Effectiveness of teacher identification of gifted students as a function of training

Abstract

The purpose of this study was to (a) train teachers in the identification of gifted and talented students, (b) determine whether such training significantly improves teachers' ability to identify gifted and talented students, and (c) ascertain significant correlations among predictors of giftedness. The data for the study were collected as part of a planning grant for the establishment of a program for gifted and talented students in the Weslaco Independent School District, Weslaco, Texas. The 20 third grade teachers were randomly divided into experimental and control groups. The experimental group received training in the identification of gifted children on the basis of observation; the control group received information about gifted education in general but not about the characteristics of gifted children. Following the training sessions, the teachers nominated students for placement in the gifted program and rated the students on intelligence, achievement, and creativity. All 573 third grade students were administered a battery of intelligence, achievement, and creativity tests. Scores at or above the 95th percentile level according to national norms served as the criterion for giftedness; 30 students were confirmed as gifted. Statistical analyses of the data revealed no significant difference between the groups on effectiveness and efficiency of teacher identification of gifted students. Thus, it was concluded that the training program did not significantly improve teachers' ability to recognize giftedness..