An Analysis of Teacher Nominations and Student Performance in Gifted Programs

Document Type

Article

Journal/Book Title/Conference

Gifted Child Quarterly

Volume

41

Issue

2

Publisher

Sage Publications

Publication Date

1997

First Page

19

Last Page

24

Abstract

This study evaluated the relationship of teacher nomination instruments to later performance of students in a gifted program. Teacher nominations were based on two instruments, an instrument designed specifically to assess gifted behaviors of students from culturally divergent and/or low income populations and an instrument designed to assess gifted behaviors in the general population. Separate canonical correlation analyses between these two instruments and a gifted teacher rating of student performance resulted in significant findings indicating relationships between the teacher nominations and later school performance. Structure correlations showed nominations based on thinking abilities, general gifted behaviors, and special learning skills were related to later performance on creativity, group skills, and language abilities.

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Originally published by Sage Publications. Full text purchasing options available through publisher.

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