The Development of a Culturally Fair Model for the Early Identification and Selection of Gifted Children.

Autor/inn/en	Storlie, Theodore R.; und weitere
Institution	Educational Testing Service, Evanston, IL.
Titel	The Development of a Culturally Fair Model for the Early Identification and Selection of Gifted Children.
Quelle	(1978), (93 Seiten)Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; Advanced Programs; Check Lists; Community Involvement; Culture Fair Tests; Demonstration Programs; Disadvantaged Youth; Evaluation Criteria; Evaluation Methods; Gifted; Identification; Parent Participation; Pilot Projects; Primary Education; Program Descriptions; Questionnaires; Selection; Student Evaluation; Teacher Participation + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Checkliste; Benachteiligter Jugendlicher; Begabter, Hoch Begabter; Identifikation; Identifizierung; Elternmitwirkung; Pilot project; Modellversuch; Pilotprojekt; Primarbereich; Fragebogen; Auslese; Schulnote; Studentische Bewertung
Abstract	A two-stage model for early identification and selection of gifted children in kindergarden through grade 3 was successfully developed for the Walker Full-time Gifted Program in the Flint, Michigan Community Schools. Using the Nominative Group Process of interactive decision-making, project participants, school administrators, school psychologists, teachers, parents, and other community members formulated a ranked list of six criteria for operationally defining giftedness. These were, in order of importance: (1) creativity; (2) intellectual potential; (3) learning ability; (4) motivation; (5) leadership and social/self awareness; and (6) academic achievement. In Stage 1, identification, children were to be placed in the identification pool if nominated by one or more of three assessments: parent nominations based on an eleven-item questionnaire, teacher nominations based on behavioral indicators of each criterion, and achievement data. In Stage 2, selection, community representatives generated a ranked list of eligible candidates on the basis of individual pupil information derived in Stage 1. To prevent biased judgments, cultural background, sex, and social class data were deleted from pupil information provided to the committee. School administrators were to make final admission decisions based on Program goals. Results of the pilot study with five Flint Community Schools were encouraging. Of 316 children identified as potentially eligible, 56 were actually selected by the committee. Results also supported the utility of parent involvement since 12 of the 56 children selected were nominated by parents. By maintaining a distinction between identification and selection, this model successfully addressed the problem of underrepresentation of disadvantaged children due to traditional identification procedures. The parent questionnaires (English and Spanish versions), the teacher's check list, and various instructions are appended. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC