Factors That Influence In-Service and Preservice Teachers' Nominations of Students for Gifted and Talented Programs

Abstract

where he has been honored as a teaching fellow. Michele Moore is certified in elementary education with a Ph.D. in educational psychology.

Teachers’ Conceptions of Giftedness and Special Needs of Gifted Students

“…Bundan dolayı çoğu okul, ileri akademik yerleştirme programlarına öğrenci yerleştirileceği zaman sıklıkla sınıf öğretmenlerinden uygun öğrencileri aday göstermelerini ister (Siegle, Moore, Mann ve Wilson, 2010). Bu bağlamda, öğretmenlerin üstün zekâlı ve yetenekliler için sunulan programlara öğrencileri yönlendirirken verdikleri kararlar, üstün potansiyeli olan öğrencilerin bu potansiyellerini ortaya koyabilmeleri için kritik öneme sahiptir.…”

Working toward equitable gifted programming: The school psychologist's role

“…Because teacher nomination is the most widely required criteria for formal consideration (NAGC, 2015), the gatekeepers of gifted programming often have limited to no knowledge of gifted education—confounding the nomination process with bias and a reliance on ill‐formed and stereotypic beliefs of giftedness (Bain, Bliss, Choate, & Brown, 2007; Berman, Schultz, & Weber, 2012; Carman, 2011; Siegle, Moore, Mann, & Wilson, 2010; Speirs Neumeister, Adams, Pierce, Cassady, & Dixon, 2007). These stereotypic beliefs regarding giftedness are shaped by traditional conceptions of gifted individuals as male (Bianco, Harris, Garrison‐Wade, & Leech, 2009; Carman, 2011), White or Asian (Carman, 2011; Ford et al, 2008), as displaying academic characteristics valued by the dominant Eurocentric culture which rewards behaviors like leadership (Siegle et al, 2010) and the intrinsic motivation to learn (Speirs Neumeister et al, 2007), and the false notion that gifted students are a homogenous group with the ability to thrive in the absence of targeted academic interventions (Reis & Renzulli, 2009). Despite significant research exploring the problems inherent in this process, nomination remains the most common method of referring students for formal identification nationwide (NAGC, 2015).…”

“…The disproportionate nomination of White students for gifted identification (Harris et al, 2009; McBee, 2006; Plucker & Peters, 2018; Siegle et al, 2015) mirrors preservice teachers’ stereotypic expectations of giftedness (Carman, 2011). Several studies exploring preservice teachers’ preconceptions of gifted students indicate that stereotypic thinking and misinformation largely informs beliefs and expectations (Bain et al, 2007; Berman et al, 2012; Carman, 2011, Siegle et al, 2010; Speirs Neumeister et al, 2007). Carman's (2011) study exploring gifted stereotypes among preservice and current teachers required participants to imagine and describe a gifted person; over 85% of the sample imagined a White person.…”

Escala de identificação de dotação e talento: Construção de instrumento e validade de conteúdo

“…Escalas de nomeação por professores são consideradas um dos métodos mais utilizados na identificação de alunos com D&T em outros países (Siegle, et al, 2010;Worrel & Erwin, 2011). O presente trabalho dá um passo nesse sentido, pois é o primeiro instrumento criado no país para auxiliar no processo de identificação de indivíduos com D&T, até onde se pode verificar.…”