Myth 2: The Gifted Constitute 3% to 5% of the Population. Moreover, Giftedness Equals High IQ, Which Is a Stable Measure of Aptitude
By James H. Borland. 2009
87 citations recorded by the source corpus.
Subfields: Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/2663a1f0751a8a874c5272115824224655211de0
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In Organizational Behavior and Human Resource Management
In Social Psychology
Citations in the corpus
- Combining Scores in Multiple-Criteria Assessment Systems (2014, background): “The Fall 2009 issue of Gifted Child Quarterly focused on dispelling a wide range of myths related to the identification of gifted students (Borland, 2009; Callahan, 2009; FriedmanNimz, 2009; Worrell) and touched on the ever-increasing prevalence of using multiple measures as a best practice in…”
- Twice-Exceptional Learners (2013, background): “It is interesting that performance on assessments was not ranked higher among participants, given that schools almost always include standardized test scores in the gifted and talented program identification process (Borland, 2009; Lakin & Lohman, 2011).”
- Current Perspectives on the Identification and Assessment of Gifted Students (2012, background): “Some argue that the fiction that giftedness equals high IQ is one of the reasons for the severe underrepresentation of lower socioeconomic status children and children from racial, ethnic, and linguistic minorities in gifted programs (Borland, 2009).”
- Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices (2012, background): “However, all too often, and as observed in school systems today, giftedness continues to be viewed as something identified primarily by a score on an IQ test (Borland, 2009; Edwards, 2009; Ford, 2010; Worrell, 2009).”