Equitable Identification of Underrepresented Gifted Students: The Relationship Between Students’ Academic Achievement and a Teacher-Rating Scale

IF 1.3 Q3 EDUCATION, SPECIAL
Hyeseong Lee, Kristen Seward, Marcia Gentry
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引用次数: 3

Abstract

Underrepresentation of students from low-income families and/or certain ethnic groups has been a persistent worldwide problem in the field of gifted education. Because teachers frequently serve as gatekeepers for students’ participation in gifted programming, their roles in the identification process are critical. In this study, 55 elementary school teachers in South Korea completed a teacher-rating scale (HOPE Scale; Peters & Gentry, 2012a) for all students (n = 1,157) in their classrooms, including their evaluation of each students’ reading and mathematics talents. Their ratings and talent evaluations were then compared to students’ reading and mathematics achievement scores to determine whether teachers’ ratings promoted more equitable identification of students from underrepresented groups. In addition, we explored the effects of combining various cut-off scores for each assessment for the identification of students from low-income and/or culturally diverse families.
代表性不足的资优学生的公平识别:学生学业成绩与教师评量量表的关系
来自低收入家庭和/或某些种族群体的学生代表性不足一直是天才教育领域的一个世界性问题。因为教师经常充当学生参与天才项目的看门人,他们在识别过程中的角色是至关重要的。在本研究中,韩国55名小学教师完成了教师评价量表(HOPE量表;Peters & Gentry, 2012a)对所有学生(n = 1157)进行调查,包括他们对每个学生的阅读和数学才能的评价。然后将他们的评分和天赋评估与学生的阅读和数学成绩进行比较,以确定教师的评分是否促进了对代表性不足群体学生的更公平的识别。此外,我们还探讨了将每个评估的各种截止分数结合起来用于识别来自低收入和/或文化多样化家庭的学生的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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