Research Article
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Year 2019, Volume: 7 Issue: 2, 363 - 375, 27.06.2019
https://doi.org/10.17478/jegys.539724

Abstract

References

  • Acar, S., Sen, S., &Cayirdag, N. (2016). Consistency of the performance and nonperformance methods in gifted identification: A multilevel meta-analytic review. Gifted Child Quarterly, 60, 81-101. doi:10.1177/0016986216634438Assouline, S. G., &Lupkowski-Shoplik, A. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 30, 45-59. doi:10.1177/0734282911433946.Brown, L., Sherbenou, R. J., & Johnsen, S. K. (2010). Test of nonverbal intelligence (4th ed.). Austin, TX: Pro-Ed.Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zang, W., & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49, 68-79. doi:10.1177/001698620504900107.Bui, S. A., Craig, S. G., &Imberman, S. A. (2014). Is gifted education a bright idea? Assessing the impact of gifted and talented programs on students. American Economic Journal: Economic Policy, 6, 30-62. doi:10.1257/pol.6.3.30.Chaffey, G. W., Bailey, S. B., & Vine, K. W. (2015). Identifying high academic potential in Australian Aboriginal children using dynamic testing. Australasian Journal of Gifted Education, 24, 24-37.Coa, Th; Jung, J; Lee, J. (2017). Assessment in Gifted Education A Review of the Literature From (2005-2016). Journal of Advanced Academics. Vol 28 (3), 163-203.Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998—2010 (April). Gifted Child Quarterly, 55, 126-138. doi:10.1177/0016986210397831.DalForno, L, Bahia, S, Veiga, F (2015). Gifted among Preschool Children: An Analysis on How Teachers Recognize Giftedness International Journal of Technology and Inclusive Education, Vol 5, 707 – 715.Foreman, J. L., &Gubbins, E. J. (2015). Teachers see what ability scores cannot: Predicting student performance with challenging mathematics. Journal of Advanced Academics, 26, 5-23. doi:10.1177/1932202X14552279.Giessman, J. A., Gambrell, J. L., & Stebbins, M. S. (2013). Minority performance on the Naglieri Nonverbal Ability Test versus the Cognitive Abilities Test, Form 6: One gifted program’s experience. Gifted Child Quarterly, 57, 101-109. doi:10.1177/0016986213477190.Havigerová J.M., J.(2014). “Where preschool children acquire information about a topic theu enjoy: giftedness-based study.”, pp.219-224Heller K.A., (2004). Identification of Gifted and Talented Students.” Psychology Science. pp. 302-323.Hodge, K, Kemp, C (2006). Recognition of Gifted in the Early Years of School: Perceptions of Teachers, Parents and Child. Journal for the Education of the Gifted. Vol 30 (2), 164 – 204.Jung, J. Y., & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking& M. D. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575-593). Cham, Switzerland: Springer. doi:10.1007/978-3-319-45166-4_29.Kaya, F. (2013). The role of peer nomination forms in the identification of lower elementary gifted and talented students. Educational Research and Review, 8, 2260-2269. doi:10.5897/ ERR2013.1674.Lohman, D. F., Korb, K. A., &Lakin, J. M. (2008). Identifying academically gifted Englishlanguage learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. doi:10.1177/0016986208321808.Masters, G. N. (2013). Reforming educational assessment: Imperatives, principles and challenges. Melbourne: Australian Council for Educational Research. Retrieved from https:// works.bepress.com/geoff_masters/156.McClain, M. C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. doi:10.1080/15377903.2012.643757.McCoach, D. B., Rambo, K. E., & Welsh, M. (2013). Assessing the growth of gifted students. Gifted Child Quarterly, 57, 56-67. doi:10.1177/0016986212463873.McGowan, M. R., Holtzman, D. R., Coyne, T. B., & Miles, K. L. (2016). Predictive ability of the SB5 gifted composite versus the full-scale IQ among children referred for gifted evaluations. Roeper Review, 38, 40-49. doi:10.1080/02783193.2015.1112864.National Association for Gifted Children. (2015). 2014-2015 state of the states in gifted education: Policy and practice data. Retrieved from http://www.nagc.org/sites/default/files/ key%20reports/2014-2015%20State%20of%20the%20States%20%28final%29.pdf.Neber, H (2004). Teacher Identifications of Students for Gifted Programs nominations to a Sumer School for Highly – Gifted students: Psychology Sciencesm ,46 (30, 348 – 362. Pfeiffer, S. I., &Blei, S. (2008). Gifted identification beyond the IQ test: Rating scales and other assessment procedures. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 177-198). New York, NY: Springer. doi:10.1007/978-0-387-74401-8_10.Renzulli J.S.(2010). Emerging Conceptions of Giftedness: Building a Bridge to the New Century." Exceptionality: A Special Education, , pp. 67-75. Renzulli, J. S., & Gaesser, A. H. (2015). A multi criteria system for the identification of high achieving and creative/productive giftedness. Revisit de Education, 368, 96-131. doi:10.4438/1988-592X-RE-2015-368-290Robinson, N. M. (1993). Identifying and nurturing gifted, very young children. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 507–524). Oxford: Pergamon PressRosado, J. I., Pfeiffer, S. I., &Petscher, Y. (2015). Identifying gifted students in Pterotic: Validation of a Spanish translation of the Gifted Rating Scales. Gifted Education International, 31, 162-175. doi:10.1177/0261429413507178.Sarouphim, K. M., & Maker, C. J. (2010). Ethnic and gender differences in identifying gifted students: A multi-cultural analysis. International Education, 39, 42-56, 76-77.Silverman, L. K. (2009). The measurement of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 947-970). Amsterdam, The Netherlands: Springer.Sternberg, R, Davidson, J. (2005). Conceptions of Giftedness. Second Education, Cambridge University Press, USA.VanTassel-Baska, J. (2014). Performance-based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37, 41-47. doi:10.1177/1076217513509618Ziegler, A., & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 3-21). Oxford, UK: Pergamon.

The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers

Year 2019, Volume: 7 Issue: 2, 363 - 375, 27.06.2019
https://doi.org/10.17478/jegys.539724

Abstract



This study aims to
investigate the effectiveness of using a program in improving teachers' skills
in identifying gifted preschoolers. A total of 30 teachers (i.e., 15 in the
experimental group and 15 in the control group) participated in the program. A cognitive
competency scale was constructed and used for pre- and post-measurements. Results
show that the program is effective by using the means and ANCOVA results.




References

  • Acar, S., Sen, S., &Cayirdag, N. (2016). Consistency of the performance and nonperformance methods in gifted identification: A multilevel meta-analytic review. Gifted Child Quarterly, 60, 81-101. doi:10.1177/0016986216634438Assouline, S. G., &Lupkowski-Shoplik, A. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 30, 45-59. doi:10.1177/0734282911433946.Brown, L., Sherbenou, R. J., & Johnsen, S. K. (2010). Test of nonverbal intelligence (4th ed.). Austin, TX: Pro-Ed.Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zang, W., & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49, 68-79. doi:10.1177/001698620504900107.Bui, S. A., Craig, S. G., &Imberman, S. A. (2014). Is gifted education a bright idea? Assessing the impact of gifted and talented programs on students. American Economic Journal: Economic Policy, 6, 30-62. doi:10.1257/pol.6.3.30.Chaffey, G. W., Bailey, S. B., & Vine, K. W. (2015). Identifying high academic potential in Australian Aboriginal children using dynamic testing. Australasian Journal of Gifted Education, 24, 24-37.Coa, Th; Jung, J; Lee, J. (2017). Assessment in Gifted Education A Review of the Literature From (2005-2016). Journal of Advanced Academics. Vol 28 (3), 163-203.Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998—2010 (April). Gifted Child Quarterly, 55, 126-138. doi:10.1177/0016986210397831.DalForno, L, Bahia, S, Veiga, F (2015). Gifted among Preschool Children: An Analysis on How Teachers Recognize Giftedness International Journal of Technology and Inclusive Education, Vol 5, 707 – 715.Foreman, J. L., &Gubbins, E. J. (2015). Teachers see what ability scores cannot: Predicting student performance with challenging mathematics. Journal of Advanced Academics, 26, 5-23. doi:10.1177/1932202X14552279.Giessman, J. A., Gambrell, J. L., & Stebbins, M. S. (2013). Minority performance on the Naglieri Nonverbal Ability Test versus the Cognitive Abilities Test, Form 6: One gifted program’s experience. Gifted Child Quarterly, 57, 101-109. doi:10.1177/0016986213477190.Havigerová J.M., J.(2014). “Where preschool children acquire information about a topic theu enjoy: giftedness-based study.”, pp.219-224Heller K.A., (2004). Identification of Gifted and Talented Students.” Psychology Science. pp. 302-323.Hodge, K, Kemp, C (2006). Recognition of Gifted in the Early Years of School: Perceptions of Teachers, Parents and Child. Journal for the Education of the Gifted. Vol 30 (2), 164 – 204.Jung, J. Y., & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking& M. D. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575-593). Cham, Switzerland: Springer. doi:10.1007/978-3-319-45166-4_29.Kaya, F. (2013). The role of peer nomination forms in the identification of lower elementary gifted and talented students. Educational Research and Review, 8, 2260-2269. doi:10.5897/ ERR2013.1674.Lohman, D. F., Korb, K. A., &Lakin, J. M. (2008). Identifying academically gifted Englishlanguage learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. doi:10.1177/0016986208321808.Masters, G. N. (2013). Reforming educational assessment: Imperatives, principles and challenges. Melbourne: Australian Council for Educational Research. Retrieved from https:// works.bepress.com/geoff_masters/156.McClain, M. C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. doi:10.1080/15377903.2012.643757.McCoach, D. B., Rambo, K. E., & Welsh, M. (2013). Assessing the growth of gifted students. Gifted Child Quarterly, 57, 56-67. doi:10.1177/0016986212463873.McGowan, M. R., Holtzman, D. R., Coyne, T. B., & Miles, K. L. (2016). Predictive ability of the SB5 gifted composite versus the full-scale IQ among children referred for gifted evaluations. Roeper Review, 38, 40-49. doi:10.1080/02783193.2015.1112864.National Association for Gifted Children. (2015). 2014-2015 state of the states in gifted education: Policy and practice data. Retrieved from http://www.nagc.org/sites/default/files/ key%20reports/2014-2015%20State%20of%20the%20States%20%28final%29.pdf.Neber, H (2004). Teacher Identifications of Students for Gifted Programs nominations to a Sumer School for Highly – Gifted students: Psychology Sciencesm ,46 (30, 348 – 362. Pfeiffer, S. I., &Blei, S. (2008). Gifted identification beyond the IQ test: Rating scales and other assessment procedures. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 177-198). New York, NY: Springer. doi:10.1007/978-0-387-74401-8_10.Renzulli J.S.(2010). Emerging Conceptions of Giftedness: Building a Bridge to the New Century." Exceptionality: A Special Education, , pp. 67-75. Renzulli, J. S., & Gaesser, A. H. (2015). A multi criteria system for the identification of high achieving and creative/productive giftedness. Revisit de Education, 368, 96-131. doi:10.4438/1988-592X-RE-2015-368-290Robinson, N. M. (1993). Identifying and nurturing gifted, very young children. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 507–524). Oxford: Pergamon PressRosado, J. I., Pfeiffer, S. I., &Petscher, Y. (2015). Identifying gifted students in Pterotic: Validation of a Spanish translation of the Gifted Rating Scales. Gifted Education International, 31, 162-175. doi:10.1177/0261429413507178.Sarouphim, K. M., & Maker, C. J. (2010). Ethnic and gender differences in identifying gifted students: A multi-cultural analysis. International Education, 39, 42-56, 76-77.Silverman, L. K. (2009). The measurement of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 947-970). Amsterdam, The Netherlands: Springer.Sternberg, R, Davidson, J. (2005). Conceptions of Giftedness. Second Education, Cambridge University Press, USA.VanTassel-Baska, J. (2014). Performance-based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37, 41-47. doi:10.1177/1076217513509618Ziegler, A., & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 3-21). Oxford, UK: Pergamon.
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Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Gifted Education
Authors

Alia Al-oweidi 0000-0002-5204-5433

Publication Date June 27, 2019
Published in Issue Year 2019 Volume: 7 Issue: 2

Cite

APA Al-oweidi, A. (2019). The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. Journal for the Education of Gifted Young Scientists, 7(2), 363-375. https://doi.org/10.17478/jegys.539724
AMA Al-oweidi A. The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. JEGYS. June 2019;7(2):363-375. doi:10.17478/jegys.539724
Chicago Al-oweidi, Alia. “The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers”. Journal for the Education of Gifted Young Scientists 7, no. 2 (June 2019): 363-75. https://doi.org/10.17478/jegys.539724.
EndNote Al-oweidi A (June 1, 2019) The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. Journal for the Education of Gifted Young Scientists 7 2 363–375.
IEEE A. Al-oweidi, “The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers”, JEGYS, vol. 7, no. 2, pp. 363–375, 2019, doi: 10.17478/jegys.539724.
ISNAD Al-oweidi, Alia. “The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers”. Journal for the Education of Gifted Young Scientists 7/2 (June 2019), 363-375. https://doi.org/10.17478/jegys.539724.
JAMA Al-oweidi A. The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. JEGYS. 2019;7:363–375.
MLA Al-oweidi, Alia. “The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers”. Journal for the Education of Gifted Young Scientists, vol. 7, no. 2, 2019, pp. 363-75, doi:10.17478/jegys.539724.
Vancouver Al-oweidi A. The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. JEGYS. 2019;7(2):363-75.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.