Consequences of Implementing Alternative Strategies for Identifying Gifted Students Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).

Autor/inn/en	Callahan, Carolyn M.; Azano, Amy Price; Park, Sunhee; Brodersen, Annalissa V.; Caughey, Melanie; Bass, Erika
Titel	Consequences of Implementing Alternative Strategies for Identifying Gifted Students Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).
Quelle	(2020), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gifted; Talent Identification; Disadvantaged; Low Income; Rural Schools; School Districts; Alternative Assessment; Inclusion; Grade 2; Language Arts; Academic Achievement; Achievement Tests; Standardized Tests; Elementary School Students; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Begabtenanalyse; Talentsuche; Niedriglohn; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Inklusion; School year 02; 2. Schuljahr; Schuljahr 02; Sprachkultur; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	Educators in gifted education struggle to identify effective strategies for identifying gifted students from under-served populations who would benefit from gifted education services. Using data from a longitudinal study and drawing from an initial student sample in 12 low-income rural districts, we examined an alternative identification process for gifted services. Data analysis validated the process in yielding a new pool of students and confirmed that rural gifts may manifest in ways "missed" by traditional identification processes. Results also demonstrate that while students varied on pretests (alternatively identified students scored lower), there were no differences in the post-tests among the two groups, invalidating claims that alternative assessment leads to the inclusion of students less capable of high levels of achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01