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ERIC Number: EJ1049125
Record Type: Journal
Publication Date: 2015-Feb
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1932-202X
Teachers See What Ability Scores Cannot: Predicting Student Performance with Challenging Mathematics
Foreman, Jennifer L.; Gubbins, E. Jean
Journal of Advanced Academics, v26 n1 p5-23 Feb 2015
Teacher nominations of students are commonly used in gifted and talented identification systems to supplement psychometric measures of reasoning ability. In this study, second grade teachers were requested to nominate approximately one fourth of their students as having high learning potential in the year prior to the students' participation in a randomized control trial of an advanced mathematics curriculum intervention. Treatment students completed researcher-developed unit pretests and posttests intended to measure higher order conceptual mathematical problem solving. Results from multilevel analyses indicate that third grade treatment students who were nominated during second grade significantly outperformed their un-nominated peers on these posttest measures, after controlling for students' composite reasoning scores and pretest scores. This finding supports the view that teachers perceive student qualities beyond cognitive factors that facilitate student success with atypically challenging mathematics content, reinforcing prior recommendations to include teacher nominations as one component of gifted and talented identification systems.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: R305A060044