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ERIC Number: EJ793902
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: ERIC
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1068-3844
Teacher Judgment in Identifying Gifted/Talented Students
Elhoweris, Hala
Multicultural Education, v15 n3 p35-38 Spr 2008
One of the most serious problems plaguing in the field of gifted education is the need for the development of appropriate programs and identification procedures for gifted and talented students from different culturally and diverse backgrounds. Therefore, there has been increased attention and efforts devoted to the academic needs of gifted and talented children from different culturally and diverse backgrounds. One impediment to good teacher judgment about gifted and talented but culturally different students may very well be negative teacher attitudes toward children from diverse cultural backgrounds. Social class may also serve as a basis for stereotyping and several investigations have documented the negative stereotypes which portray lower-class students. In a study that investigated the role of the student socioeconomic status (SES) and teacher efficacy in the special education referral decisions, it was found that student SES and teacher efficacy interact in their influence on special education referral decision. Additionally, children described as low SES were more likely to be referred for restrictive placements in special education programs than their peers who described as high SES in the case study. It is apparent from the review of the relevant literature that SES was a significant factor that affects teachers' educational decision making. Additionally, previous research studies which examined the role of socioeconomic in gifted education were limited to relationships data. No empirical study has been found that investigated the effect of the child's SES on teachers' referral and recommendation for placement in the gifted and talented program. Therefore, the particular focus of this study is to examine the effect of SES on teachers' eligibility decisions in the gifted and talented program. More specifically, the purpose of this study is to investigate the effect of the student's SES on teachers' referral and recommendation for placement in the gifted and talented program. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A