| Title: |
The Influence of Teacher Sociodemographic Factors and School Characteristics on the Identification of Gifted Students |
| Language: |
English |
| Authors: |
Ramón García-Perales; Mercedes Ferrando Prieto; Nieves María Sáez-Gallego; María Pilar León |
| Source: |
High Ability Studies. 2024 35(2):249-263. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Talent Identification; Teacher Characteristics; Institutional Characteristics; Academically Gifted; Elementary Secondary Education; Gender Differences; Geographic Location; Instructional Program Divisions; Foreign Countries; Student Characteristics |
| Geographic Terms: |
Spain |
| DOI: |
10.1080/13598139.2024.2411972 |
| ISSN: |
1359-8139; 1469-834X |
| Abstract: |
This study examines some teacher sociodemographic factors and school characteristics that may influence teachers' identification of gifted students. Teachers initially nominated a sample of 505 students aged 7-17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers' identification had a sensitivity of 63% and that the teacher's sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1448763 |
| Database: |
ERIC |