Publication: The influence of teacher sociodemographic factors and school characteristics on the identification of gifted students
Loading...
Date
2024-10-09
Authors
Ferrando Prieto, Mercedes ; García-Perales, R., Ferrando Prieto, M., María Sáez-Gallego, N., & León, M. P.
item.page.secondaryauthor
Facultades de la UMU::Facultad de Educación
item.page.director
Publisher
Taylor & Francis
publication.page.editor
publication.page.department
DOI
https://doi.org/10.1080/13598139.2024.2411972
item.page.type
info:eu-repo/semantics/article
Description
Abstract
This study examines some teacher sociodemographic factors and school characteristics that may influence teachers’ identification of gifted students. Teachers initially nominated a sample of 505 students aged 7–17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers’ identification had a sensitivity of 63% and that the teacher’s sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage.
publication.page.subject
Citation
García-Perales, R., Ferrando Prieto, M., María Sáez-Gallego, N., & León, M. P. (2024). The influence of teacher sociodemographic factors and school characteristics on the identification of gifted students. High Ability Studies, 35(2), 249–263. https://doi.org/10.1080/13598139.2024.2411972
item.page.embargo
Collections
Ir a Estadísticas
Sin licencia Creative Commons.