An Analysis of Measures Used for the Assessment of "Giftedness" in Intermediate and Middle School Children

Autor/in	Wright, Alexander S.
Titel	An Analysis of Measures Used for the Assessment of "Giftedness" in Intermediate and Middle School Children
Quelle	(2009), (94 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Fairleigh Dickinson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-6622-2
Schlagwörter	Hochschulschrift; Dissertation; Enrichment Activities; Gender Differences; Special Education; Gifted; Evaluation; Comparative Analysis; Public Schools; School Districts; Females; Intermediate Grades; Middle School Students; Regular and Special Education Relationship; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bereicherungsprogramm; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Begabter, Hoch Begabter; Evaluierung; Public school; Öffentliche Schule; School district; Schulbezirk; Weibliches Geschlecht; Mittelstufe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The purpose of the present investigation was to analyze the measures used in a New Jersey Public School district for the assessment of giftedness among male and female Intermediate and Middle School children. In addition to gender, special education classification status was also evaluated as a variable. Educational data of 89 male and 60 female students who were assessed for giftedness using an achievement index rubric based on the weight of three criteria, (i.e. New Jersey Assessment of Skills and Knowledge standardized assessment data, the Scales for Rating the Behavior Characteristics of Superior Students data, and classroom grades) was evaluated. It was hypothesized that the more subjective component of the district's assessment process would be the best predictor of acceptance to the Enrichment Program. It was additionally hypothesized that there would be a significant difference between the Tier I assessment performance of male and female students. It was also hypothesized that there would be a significant difference between the Tier 1 assessment performance of special education and general education students. Finally, while it was believed that the district's assessment methodology would exhibit the ability to differentiate between the gifted and general student populations, it was hypothesized that an exploratory analysis of measures would reveal significant limitations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10