Examination of a New Protocol for the Identification of At-Risk Gifted Learners.

Autor/inn/en	Ward, Thomas J., Jr.; und weitere
Titel	Examination of a New Protocol for the Identification of At-Risk Gifted Learners.
Quelle	(1992), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Identification; Academic Achievement; Creativity; Early Childhood Education; Elementary Secondary Education; Eligibility; Evaluation Methods; Gifted; Gifted Disabled; Gifted Disadvantaged; High Risk Students; Intelligence; Profiles; Referral; Sex Differences; Socioeconomic Influences; Student Evaluation; Virginia + Suchen Sie Ihr Suchwort? Schulleistung; Kreativität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Eignung; Begabter, Hoch Begabter; Problemschüler; Intelligenz; Klugheit; Charakterisierung; Profilanalyse; Sex difference; Geschlechtsunterschied; Sozioökonomischer Faktor; Schulnote; Studentische Bewertung
Abstract	This study, part of Project Mandala, created and tested an identification model which utilized a profile approach to identify gifted students (including those traditionally under-identified) in two age groups, 4-8 years and 11-14 years. The overall protocol included seven steps: (1) drawing nominations from a wide base including parents, school personnel, and community members; (2) individual assessment of children in several domains including general ability, specific academic achievement, and creativity; (3) use of multiple indicators within each domain; (4) use of data from existing records; (5) use of a profile approach in considering data; (6) use of the highest indicator within a domain for profiling purposes; and (7) use of a group process to make selection decisions. A total of 241 children were nominated from schools in the Tidewater, Virginia, area, of which 75.8 percent were African American, 16.2 percent had learning disabilities, 2.5 percent had English as a Second Language, and 61.9 percent came from low socioeconomic backgrounds. Results indicated that the protocol produced reliable decisions, and those decisions were not influenced by the background characteristics of gender, cultural background, referral source, exceptionality, or socioeconomic status. Factors which were found to contribute to selection decisions included general intellectual ability, specific academic achievement, and creativity. Attached are assessment forms, the assessment protocol, and data tables. (Contains 23 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC