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A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students
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Lee, Hyeseong; Karakis, Nesibe; Olcay Akce, Bekir; Azzam Tuzgen, Abdullah; Karami, Sareh; Gentry, Marcia; Maeda, Yukiko – Gifted Child Quarterly, 2021
The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate: (1) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I); and…
Descriptors: Test Validity, Identification, Academically Gifted, Nonverbal Tests
Similarities and Differences between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being
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Bergold, Sebastian; Wirthwein, Linda; Steinmayr, Ricarda – Gifted Child Quarterly, 2020
Terman's study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman's findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted (n = 50) and average-ability (n = 50) adolescents matched by means of propensity…
Descriptors: Academic Achievement, Student Motivation, Well Being, Academically Gifted
Putting Standards into Practice: Evaluating the Utility of the NAGC Pre-K-Grade 12 Gifted Program Standards
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Matthews, Michael S.; Shaunessy, Elizabeth – Gifted Child Quarterly, 2010
Despite their importance, there has been surprisingly little scholarly examination of the "NAGC Pre-K-Grade 12 Gifted Program Standards" (NAGC, 2008/2000; Landrum, Callahan, & Shaklee, 2001) since their publication a decade ago. As part of a larger study investigating the effectiveness of local policies developed within the framework…
Descriptors: Check Lists, Gifted, Academic Standards, Educational Practices
Canadian Programming for the Gifted
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Furr, Karl D.; And Others – Gifted Child Quarterly, 1972
Descriptors: Culture Fair Tests, Exceptional Child Education, Gifted, Program Development
Are the Torrance Tests of Creative Thinking Biased Against or in Favor of "Disadvantaged" Groups?
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Torrance, E. Paul – Gifted Child Quarterly, 1971
Descriptors: Creative Thinking, Culture Fair Tests, Disadvantaged Youth, Exceptional Child Research
Non-Test Indicators of Creative Talent Among Disadvantaged Children
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Torrance, E. Paul – Gifted Child Quarterly, 1973
Descriptors: Creative Thinking, Creativity, Culture Fair Tests, Disadvantaged Youth
Identifying Gifted Mexican-American Students.
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Chambers, Jack A.; And Others – Gifted Child Quarterly, 1980
The study involving 298 third through sixth graders examined a combination of the teacher rating/product evaluation methods for identifying gifted Mexican American children and determined its relative merits over the method now in predominant use (measurement of students' IQ scores). (SBH)
Descriptors: Culture Fair Tests, Elementary Education, Evaluation Methods, Exceptional Child Research
Problem Solving and the Concrete Abstract Dimension
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Feldhusen, John; Houtz, John – Gifted Child Quarterly, 1975
Descriptors: Culture Fair Tests, Disadvantaged Youth, Elementary Education, Evaluation Methods
Assessing Artistic and Problem-Solving Performance in Minority and Nonminority Students Using a Nontraditional Multidimensional Approach.
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Clasen, Donna Rae; And Others – Gifted Child Quarterly, 1994
This study investigated several nontraditional identification methodologies for their efficacy in identifying both minority and nonminority gifted students. Sixth graders (n=433) were given drawing and problem-solving tasks. Peer and teacher nominations were also used. The assessments identified a proportionate number of minority and nonminority…
Descriptors: Ability Identification, Culture Fair Tests, Disadvantaged Youth, Freehand Drawing
Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT).
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Naglieri, Jack A.; Ford, Donna Y. – Gifted Child Quarterly, 2003
This study examined the effectiveness of the Naglieri Nonverbal Ability Test (NNAT) in identifying gifted black and Hispanic students in a total population of 20,270 students (K-12). Analysis indicated that similar percentages of white (5.6%), black (5.1%), and Hispanic (4.4%) children earned an NNAT score in the 95th percentile rank. (Contains…
Descriptors: Ability Identification, Black Students, Culture Fair Tests, Elementary Secondary Education
Identifying Academic Potential in Students from Under-Represented Populations: Is Using the Ravens Progressive Matrices a Good Idea?
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Mills, Carol J.; Tissot, Sherri L. – Gifted Child Quarterly, 1995
The Raven's Progressive Matrices (RPM) and the Raven's Advanced Progressive Matrices (APM) were evaluated as possible instruments for identifying academically talented students in minority populations. A significantly higher proportion of minority children scored well on the RPM than on a traditional measure. Issues and concerns about using the…
Descriptors: Ability Identification, Academically Gifted, Culture Fair Tests, Elementary Secondary Education