Concurrent Sessions/Poster Sessions/ Base Camp Sessions November 17, 2012 | 2:50 PM – 3:50 PM Research & Evaluation 33.2 Measurement Invariance in a Test of Intelligence: Identifying Gifted Students from Poverty
Maria Lazo, Tammy Ramos, Fatih Kaya, Texas A&M University, College Station, TX Why do diverse students tend to score lower on standardized tests of intelligence than White students? Some researchers claim that intelligence tests are biased against culturally diverse
students because they contain content and language that is more familiar to White students. This session targets researchers, administrators, and coordinators who are interested in learning about the identification of gifted students from poverty. Attendees learn to identify appropriate tests of reliability to ensure a sound measure of intelligence for their identification needs. Audience: Administrators, Coordinators, Researchers Room: Exhibit Hall A
COMBINED SESSION
Research & Evaluation 2:50 PM – 3:20 PM
What Matters in Gifted Classrooms?
Sarah Oh, Carolyn Callahan, Amy Azano, University of Virginia, Charlottesville, VA
Saturday
Class size and instructional time have been studied as important factors influencing student achievement in general education classrooms; however, researchers have reached different conclusions. Therefore, little is known about the influence of class size and instructional time on student achievement in gifted education. Embedded in a larger curriculum intervention with a randomized experimental design, the current study investigates the influence of instructional time and class size on student achievement beyond students’ prior achievement and treatment effect using multilevel analyses. Audience: Administrators, Classroom Teachers K-5, Coordinators, Researchers
3:20 PM – 3:50 PM
Factors Influencing Pre-Service Teachers’ Instructional Practices with Gifted Students
Susan Johnsen, Krys Goree, Baylor University, Waco, TX The presenters describe results from a qualitative study examining the factors that contributed to eight pre-service teachers’ differentiation of instruction for gifted students. Factors considered were organized around four main themes: campus factors (student demographics, social support, supervision, materials, mentoring, and curriculum), individual characteristics (attitudes and beliefs, cognitive ability, and social support), professional standards (knowledge, skills, and dispositions), and university factors (seminars/courses, social support, supervision, collaboration, and curriculum). Four factors that emerged as having the greatest influence were interns’ beliefs, characteristics of mentor teachers, characteristics of supervisors, and coursework during their senior year. Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-5, Consultants, Coordinators, Researchers Room: 707
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National Association for Gifted Children | Reaching Beyond the Summit