic, guidance, and social and emotional supports. Constructing this rigorous program required time, resources, and expertise coupled with strong leadership, a person in charge. APA created a small, caring community, building student belonging. The community included key persons intensely focused on students and what they need to achieve; e.g., culturally responsive, differentiated instruction. Students from bleak educational backgrounds require more time to develop academic talent and skills and confidence of likely success. Exposure and enrichment builds student motivation for hard work.
Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs.
Considering the benefits that accrue in countries having low levels of social inequality and the harm that accompanies wide disparities in income, it is important to examine any practices or traditions that contribute to inequality. Under some circumstances, gifted education does confer advantages that are not available to all students, particularly when its identification procedures fail to recognize potential in students not in the dominant group or when services improve the educational opportunities only for those who are identified even though all students could benefit. The elimination of age grading, a practice that inhibits the development of potential for many children, including gifted children, is recommended as a solution to the inequality engendered by current practice.
The field of gifted education has faced criticism about the underrepresentation of African American, Hispanic/Latino, and American Indian students who are culturally and linguistically diverse (CLD) in its programs. This article proposes that efforts targeting both recruitment and retention barriers are essential to remedying this disparity. Educators' deficit thinking about CLD students underlies both areas (recruitment and retention) and contributes to underrepresentation in significant, meaningful ways. The authors examine factors hindering the recruitment and retention of CLD students in gifted education, attending in particular to definitions and theories, testing, and referral issues, and offer recommendations for improving the representation of CLD students in gifted education.
Within the United States, the underrepresentation of historically underserved student groups continues to be a phenomenon in gifted and talented (GT) programs. In a phenomenological study exploring teachers' and African American parents' perceptions of the underrepresentation of gifted African American students, four themes emerged from the study. Those themes are: (a) misperceptions regarding a student's race and ability; (b) the lack of parent awareness programs about issues related to gifted and talented education; (c) the need for professional development training related to the needs of minority gifted students; and (d) issues related to testing and assessment instrumentation. A paradigm shift in leadership and GT program practices must occur to reduce identification and placement gaps. The Chadwell Transformative Model for Gifted Program Reform is a means to improve the identification and placement of historically underserved students into gifted and talented programs.
This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)
Procedures used in constructing and validating this instrument are discussed in a companion article (EC 040 230). (KW)
Increasing concern has been focused on the under-representation of African-American and Hispanic students in programs for the academically talented. The Raven's Progressive Matrices (RPM) has been suggested as a possible instrument to help remedy this situation, although little research has been conducted about its viability in identifying academic potential in minority populations. A sample of low-income minority students was given the Raven's Advanced Progressive Matrices (APM) along with a more traditional measure of academic aptitude (The School and College Ability Test) to compare the ability of each to identify students who might profit from advanced-level coursework. There were differences among ethnic groups in results of both tests, but a significantly higher proportion of minority children scored at a high level on the RPM than on the traditional mcasure. In addition, the RPM does appear to be a useful instrument for identifying academic potential in students with limited English proficiency However, there are still issues and concerns surrounding the use of the APM as the sole instrument for selecting students to participate in special programs stressing high-level academic standards and content. The RPM appears to hold more promise as a general screening instrument, to be used in conjunction with other measures to identify students with academic potential who could profit from special programs designed to enhance their academic skills.
A persistent problem in education is the underrepresentation of diverse students in gifted education programs. Many educators attribute the poor participation of diverse students in gifted programs to the ineffectiveness of standardized tests in capturing the ability of these students. Thus, a primary agenda of school selection committees is to find more culturally sensitive measures. This study examined the effectiveness of the Naglieri Nonverbal Ability Test (NNAT) in identifying gifted Black and Hispanic students in comparison to White students. The sample was comprised of 20,270 students in grades K-12 who were similar to the U.S. population on several demographic variables. The distributions of NNAT standard scores were studied separately for White, Black, and Hispanic groups. Results indicate that similar percentages of White (5.6%), Black (5.1%0/), and Hispanic (4.4%) children earned an NNAT standard score of 125 (95th percentile rank). These findings suggest that the NNAT may be useful as part of a procedure to identify diverse students for gifted education services.
Four hundred kindergarten children in regular education and 31 kindergarten children identified as gifted were presented a cognitive battery consisting of nine different tasks. Five measures representing the three open-ended tasks were associated with both a significant group difference and the presence of high performing outliers from the regular education sample. When frequency distributions for the two groups were computed based on a total score summed over the five measures, seven of the eight regular education students with the highest score, the upper 2%, were either Black/NonHispanic or White/Hispanic. The upper 2% of the regular education sample performed at a level above 81% of the gifted sample, The data suggest that using a child's performance on a cognitive battery may prove to be effective for identifying gifted minority children who have not previously been identified as having superior cognitive abilities.
A relatively new, nontraditional approach to assessing cognitive ability is to instruct students on how to perform on certain tasks and then measure their progress in learning to solve similar problems. This approach, called dynamic assessment, usually consists of a test-intervene-retest format that focuses attention on the improvement in student performance when an adult provides mediated assistance on how to master the testing task. The dynamic assessment approach can provide a means for assesstog disadvantaged, disabled, or limited English proficiency students who have not demonstrated high ability on traditional tests of intelligence and creativity. Dynamic assessment methods should be considered by school districts with large numbers of disadvantaged students which are dissatisfied with the effectiveness of traditional methods for identifying students for specialized enrichment programs.
The purpose of this project was to address the need for identifying and providing programming for potentially gifted Head Start children. Four hundred forty-six Head Start children, 32 teachers, and 32 teacher aides participated in the field-testing and were divided into intervention and comparison groups. The comparison group was made up of 212 children, 20 teachers, and 20 teacher aides, and the intervention group included 234 children, 12 teachers, and 12 teacher aides. All children in both groups received programming to enhance divergent, convergent, and evaluative thinking skills. Children with special gifts and talents in both groups were identified and those in the intervention group received programming in their talent area. Results indicated that both indentified and non-identified potentially gifted children in the intervention group made significant gains over the comparison group in cognitive and creative functioning. In addition, attitudes of teachers in the intervention group toward their classes became significantly more positive than attitudes of teachers in the comparison group.
In response to a mandate from the Congress (Public Law 91-230, Section 806), a study was conducted on the gifted and talented which consisted of five major activities: review of research, analysis of educational data bases and the development of a major data base, public hearings to interpret regional needs, studies of programs in representative states, and review an analysis of the system for delivery of Office of Education programs to benefit gifted and talented children. Recommendations and details of the study are found in the text and in Volume 2 (ED 056244). Major findings include: a conservative estimate of the number of gifted and talented from the total elementary and secondary school population of 51.6 million is 1.5 to 2.5 million; existing services for the gifted serve only a small percentage of the total; differentiated education for the gifted and talented is perceived as low priority at Federal, State, and most local levels of government; 21 states have legislation to provide services but in many cases this merely represents intent; services for the gifted can and do produce significant outcomes. Ten major activities to be initiated in 1971 are outlined. (RJ)
The purpose of the paper is to describe a more generally applicable method of factor analysis which has no restrictions as regards group factors and which does not restrict the number of general factors that are operative in producing the intercorrelation. Applications of the method to different types of correlation problems are suggested. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews the current status of the identification of gifted Black students. The present author describes methods now employed, including nominations, checklists, rating scales, standard measuring instruments, adaptation of standard measuring instruments, a matrix model, a culture specific model, a quota system model, and an identification and instructional model. The following topics are addressed: diversity within the Black population, the search for data from multiple sources, the use of professionals, early identification, and awareness of the different types of behavior manifested by gifted children from differing cultural backgrounds. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of the technical data available on the 1972 norms edition of the Stanford-Binet is presented. Data on the standardization sample, reliability and validity are considered. This review demonstrates how inadequate these data are. It is contended that the Stanford-Binet should not continue to be used in important decision making processes unless this weakness is corrected.
A pesar de la relativamente corta historia de la Psicología como ciencia, existen pocos constructos psicológicos que perduren 90 años después de su formulación y que, aún más, continúen plenamente vigentes en la actualidad. El factor «g» es sin duda alguna uno de esos escasos ejemplos y para contrastar su vigencia actual tan sólo hace falta comprobar su lugar de preeminencia en los modelos factoriales de la inteligencia más aceptados en la actualidad, bien como un factor de tercer orden en los modelos jerárquicos o bien identificado con un factor de segundo orden en el modelo del recientemente desaparecido R.B.Cattell.
Growing up gifted Colum-bus
- B Clark
Clark, B. (1988). Growing up gifted (3rd Ed.). Colum-bus, OH: Merrill.
Gifted children: Psychological and educational perspectives
- A Tannenbaum
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Toward a psychology of giftedness: A concept in search of measurement
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Totalitarian Societies: Ukraine The many faces of giftedness: Lifting the mask
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Talent de-layed—talent denied, the culturally different gifted child—a conference report
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Screening assessment for gifted elementary students: A method of identifying giftedness
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DISCOVER projects: Changing the way we think about education
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Education of the gifted and tal-ented
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Description of variance of subtest scatter across a band of cognitive levels. Unpublished doctoral dissertation
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Baldwin Identification Matrix 2 for the identification of gifted and talented
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The many faces of giftedness: Lifting the mask
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Raven matrices scores and educational achievement of Black underprivileged children. Paper presented at the biennium meeting of the World Council for Gifted and Talented
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Analysis and identification of giftedness: Mexican American children, a pilot study
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