The purpose of this case study was to observe the condition of teacher-perceived ability to recognize giftedness in children in one elementary school. Experiences of 16 teachers of Grades 2–5 (the grades served by the gifted education program) were examined by responding to a questionnaire to determine their history with gifted education, definition of giftedness in children, and involvement in the gifted child referral process. Existing data were examined to determine which of the teachers had accurately identified gifted children. The 3 teachers who had accurately identified a gifted child were interviewed. Questionnaire and interview responses were analyzed in the context of Clark’s (2002) Cognitive Function Differentiating Characteristics of Gifted Learners. Results of the study showed that teachers in this school did not receive adequate pre-service or in-service training in recognition of the gifted population. The study revealed that in this elementary school, students who did not meet a teacher’s preconception of the term giftedness went unreferred for gifted testing. The process of selection used by teachers when considering a student for referral was subjective in nature and influenced by classroom observations, other teachers’ opinions, and the teachers’ personal experiences with giftedness outside of classroom practices. Data suggest that confidence and accuracy in referring students were positively influenced by years of teaching experience. Recommendations include the following: that colleges and universities prepare pre-service teachers to identify characteristics of gifted children; that in-service teachers receive professional development in identification of gifted traits in students; and that federal legislation include language that provides for the special needs of gifted students and mandates training for pre-service teachers in meeting the needs of this population.

No description available.

In the Commonwealth of Virginia, gifted education plans are submitted to the state every five years for state approval. The plans must indicate the use of a minimum of four criteria out of the eight criteria provided by the Commonwealth in the identification process. The concept of using multiple criteria stems from research. Research has shown that the criteria used in the identification of gifted students affect the number of identified students as well as the proportions of the underrepresented (Donovan & Cross, 2002). Research has also shown that the use of multiple criteria leads to a higher proportion of underrepresented students identified (Callahan, Hunsaker, Adams, Moore, and Bland, 1995). The purpose of this study was to compare the gifted identification criteria used within the Commonwealth of Virginia's public school divisions and analyze the effects of the criteria on the percentages of underrepresented gifted within the divisions. In this study, the researcher analyzed the numbers of each minority in the total populations against the total gifted minority populations to identify those divisions that were proportional for traditionally underrepresented minorities. All aspects of the gifted identification process for each division were then analyzed. The aspects were then used to compare the proportional divisions to the non-proportional divisions for commonalities in the identification process. Findings revealed that there were no divisions with reported minorities that were proportional in all traditionally underrepresented ethnicities. In addition, no one specific standardized measure was successfully used in identifying non-traditionally gifted minorities in all ethnic groups. The implication that can be drawn from this research is that despite all attempts to put research into practice by using multiple criteria in the identification of the gifted, there is no one criterion that ensures the proportional identification of underrepresented minorities. / Ph. D.

The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant literature suggests that a rapid rate of growth in English language proficiency (ELP) may be one of the characteristics used to indicate giftedness in English learners (Brulles, Castellano, & Laing, 2011; Harris, Plucker, Rapp, & Martinez, 2009). However, no studies have analyzed English Language proficiency (ELP) growth trajectories of gifted ELs. This study explored the growth in English language proficiency of 4,558 ELs, of which 118 were identified as gifted. Scores from the Comprehensive English Language Learning Assessment (CELLA), were used to determine their typical English language proficiency growth trajectories of ELs. This was done using latent growth curve modeling. The growth trajectories were then analyzed to determine if differences existed in the trajectories of ELs identified as gifted. The findings were that differences did exist in the English language proficiency growth of ELs identified as gifted, particularly in the areas of listening/speaking and writing, where gifted ELs seem to grow at a more rapid rate than their non-identified peers.

No description available.

The purpose of this study is to investigate the identification methods that achieve parity for students underrepresented in Gifted and Talented (GT) Programs in Virginia. There are underrepresented gifted and talented students (GT) throughout the United States of America, including the Commonwealth of Virginia. Students of every ethnicity and socioeconomic status can need GT services. There is a need to increase equity in GT programs to show a representation of students that mimics the total representation in the school division. Data were collected from all 132 school divisions in Virginia and the school divisions that were not underrepresented for Black, Hispanic, and two or more-race students (Non-Hispanic) (NH) were studied further. There were 12 out of the 132 school divisions that were not underrepresented for Blacks, 16 out of 132 for Hispanics and 42 out of 132 for two or more-race students (NH). In those 70 school divisions, GT plan reports were researched for identification methods used to be accepted into the GT program. Identification methods included: which of the four area of giftedness they were admitted into, which of the seven multiple criteria were used, and which standardized test/s were taken. In this study, the identification process used in GT programs in Virginia to ascertain favorable practices to achieve parity in minority representation was researched. This updated research study was as close as possible to the Palmer (2009) study. There was an increase for all three chosen racial groups since 2009. The increase could only be one standardized test. All other results were inconclusive. / Doctor of Philosophy / This study on the identification methods used for a student's admission into Gifted and Talented (GT) programs was conducted to see if the methods used to qualify them for services had anything to do with the underrepresentation of Black, Hispanic, and two or more-race students (Non-Hispanic). There is a problem with the overrepresentation of Whites and Asians and an underrepresentation of these minority races in GT education and it needs to end. There are GT students that require GT programs to enrich or advance these students learning. The school divisions with equity for these races were studied to see what they were doing right to achieve this goal. Researched were the seven multiple criteria used to identify GT students, what area of giftedness they were placed in, and the standardized test taken. These measures were checked for similarities in the school divisions in Virginia that may give us information on what made them equitable. The results included 28 school divisions with equity for Blacks and Hispanics and 42 for two or more- race students (NH). There are still an abundance of Black and Hispanic students not qualifying for GT services. Two or more-race students have equity now. None of the criteria could be attributed to this underrepresentation.

This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.

The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.