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

Del Siegle · Rebecca L. Mann · Hope Elisabeth Wilson

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Education, Achievement, and Giftedness School Choice and Performance Critical Race Theory in Education

Abstract

A classroom teacher's unique perspective is valuable when considering students for gifted and talented programs. We developed a series of 11 student profiles to measure 290 preservice and 95 in-service teachers' attitudes and asked them to indicate how strongly they believed the students in the profiles should or should not be recommended for their district's gifted program. We found students' interests, SES, and areas of academic strength influenced teachers' perceptions of students as gifted. In-service teachers were more likely than preservice teachers to view the students in the profiles as gifted. In-service teachers also were influenced by whether previous children in the family had been identified as gifted and talented.

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1995How to Differentiate Instruction in Mixed-Ability Classrooms 1995Failing at fairness : how our schools cheat girls 2001How To Differentiate Instruction in Mixed-Ability Classrooms. 2nd Edition.1983The bases of teacher expectancies: A meta-analysis.1999Early teacher perceptions and later student academic achievement.1971Scale for Rating Behavioral Characteristics of Superior Students 2006A Descriptive Analysis of Referral Sources for Gifted Identification Screening by Race and Socioeconomic Status 2007Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

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2017Poverty, Academic Achievement, and Giftedness: A Literature Review 2017Assessment in Gifted Education: A Review of the Literature From 2005 to 2016 2015How Finnish elementary school teachers meet the needs of their gifted students 2009An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students 2016Consistency of the Performance and Nonperformance Methods in Gifted Identification

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