Assumptions Underlying the Identification of Gifted and Talented Students

• DOI: 10.1177/001698620504900107
• Publication Date: 2007-01-05T09:04:22Z
• Authors: Scott W. Brown; Joseph S. Renzulli; E. Jean Gubbins; Del Siegle; Wanli Zhang; Ching-Hui Chen
• Keywords: Identification; Sample (material); Gifted education

This study examined a national sample of classroom teachers, teachers the gifted, administrators, and consultants from rural, suburban, urban areas regarding their assumptions about gifted identification process. Respondents indicated degree to which they agreed or disagreed with 20 items that reflected guidelines for comprehensive system. Five factors were derived items. favored use individual expression criteria, ongoing assessment, multiple criteria identification, consideration contextual factors. Teachers respondents more likely favor these strategies. The opposed restricting sole achievement IQ scores.