Primary school teachers' criteria for the identification of gifted pupils

High Ability Studies

Volumn 16, Issue 2, 2006, Pages 219-228

  Endepohls Ulpe, Martina ^a   Ruf, Heike ^a  

^a Universität Koblenz Landau ^*  (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646587983     PISSN: 13598139     EISSN: 1469834X     Source Type: Journal    
DOI: 10.1080/13598130600618140     Document Type: Article

References (15)

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2. Busse, T. V., Dahme, G., Wagner, W. & Wieczerkowski, W. (1986b) Teacher perceptions of highly gifted students in the United States and West Germany, Gifted Child Quarterly, 30, 55-60.
3. Copenhaver, R. W. & Mclntyre, D. J. (1992) Teachers' perceptions of gifted students, Roeper Review, 14(3), 151-153.
4. Dahme, G. & Eggers, R. (1988) Lehrerkriterien zur Identifikation hochbegabter Schüler, Psychologie in Erziehung und Unterricht, 35, 188-201.
5. Endepohls-Ulpe, M. (2003) Primary school teachers describe gifted pupils: stereotypes versus real experience, in: Organising Committee of the 15th Biennal World Conference for Gifted Education (Eds) Gifted 2003: a celebration downunder. Conference Proceedings of the 15th World Conference for Gifted and Talented Children, Adelaide, Australia, 1-5 August 2003 (CD).
6. Endepohls-Ulpe, M. (2004) Wie stellen Grundschullehrerkräfte sich hochbegabte Schüler/innen vor? - der Einfluss persönlicher Erfahrung in der Unterrichtung Hochbegabter, Psychologie in Erziehung und Unterricht, 51, 126-135.
7. Hany, E. A. (1991) Sind Lehrkräfte bei der Identifikation hochbegabter Schüler doch besser als Tests? Eine Untersuchung mit neuen Methoden, Psychologie in Erziehung und Unterricht, 38, 37-50.
8. Hany, E. A. (1995) Teachers' cognitive processes of identifying gifted students, in: M. K. Katzko & F. J. Mönks (Eds) Nurturing talent: individual needs and social ability (Assen, The Netherlands, Van Gorcum), 184-198.
9. Hany, E. A. (1997) Modeling teachers' judgment of giftedness: a methodological inquiry of biased judgment, High Ability Studies, 8(2), 159-177.
10. Hunsaker, S. L. (1994) Creativity as a characteristic of giftedness: teachers see it, then they don't, Roeper Review, 17(1), 11-15.
11. Persson, R. S. (1998) Paragons of virtue: teachers' conceptual understanding of high ability in an egalitarian school system, High Ability Studies, 9(2), 181-196.
12. Rost, H. D. & Hanses, P. (1997) Wer nichts leistet, ist nicht begabt? Zur Identifikation hochbegabter Underachiever durch Lehrkräfte, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 29(2), 167-177.
13. Sahin, N. & Düzen, E. (1994) The 'gifted child' stereotype among university students and elementary school teachers, in: E. A. Hany & K. A. Heller (Eds) Competence and Responsibility. The Third European Conference of the European Council for High Ability (vol.2) (Seattle, Hogrefe & Huber), 367-376.
14. Winner, E. (1996) Gifted children: myths and realities (New York, Basic Books).
15. Ziegler, A. & Heller, K. A. (2000) Conceptions of giftedness from a meta-theoretical perspective, in: K. A. Heller, F. J. Mönks, R. F. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (2nd edn) (Oxford, Pergamon Press), 3-22.