Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

Autor/inn/en	Rambo-Hernandez, Karen E.; Brigandi, Carla; Amin, Syahrul; Spillane, Nancy
Titel	Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children
Quelle	In: Journal for the Education of the Gifted, 46 (2023) 2, S.111-139 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rambo-Hernandez, Karen E.) ORCID (Brigandi, Carla) ORCID (Amin, Syahrul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532231162612
Schlagwörter	Gifted; Gifted Education; Academically Gifted; Services; Eligibility; Talent Identification; Standards; Differences; Elementary School Teachers; Elementary School Students; Grade 1; Grade 2; Science Achievement; Mathematics Achievement; Student Motivation; Females; Student Evaluation; Creativity + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Dienstleistung; Eignung; Begabtenanalyse; Talentsuche; Standard; Unterscheiden; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Weibliches Geschlecht; Schulnote; Studentische Bewertung; Kreativität
Abstract	This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one rural primary school. Teachers (n = 16) rated 282 first- and second grade students on creativity, motivation, mathematics, and science. Results indicated the most variability in how teachers used the science scale and the least variability in the mathematics scales. Further, teachers rated female students higher than male students in motivation, but not on any other scale. More students were identified if the top students were identified in each class versus the top students in each grade level, and largely, the students who were identified within their classrooms were not the same students who were identified within their grade level. And as expected, OR rules resulted in the highest number of students identified. Implications and recommendations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01