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Equitable Identification of Underrepresented Gifted Students: The Relationship between Students' Academic Achievement and a Teacher-Rating Scale

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Lee, Hyeseong (ORCID Lee, Hyeseong (ORCID 0000-0002-7137-8874); Seward, Kristen; Gentry, Marcia
  • اللغة:
    English
  • المصدر:
    Journal of Advanced Academics. Aug 2022 33(3):400-432.
  • الموضوع:
    2022
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • المصدر:
      33
    • Education Level:
      Elementary Education
    • الموضوع:
      Foreign Countries; Elementary Schools; Gifted Education; Academically Gifted; Identification; Elementary School Students; Mathematics Achievement; Reading Achievement; Student Evaluation; Disproportionate Representation; Low Income Students; Student Diversity; Equal Education; Rating Scales
    • الموضوع:
      South Korea
    • الرقم المعرف:
      10.1177/1932202X221088816
    • ISSN:
      1932-202X
      2162-9536
    • نبذة مختصرة :
      Underrepresentation of students from low-income families and/or certain ethnic groups has been a persistent worldwide problem in the field of gifted education. Because teachers frequently serve as gatekeepers for students' participation in gifted programming, their roles in the identification process are critical. In this study, 55 elementary school teachers in South Korea completed a teacher-rating scale (HOPE Scale; Peters & Gentry, 2012a) for all students (n = 1,157) in their classrooms, including their evaluation of each students' reading and mathematics talents. Their ratings and talent evaluations were then compared to students' reading and mathematics achievement scores to determine whether teachers' ratings promoted more equitable identification of students from underrepresented groups. In addition, we explored the effects of combining various cut-off scores for each assessment for the identification of students from low-income and/or culturally diverse families.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2022
    • الرقم المعرف:
      EJ1346949