Locating Gifted Children In Junior High Schools

Intellectual giftedness: Economic, political, cultural, and psychological considerations

“…The answer to the "who" question is directly connected to the general education system and the society the educational systems are in. In other words, to devise an effective (i.e., minimizing the number of false negatives) and efficient (i.e., minimizing the number of false positives) (Pegnato & Birch, 1959) system of identification of IG, the devisors of this system should consider the meritocracy--egalitarianism continuum, and define what elements of the infrastructure of their general educational system are usable/applicable for their system of gifted education (e.g. whether there are national examinations which can be used in the identification process, such as done in Singapore).…”

Measurement Invariance of the Chinese Gifted Rating Scales

“…For example, the U.S. Department of Education has conceptualized giftedness as extraordinary intellectual and specific academic or artistic abilities or high performance capability in creativity or leadership (U.S. Department of Education, Office of Educational Research and Improvement, 1993 To conduct a comprehensive evaluation of a potentially gifted child, teachers and parents are often invited to provide information on the child (Pfeiffer, 2002). Although early reports (e.g., Gear, 1978;Pegnato & Birch, 1959) indicated that teachers were relatively poor at identifying gifted students because they were too close to students to have a sound perspective, more researchers (e.g., Gagné, 1994;Hunsaker, Finley, & Frank, 1997;Renzulli & Delcourt, 1986), however, have argued that teacher nomination and teacher rating for gifted children identification were very useful in identifying gifted students. Furthermore, teacher accuracy can be improved through the use of psychometrically sound rating scales that have been formulated from a list of characteristics of gifted children.…”

Identifying Intellectually Superior Black Children

“…Research efforts have indicated that as many as half of the intellectually gifted children are not identified by currently employed methods (Dunn, 1973;Pegnato, 1959;Martinson, Note 1). Problems in identification are compounded for the gifted black child because in the dominant society the assumption has been made that intellectually gifted children are not found in certain culturally different groups.…”

“…In screening for intellectual giftedness the use of a single criterion, such as group test scores or teacher nomination, has been shown to identify fewer than half of the gifted children in a given population (Dunn, 1973;Pegnato, 1959). According to Martinson (Note I) the use of multiple screening methods, including teacher observation, group achievement tests, group intelligence tests, and pupil products has been found to be more effective than single-criterion screening methods.…”