Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades

Autor/inn/en	Rothenbusch, Sandra; Voss, Thamar; Golle, Jessika; Zettler, Ingo
Titel	Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades
Quelle	In: Gifted Child Quarterly, 62 (2018) 2, S.230-250 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217752100
Schlagwörter	Academically Gifted; Teacher Attitudes; Elementary School Teachers; Elementary School Students; Parent Attitudes; Verbal Ability; Mathematics Skills; Thinking Skills; Logical Thinking; Creative Thinking; Learner Engagement; Grades (Scholastic); Correlation; Accuracy; Foreign Countries; Statistical Analysis; Questionnaires; Likert Scales; Factor Structure; Structural Equation Models; Maximum Likelihood Statistics; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elternverhalten; Mündliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Kreatives Denken; Notenspiegel; Korrelation; Ausland; Statistische Analyse; Fragebogen; Likert-Skala; Faktorenstruktur; Deutschland
Abstract	This study investigated teacher and parent ratings of teacher-nominated gifted elementary school students' verbal abilities, mathematical abilities, deductive reasoning, creative thinking, and engagement, and connected these ratings to school grades. Teacher and parent ratings were compared with regard to accuracy levels and halo effects. Furthermore, this study explored the correlations between teacher and parent ratings and how they are related to school grades. The study was based on data from 572 elementary school students participating in an enrichment program. The results indicated the same accuracy levels for teachers and parents. However, teacher ratings were more strongly affected by halo effects than parent ratings. The correlations between teacher and parent ratings were small to medium. Both raters' ratings were independently and positively associated with German grades when controlling for each other. Positive teacher or parent ratings of mathematical abilities and engagement buffered the relation between the other rater's ratings and math grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01