Effect of Demographic Variables on the Accuracy of Teacher Nominations of Gifted students in the Regular classrooms
الكلمات المفتاحية:
Demographic variables, Teacher nominations, Gifted students, Regular classroom
الملخص
The study aimed to analyze the demographic variables of teachers and how such variables influence the accurate nomination of gifted students based on the scale for rating the behavioral characteristics of such students. The study focused on five variables; gender of teachers, general specialization of teaching, years of teaching experience, training programs the teachers may have during their teaching experience, and the degree of teacher’s qualification. Having employed the quantitative research design including the descriptive comparative-correlational method and the sample of classroom teachers invited from two primary schools, the overall findings showed the most influential variables which can be seen thorough the interference among the general specialization with the degree of qualification in one hand, and the years of teaching experience with the training programs on the other. Regardless of the type of rating scales, increasing teachers’ knowledge and experience regarding the behavioral characteristics of gifted students plays a central role in increasing the accuracy of teacher nomination. Further implication and recommendation for future research were provided.
المراجع
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9. Anthony, C. J, Styck, K. M., Cooke, E., Martel, J. R., & Frye, K. E. (2022). Evaluating the impact of rater effects on behavior rating scale score validity and utility. School Psychology Review, 51(1), 25–39. https://doi.org/10.1080/2372966x.2020.1827681
10. Biber, M., Biber, S. K., Ozyaprak, M., Kartal, E., Can, T., & Simsek, I. (2020). Teacher nomination in dentifying gifted and talented students: Evidence from Turkey. Thinking Skills and Creativity, 39 (14). https://doi.org/10.1016/j.tsc.2020.100751
11. Borland, J. H. (2005). Gifted education without gifted children: The case for no conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 1–19). Cambridge University Press.
12. Brodersen, A. V., Hemmler, V. L., Callahan, C. M., & McCoach, D. B. (2023). Concordance of gifted education policy and practices at the state, district, and local levels. Gifted Education International, 39(3), 337-377. https://doi.org/10.1177/02614294221129928
13. Cluntun, A. N. (2002). The journey of giftedness: A comprehensive guidance. Twaik House.
14. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4rd ed.). Pearson.
15. Dai, D. Y., & Chen, F. (2014). Paradigms of gifted education: A guide for theory-based, practice-focused research. Prufrock Press.
16. Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5th ed.). Allyn and Bacon.
17. Dicke, A. L., Lüdtke, O., Trautwein, U., Nagy, G., & Nagy, N. (2012). Judging students' achievement goal orientations: Are teacher ratings accurate? Learning and Individual Differences, 22(6), 844–849. https://doi.org/10.1016/j.lindif.2012.04.004
18. Eyre, D. (2011). Room at the top: Inclusive education for high performance. Policy Exchange.
19. Gear, G. H. (1976). Accuracy of teacher judgment in identifying intellectually gifted children: A review of the literature. Gifted Child Quarterly, 20(4), 478–490.
20. Gralewski, J., & Karwowski, M. (2013). Polite girls and creative boys? Students' gender moderates accuracy of teachers' ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304. https://doi.org/10.1002/jocb.36
21. Gridley, B. E., & Treloar, J. H. (1984). The validity of the scales for rating the behavioral characteristics of superior students for the identification of gifted students. Journal of Psychoeducational Assessment, 2(1), 65–71. https://doi.org/10.1177/073428298400200108
22. Gubbins, E. J., Siegle, D., Ottone-Cross, K., McCoach, D. B., Langley, S. D., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2021). Identifying and serving gifted and talented students: Are identification and services connected? Gifted Child Quarterly, 65(2), 115-131. https://doi.org/10.1177/0016986220988308
23. Human Capital Program (2023). Initiatives for achieving the Saudi Arabia Vision 2030. https://www.vision2030.gov.sa/en/vision-2030/vrp/human-capacity-development-program/
24. Ibrahim, U. M. A., & Aljughaiman, A. M. (2009). The behavioral characteristics of kindergarten gifted children in Saudi Arabia: Construction and validation of a scale. In E. L. Grigorenko (Ed.), Multicultural psychoeducational assessment (pp. 315–334). Springer Publishing Company.
25. Jarosewich, T., Pfeiffer, S. I., & Morris J. (2002). Identifying gifted students using teacher rating scales: A review of existing instruments. Journal of Psychoeducational Assessment, 20(4), 322–336. https://doi.org/10.1177/073428290202000401
26. Lassila, E., Hyry-Beihammer, E. K., Kizkapan, O., Rocena, A., & Sumida, M. (2023). Giftedness in inclusive classrooms: A cross-cultural examination of pre-service teachers’ thinking in Finland, Austria, Turkey, the Philippines, and Japan. Gifted Child Quarterly, 67(4), 306-324. https://doi.org/10.1177/00169862231183652.
27. Lo, C. O., Porath, M., Yu, H.-P., Chen, C.-M., Tsai, K.-F., & Wu, I.-C. (2019). Giftedness in the making: A transactional perspective. Gifted Child Quarterly, 63(3), 172-184. https://doi.org/10.1177/0016986218812474
28. Lo, C. O., & Porath, M. (2017). Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities. Gifted Child Quarterly, 61(4), 343-360. https://doi.org/10.1177/0016986217722840
29. Lovecky, D. V. (2023). Different Minds: Gifted children with ADHD, ASD, and other dual exceptionalities (2nd ed.). Jessica Kingsley.
30. Mawhiba (2024). The national program for gifted identification. https://www.mawhiba.org/en/Initiatives/Identification/Pages/default.aspx
31. McBride, N. (1992). Early identification of the gifted and talented students: Where do teachers stand? Gifted Child International, 8(1), 19–12.
32. Ministry of Education. (1995). The educational policy in the Kingdom of Saudi Arabia (4th ed.). Ministry of Education.
33. Muammar, O. M. (2006). Saudi Arabia: Key issues regarding the education of gifted students. In B. Wallace, & G. Eriksson (Eds.), Diversity in gifted education: International perspective on global issues (pp. 308-309). Routledge.
34. Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the needs and potentials of high-ability, high-performing, and gifted students via differentiation. Gifted Child Quarterly, 0(0). https://doi.org/10.1177/00169862231222225
35. Peters, S. J., Matthews, M. S., McBee, M. T., & McCoach, D. B. (2014). Beyond gifted education: Designing and implementing advanced academic programs. Prufrock Press.
36. Peters, S. J., Stambaugh, T., Makel, M. C., Lee, L. E., McBee, M. T., McCoach, D. B., & Johnson, K. R. (2023). The CASA criteria for evaluating gifted and talented identification systems: Cost, Alignment, Sensitivity, and Access. Gifted Child Quarterly, 67(2), 137-150. https://doi.org/10.1177/00169862221124887
37. Rambo-Hernandez, K. E., Brigandi, C., Amin, S., & Spillane, N. (2023). Who gets identified? The consequences of variability in teacher ratings and combination rules for determining eligibility for gifted services for young children. Journal for the Education of the Gifted, 46(2), 111-139. https://doi.org/10.1177/01623532231162612
38. Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., & Westberg, K. L. (1997). Scales for Rating the Behavioral Characteristics of Superior Students. Mansfield Center, CT: Creative Learning Press.
39. Roberts, J. L. & Inman, T. F. (2023). Strategies for differentiating instruction: Best practices for the classroom. Taylor & Francis Group.
40. Sternberg, R. J. (2024). A Duplex Model for Giftedness. Gifted Child Quarterly, 0(0). https://doi.org/10.1177/00169862231217730
41. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
42. Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger's, depression, and other disorders. Great Potential Press.
2. Alamiri, F. Y. (2021). The theory of participatory giftedness: A new direction for the conception of giftedness in the Saudi educational context, The Scientific Journal of King Faisal University: Humanities and Management Sciences, 22, 93-103. https://doi.org/10.37575/h/edu/1008
3. Alenizi, M. A. K., & Shaaban, T. S. K. (2023). An exploratory study on the behavioral characteristics of talented students in the Northern Border Province of the Kingdom of Saudi Arabia. Journal of Teaching & Teacher Education, 11(2), 35–46.
4. Alfaiz, F. S., Alfaid, A. A., & Aljughaiman, A. M. (2022) Current status of gifted education in Saudi Arabia, Cogent Education, 9 (1), DOI: 10.1080/2331186X.2022.2064585 .
5. Aljughaiman, A. M., Nofal, M., & Hein, S. (2016). Gifted education in Saudi Arabia: A review. In D. Y. Dai & C. C. Kuo (Eds.). Gifted Education in Asia: Problems and Prospects, (pp. 191-212). Information Age Publishing.
6. Aljughaiman, A. (2006). The school enrichment model. King Abdulaziz and His Companions Foundation for the Gifted.
7. Alnafie, A., Al Gateai, A., Al Dudiban, S., Al Hazmi, M., & Al Saleem. (2000). The program of identifying and nurturing gifted children. King AbdulAziz City for Science and Technology.
8. Alqarni, M. A. (2010). Evaluation of provisions for gifted students in Saudi Arabia. [Doctoral dissertation, University of Wollongong].
9. Anthony, C. J, Styck, K. M., Cooke, E., Martel, J. R., & Frye, K. E. (2022). Evaluating the impact of rater effects on behavior rating scale score validity and utility. School Psychology Review, 51(1), 25–39. https://doi.org/10.1080/2372966x.2020.1827681
10. Biber, M., Biber, S. K., Ozyaprak, M., Kartal, E., Can, T., & Simsek, I. (2020). Teacher nomination in dentifying gifted and talented students: Evidence from Turkey. Thinking Skills and Creativity, 39 (14). https://doi.org/10.1016/j.tsc.2020.100751
11. Borland, J. H. (2005). Gifted education without gifted children: The case for no conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 1–19). Cambridge University Press.
12. Brodersen, A. V., Hemmler, V. L., Callahan, C. M., & McCoach, D. B. (2023). Concordance of gifted education policy and practices at the state, district, and local levels. Gifted Education International, 39(3), 337-377. https://doi.org/10.1177/02614294221129928
13. Cluntun, A. N. (2002). The journey of giftedness: A comprehensive guidance. Twaik House.
14. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4rd ed.). Pearson.
15. Dai, D. Y., & Chen, F. (2014). Paradigms of gifted education: A guide for theory-based, practice-focused research. Prufrock Press.
16. Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5th ed.). Allyn and Bacon.
17. Dicke, A. L., Lüdtke, O., Trautwein, U., Nagy, G., & Nagy, N. (2012). Judging students' achievement goal orientations: Are teacher ratings accurate? Learning and Individual Differences, 22(6), 844–849. https://doi.org/10.1016/j.lindif.2012.04.004
18. Eyre, D. (2011). Room at the top: Inclusive education for high performance. Policy Exchange.
19. Gear, G. H. (1976). Accuracy of teacher judgment in identifying intellectually gifted children: A review of the literature. Gifted Child Quarterly, 20(4), 478–490.
20. Gralewski, J., & Karwowski, M. (2013). Polite girls and creative boys? Students' gender moderates accuracy of teachers' ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304. https://doi.org/10.1002/jocb.36
21. Gridley, B. E., & Treloar, J. H. (1984). The validity of the scales for rating the behavioral characteristics of superior students for the identification of gifted students. Journal of Psychoeducational Assessment, 2(1), 65–71. https://doi.org/10.1177/073428298400200108
22. Gubbins, E. J., Siegle, D., Ottone-Cross, K., McCoach, D. B., Langley, S. D., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2021). Identifying and serving gifted and talented students: Are identification and services connected? Gifted Child Quarterly, 65(2), 115-131. https://doi.org/10.1177/0016986220988308
23. Human Capital Program (2023). Initiatives for achieving the Saudi Arabia Vision 2030. https://www.vision2030.gov.sa/en/vision-2030/vrp/human-capacity-development-program/
24. Ibrahim, U. M. A., & Aljughaiman, A. M. (2009). The behavioral characteristics of kindergarten gifted children in Saudi Arabia: Construction and validation of a scale. In E. L. Grigorenko (Ed.), Multicultural psychoeducational assessment (pp. 315–334). Springer Publishing Company.
25. Jarosewich, T., Pfeiffer, S. I., & Morris J. (2002). Identifying gifted students using teacher rating scales: A review of existing instruments. Journal of Psychoeducational Assessment, 20(4), 322–336. https://doi.org/10.1177/073428290202000401
26. Lassila, E., Hyry-Beihammer, E. K., Kizkapan, O., Rocena, A., & Sumida, M. (2023). Giftedness in inclusive classrooms: A cross-cultural examination of pre-service teachers’ thinking in Finland, Austria, Turkey, the Philippines, and Japan. Gifted Child Quarterly, 67(4), 306-324. https://doi.org/10.1177/00169862231183652.
27. Lo, C. O., Porath, M., Yu, H.-P., Chen, C.-M., Tsai, K.-F., & Wu, I.-C. (2019). Giftedness in the making: A transactional perspective. Gifted Child Quarterly, 63(3), 172-184. https://doi.org/10.1177/0016986218812474
28. Lo, C. O., & Porath, M. (2017). Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities. Gifted Child Quarterly, 61(4), 343-360. https://doi.org/10.1177/0016986217722840
29. Lovecky, D. V. (2023). Different Minds: Gifted children with ADHD, ASD, and other dual exceptionalities (2nd ed.). Jessica Kingsley.
30. Mawhiba (2024). The national program for gifted identification. https://www.mawhiba.org/en/Initiatives/Identification/Pages/default.aspx
31. McBride, N. (1992). Early identification of the gifted and talented students: Where do teachers stand? Gifted Child International, 8(1), 19–12.
32. Ministry of Education. (1995). The educational policy in the Kingdom of Saudi Arabia (4th ed.). Ministry of Education.
33. Muammar, O. M. (2006). Saudi Arabia: Key issues regarding the education of gifted students. In B. Wallace, & G. Eriksson (Eds.), Diversity in gifted education: International perspective on global issues (pp. 308-309). Routledge.
34. Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the needs and potentials of high-ability, high-performing, and gifted students via differentiation. Gifted Child Quarterly, 0(0). https://doi.org/10.1177/00169862231222225
35. Peters, S. J., Matthews, M. S., McBee, M. T., & McCoach, D. B. (2014). Beyond gifted education: Designing and implementing advanced academic programs. Prufrock Press.
36. Peters, S. J., Stambaugh, T., Makel, M. C., Lee, L. E., McBee, M. T., McCoach, D. B., & Johnson, K. R. (2023). The CASA criteria for evaluating gifted and talented identification systems: Cost, Alignment, Sensitivity, and Access. Gifted Child Quarterly, 67(2), 137-150. https://doi.org/10.1177/00169862221124887
37. Rambo-Hernandez, K. E., Brigandi, C., Amin, S., & Spillane, N. (2023). Who gets identified? The consequences of variability in teacher ratings and combination rules for determining eligibility for gifted services for young children. Journal for the Education of the Gifted, 46(2), 111-139. https://doi.org/10.1177/01623532231162612
38. Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., & Westberg, K. L. (1997). Scales for Rating the Behavioral Characteristics of Superior Students. Mansfield Center, CT: Creative Learning Press.
39. Roberts, J. L. & Inman, T. F. (2023). Strategies for differentiating instruction: Best practices for the classroom. Taylor & Francis Group.
40. Sternberg, R. J. (2024). A Duplex Model for Giftedness. Gifted Child Quarterly, 0(0). https://doi.org/10.1177/00169862231217730
41. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
42. Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger's, depression, and other disorders. Great Potential Press.
منشور
2024-02-20
كيفية الاقتباس
Dr. Faisal Y. Alamiri. (2024). Effect of Demographic Variables on the Accuracy of Teacher Nominations of Gifted students in the Regular classrooms . Journal of Educational and Human Sciences, (32), 282-311. https://doi.org/10.33193/JEAHS.32.2024.454
إصدار
القسم
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