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Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented
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Carman, Carol A.; Walther, Christine A. P.; Bartsch, Robert A. – Gifted Child Quarterly, 2020
The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of…
Descriptors: Academically Gifted, Talent Identification, Cognitive Ability, Nonverbal Ability
Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts
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Matthews, Michael S.; Rhodes, Heather A. – Journal of Advanced Academics, 2020
Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North…
Descriptors: Talent Identification, Elementary School Teachers, Primary Education, Student Needs
Assessment in Gifted Education: A Review of the Literature from 2005 to 2016
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Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
Children Using Robotics for Engineering, Science, Technology, and Math (CREST-M): The Development and Evaluation of an Engaging Math Curriculum
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Coxon, Steve V.; Dohrman, Rebecca L.; Nadler, Dustin R. – Roeper Review, 2018
Children using robotics for engineering, science, technology, and mathematics (CREST-M) is an ongoing curriculum creation and evaluation project developing math-focused science, technology, engineering, and mathematics (STEM) curriculum units that incorporate storytelling with math and are designed to be engaging for students from backgrounds…
Descriptors: Robotics, STEM Education, Story Telling, Disproportionate Representation
Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program's Experience
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Giessman, Jacob A.; Gambrell, James L.; Stebbins, Molly S. – Gifted Child Quarterly, 2013
The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in…
Descriptors: Gifted, Identification, Cognitive Ability, Intelligence
The Malleability of Spatial Ability under Treatment of a FIRST LEGO League-Based Robotics Simulation
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Coxon, Steve V. – Journal for the Education of the Gifted, 2012
A stratified random sample of volunteer participants (N = 75) aged 9 to 14 was drawn from 16 public school districts' gifted programs, including as many females (n = 28) and children from groups traditionally underrepresented in gifted programs (n = 18) as available. Participants were randomly divided into an experimental (n = 38) and a control…
Descriptors: Public Education, Gifted, Programs, Robotics