Early Identification of High Ability

Perleth, Christoph; Schätz, Tanja; Mönks, Franz J.

doi:10.1016/b978-008043796-5/50022-x

Cited by 19 publications

(9 citation statements)

References 95 publications

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“…Another influence of NCLB on gifted students was related to closing the achievement gaps among the various groups of students, including English language learners, those from different racial groups, and those from different socioeconomic classes (Gallagher, 2004). Furthermore, we limited the studies to those conducted in K-12 education because identification instruments and processes are largely used on students when they are within the K-12 school systems (Heller & Hany, 2004; NAGC & CSDPG, 2015; Perleth et al, 2000).…”

Section: Methodsmentioning

confidence: 99%

“…Another concern in the field of gifted education is determining when children should be identified. Researchers have brought to attention the importance of early identification of gifted children, especially concerning the children’s cognitive, motivational, and social–emotional development (Heller & Hany, 2004; Perleth, Schatz, & Mönks, 2000; Shaklee, 1992). The National Association for the Education of Young Children (2009) also highlighted the immediate and delayed influence of experiences and environment on children’s development.…”

Section: Underrepresentation Of Students In Gifted Programsmentioning

confidence: 99%

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A Meta-Analysis of Gifted and Talented Identification Practices

Hodges

Tay

Maeda

et al. 2018

Gifted Child Quarterly

108

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Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel non-traditional identification methods (e.g., non-verbal tests, student portfolios, affective checklists). This metaanalysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that non-traditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of .34 was calculated for non-traditional methods of identification in comparison to a .27 risk ratio for traditional methods. While the non-traditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

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Section: Methodsmentioning

confidence: 99%

Section: Underrepresentation Of Students In Gifted Programsmentioning

confidence: 99%

A Meta-Analysis of Gifted and Talented Identification Practices

Hodges

Tay

Maeda

et al. 2018

Gifted Child Quarterly

108

View full text Add to dashboard Cite

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“…Whilst there is a host of developmental and maturational factors that are likely to influence the development of ability during the childhood years (Malina, et al, 2004;Schoon, 2000), it also seems likely that a significant number of children never fulfil their early promise due to an inadequate or inappropriate social environment (Perleth, et al, 2000). Of course, there is no way of calculating the number of potentially talented children who were born and brought up in non-supportive backgrounds and whose gifts were never realised, but we might presume that figure to be high.…”

Section: Environmental Characteristicsmentioning

confidence: 99%

Towards a model of talent development in physical education

Bailey

Morley

2006

Sport, Education and Society

119

107

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Traditional conceptions of talent generally emphasise the construction of threshold values and the development of relatively unitary abilities, and this approach still dominates talent development programmes for elite sport. Most researchers in the areas of talent development and high ability now favour domain-specific, multidimensional conceptions of ability that stress the development of behavioural potential and its interaction with personal and environmental characteristics. This paper presents a model of talent in physical education, drawing together findings from a wide range of literature on the realisation and inhibition of abilities, international studies of effective school-based identification and provision strategies, and a conception of the subject as an integration and realisation of different forms of ability. In presenting this model, the authors aim to redress the imbalance within the current debate from an almost total concern with out-ofschool clubs and the preparation for adult elite sport, in favour of a more equitable and inclusive approach, premised upon the unique importance of mainstream, curricular physical education within any talent development scheme.3

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“…The formal identification of preschool-aged gifted children has been a contested topic (Grant, 2013; Pfeiffer & Petscher, 2008; Walsh, Hodge, Bowes, & Kemp, 2010). Some studies examining high cognitive ability in infancy and early childhood generally found instability of test scores and low predictive strength for high ability or high achievement in longitudinal studies (Gottfried, Gottfried, & Guerin, 2009; Perleth, Schatz, & Mönks, 2000). However, Colombo, Shaddy, Blaga, Anderson, and Kannass (2009) found that after 48 months, measures of high cognitive ability were stable and predictive of subsequent high achievement.…”

Section: Preschool Gifted Educationmentioning

confidence: 99%

Preschool Gifted Education

Kettler

Oveross

Salman

2017

Gifted Child Quarterly

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Early educational experiences are formative for establishing a foundation of academic success in childhood and adolescence (Reynolds, 2000; Reynolds, Temple, Robertson, & Mann, 2001). It is estimated that there are almost 8,000,000 preschool-aged children in the United States, and nearly half of those children (3,669,000) attend some type of preschool program (Maxwell, 2012). With the passing of the Every Student Succeeds Act (ESSA), the United States has validated its priority on early childhood learning. In ESSA, Congress included language that schools should partner with preschool programs in areas of teacher training and student transition to kindergarten (Samuels, 2016). Moreover, the ESSA supports early childhood education with two fiscal appropriations-a $250 million grant program to support states as they develop preschool programs and a $190 million grant program to help states develop literacy instruction from birth to age 5 (Demma, 2015). Quality early childhood education for all children has emerged as a federal priority (U.S. Department of Education, Health and Human Services, 2015), and these emergent priorities present an opportunity for advocates of gifted education in early childhood. Preschool educational programs may range tremendously in their academic focus. Some are primarily day care facilities with minimal educational focus, and others are formally committed to early childhood educational programming (Smutny, 1998). Longitudinal studies of the effects of high-quality, state-funded preschool programs indicate both immediate and lasting effects (Hustedt,

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Early Identification of High Ability

Cited by 19 publications

References 95 publications

A Meta-Analysis of Gifted and Talented Identification Practices

A Meta-Analysis of Gifted and Talented Identification Practices

Towards a model of talent development in physical education

Preschool Gifted Education

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