Scott L. Hunsaker

An Analysis of Teacher Nominations and Student Performance in Gifted Programs

This study evaluated the relationship of teacher nomination instruments to later performance of students in a gifted program. Teacher nominations were based on two instruments, an instrument designed specifically to assess gifted behaviors of students from culturally divergent and/or low income populations and an instrument designed to assess gifted behaviors in the general population. Separate canonical correlation analyses between these two instruments and a gifted teacher rating of student performance resulted in significant findings indicating relationships between the teacher nominations and later school performance. Structure correlations showed nominations based on thinking abilities, general gifted behaviors, and special learning skills were related to later performance on creativity, group skills, and language abilities.

Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners

Preservice teachers face formidable tasks of planning and management as they enter the classroom for the first time as professionals. They also bring with them mental imprints of what teaching and leaming are like, images gained not from their professional preparation programs, but from their years as students. Once in the role of teacher, those views may be reinforced by the circumstances of their apprenticeship. This qualitative study reports five themes in the preservice teaching experience of 10 preservice teachers which may reinforce traditional views of schooling and discourage understanding and addressing unique learning needs of academically diverse learners such as gifted, remedial, and special education learners.

Evaluation of Gifted Programs: Current Practices:

In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable. A major concern brought out by this study is the paucity of evaluation reports/results made available to the NRC G/T. This may be due to a lack of gifted program evaluations, or to dissatisfaction with evaluation designs and results. Other concerns included lack of methodological sophistication, reporting, and utility concerns. Some promising practices were apparent in the studies reviewed. A large sub-set of the evaluations were done for program improvement and employed multiple methodologies, sources, analysis techniques, and reporting formats with utility practices that produce needed changes. In addition, most evaluations focused on a number of key areas in the gifted program rather than settling for generalized impressions about the program.

Adjustments to Traditional Procedures for Identifying Underserved Students: Successes and Failures

Thirty-nine school districts were surveyed in a study to examine the success or failure of alternative strategies for identifying gifted students in school districts serving large numbers of culturally diverse students. Many districts listed ethnic/linguistic minorities and economically disadvantaged students as important underserved populations. Alternative identification procedures were primarily intended to expand the assessment basis. Factors most associated with success of procedures included school personnel and assessment practices. Factors causing problems included testing and policies at state and local levels, as well as a lack of recognition of giftedness as it is manifested in diverse cultural populations.

Outcomes of Creativity Training Programs.

How much confidence, based on recent research evidence, can educators have in using creativity training programs in their classrooms? In general, little research has been done since the significant reviews conducted 5 years ago, and much of the research is inaccessible to teachers. Research continues to focus primarily on using strategies in classrooms. Some research is beginning to look at aspects of the creative person, product, and environment, but more could be done to look at the interactions among these. The continued emphasis on classroom strategies raises concerns about the failure by researchers to address issues of strategy transfer to other environments.

Creativity as a Characteristic of Giftedness: Teachers See It, then They Don't

In this study, teachers saw giftedness as greatly varied, but having the common characteristic of creativity. However, when observing for nomination to gifted programs, teachers focused on classroom performance to a greater degree than creativity. Thus their observations more closely matched the official definition rather than their personal conceptions. The teachers had not actively worked to align the official conception more closely with their own. This inaction was attributed to lack of experience with gifted education, avoiding harm to children, and being patient with change.

The Gifted Metaphor from the Perspective of Traditional Civilizations

The gifted metaphor implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. This article offers information from ancient and classic cultures (Western and non-Western) relating to beliefs about the specific sources of gifts. These beliefs are used to discuss the images we hold of gifted individuals and the attitudes we have about serving this exceptional population in the school setting.

Documenting Gifted Program Results for Key Decision-Makers

One basic purpose of evaluation of gifted programs is to document the results or impact of the program. This purpose is particularly important to governing bodies such as state legislatures, state school offices, and local school boards which usually provide the funding for gifted programs. In documenting program results for such entitles, leaders in gifted education should consider the differences between evaluation and advocacy; should provide information in brief, clear, and timely ways; and should provide decision‐makers with the information they want, as well as the information they need.

The Development of the Scale for the Evaluation of Gifted Identification Instruments (SEGII)

The selection of instruments to screen and identify gifted and talented students is a difficult and problematic task faced by school divisions. The evaluation of instruments should include consideration of the reliability and the validity of instruments according to the specific purpose for which they are being used, the population on which they will be used, and the other characteristics considered vital for fair test use. This article presents a scale designed specifically for that purpose for use by school decision-makers.

Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers received training in these practices and were evaluated on their implementation, with usable data from 37. Implementation ratings were correlated with measure of reading attitude and literary analysis. Several correlations were discovered that have implications for understanding teaching style and the influence of teacher practice on student outcomes.