Primary school teachers' criteria for the identification of gifted pupils

Endepohls-Ulpe, Martina; Ruf, Heike

doi:10.1080/13598130600618140

Cited by 54 publications

(63 citation statements)

References 7 publications

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“…Teachers play a pivotal role in the identification and education of gifted students. Consistent with giftedness models (for an overview, see Sternberg, Jarvin, & Grigorenko, 2011), teachers' identification of gifted students relies primarily on students' high intelligence and achievement (e.g., Endepohls-Ulpe & Ruf, 2006). However, teachers seem to have stereotypes about gifted students implying lower social and emotional skills (Baudson & Preckel, 2016) that are not in line with empirical findings (Neihart, Reis, Robinson, & Moon, 2002).…”

Section: Introductionmentioning

confidence: 98%

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Matheis

Keller

Kronborg

et al. 2019

Asia-Pacific Journal of Teacher Education

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Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 98%

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Matheis

Keller

Kronborg

et al. 2019

Asia-Pacific Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…There are also unique risks associated with underachievement among academically gifted students. For example, high-ability underachieving students and students who are perceived as being unmotivated are at risk for being overlooked in the gifted identification process, and therefore may miss out on educational services that are needed to develop talent (Endepohls-Ulpe & Ruf, 2005). Underachievement represents a loss for all students, but perhaps more so for gifted students with unfulfilled expert achievements, missed scientific discoveries, and undeveloped talent (Gowan, 1955).…”

Section: Introductionmentioning

confidence: 99%

Developmental pathways in underachievement

Snyder

Carrig

Linnenbrink‐Garcia

2019

Applied Developmental Science

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Despite decades of research attention given to academic underachievement, longitudinal and developmental investigation of this phenomenon has been sparse. To address this shortcoming, the current study used a longitudinal, person-centered approach to identify latent subgroups of growth in the joint development of underachievement and four motivational beliefs (self-concept, task importance, psychological cost value, and self-worth) from first through sixth grade. Two types of underachievement latent classes emerged: one characterized by sustained underachievement and the other by growing underachievement (an Achievement class was also consistently found). Sustained, chronic underachievement was not associated with declines in self-concept or task importance, but was related to moderately lower levels of psychological cost value and self-worth, and was also related to lower middle school academic achievement. Growing underachievement was associated with lower and declining self-concept and task importance. Although differential class membership by gifted status was hypothesized, no such effects were found. Gender effects were found for the Task Importance and Self-Worth models in the hypothesized direction, but this effect was not as robust as in prior research. Findings from the current study build on prior research highlighting heterogeneity among underachieving students. v Dedication This dissertation is dedicated with love and deep gratitude to two very important people. …to my husband, Erik. Your patience, love, and support has sustained me throughout this journey, and I am forever grateful. None of this would be possible without you! …to Francia Barksdale. You touched the lives of so many gifted students over the course of your career, but most importantly, you inspired in me a profound passion for giftedness. I am so proud to follow in your footsteps.

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“…Söz konusu araştırmalarda üstün zekalı bireylerin; toplumsal gelişim ve uyum yönünden akranlarından daha iyi durumda oldukları, duygusal açıdan neşeli, kontrollü ve iyimser bir ruh hali içinde oldukları ve okul disiplini, suç ve saldırgan davranışlar konularında akranlarından daha az sorun yaşadıkları belirlenmiştir (Terman ve Oden, 1976). Ayrıca, duygusal yoğunluk yaşayan (Chan, 2000;Finley, 2008;VanTassel-Baska, 1998;Terman ve Oden, 1976), gelişmiş mizah ve estetik duygusuna sahip (Finley, 2008), bağımsızlığına düşkün (Durr, 1979;Endepohls-Ulpe ve Ruf, 2005;Terman ve Oden, 1976) yaşıtlarına göre daha gelişmiş benlik kavramı olan (Durr, 1979), içsel motiveli (Chan, 2000) bireyler oldukları da saptanmıştır. Ancak, bu grupta yer alan araştırma bulguları yorumlanırken, bu davranışların ortaya çıkma düzeyinin bireyden bireye farklılaşabileceği (Gross, 2004;Özbay ve Palancı, 2011) ve gelişimsel aşamanın herhangi bir döneminde ortaya çıkabileceği (VanTassel-Baska, 1998) göz önünde bulundurulmalıdır.…”

Section: üStün Zeka -Duygusal Zekaunclassified

The Predictive Level of Emotional Intelligence for the Domain-specific Creativity: A Study on Gifted Students

Şahin

Özer

Deniz

2016

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Primary school teachers' criteria for the identification of gifted pupils

Cited by 54 publications

References 7 publications

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia

Developmental pathways in underachievement

The Predictive Level of Emotional Intelligence for the Domain-specific Creativity: A Study on Gifted Students

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