Exploring Teacher Biases When Nominating Students for Gifted Programs

By Del Siegle, T. Powell. 2004

159 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6bd8576220e127f459c01f9b5df4679b5fa8f37d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Peters
2. Matthew T. McBee
3. Del Siegle
4. E. Miller
5. Michelle D. Moore
6. Hope E. Wilson
7. R. Mann
8. Sally M. Reis

In Experimental and Cognitive Psychology

1. Matthew T. McBee
2. Sally M. Reis
3. Del Siegle
4. S. Peters
5. R. Reed
6. M. Gavin
7. Joseph S. Renzulli
8. E. Miller

In Statistics and Probability

1. Sally M. Reis
2. Matthew T. McBee
3. Joseph S. Renzulli
4. J. Cassady

Citations in the corpus

• The Impact of the Nomination Stage on Gifted Program Identification (2016, background): “We find this alarming as we believe that teachers often only nominate those students that they perceive to be “truly” or extremely gifted (Carman, 2011; Neumeister, Adams, Pierce, Cassady, & Dixon, 2007; Peterson, 1999; Plata, Masten, & Trusty, 1999; Siegle & Powell, 2004).”
• An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students (2009, background): “…nominations of students for gifted programs during the last few decades (Borland, 1978; Gagné, 1994; Hoge & Cudmore, 1986; Hunsaker, Finley, & Frank, 1997; Johnsen, 2004; Pegnato & Birch, 1959; Renzulli & Delcourt, 1986; Rohrer, 1995; Siegle, Moore, Mann, & Wilson, in press; Siegle & Powell, 2004).”
• Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students (2007, background): “Other researchers have also advocated for similar professional development programs to facilitate teacher awareness and referral practices of underrepresented students for gifted programs (Hunsaker, 2000; Siegle & Powell, 2004).”
• Factors That Influence In-Service and Preservice Teachers' Nominations of Students for Gifted and Talented Programs (2010, background): “Finally, Siegle and Powell (2004) reported that teachers identified students for gifted programming who did not fit gender stereotypes more often than students who followed traditional gender roles.”
• Primary Teachers' Conceptions of Giftedness (2008, background): “…or short profiles of potentially gifted students have been used previously in the field to gain insights into teachers’ beliefs about identifying gifted students (Elhoweris et al., 2005; Siegle & Powell, 2004); however, these other instruments asked respondents to respond using a Likert-type scale.”