dc.contributor.author	Peavy, Kristal Renee Davis
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.date.accessioned	2016-05-25T14:28:47Z
dc.date.available	2016-05-25T14:28:47Z
dc.date.issued	2016-05-20
dc.identifier	7506D38E-DD64-4AB7-B93E-8F897AF4ECE9
dc.identifier.uri	http://hdl.handle.net/10428/2191
dc.description.abstract	There have been consistent disparities among ethnic populations in the identification of students for gifted education. Specifically, African American and Hispanic students have been underrepresented in gifted programs, but Caucasian and Asian students have been overrepresented as compared to overall enrollment of each of these groups. The State of Georgia has policies in place to identify students through two pathways in order to reach as many students as possible. These two pathways include Option A, or traditional identification of gifted students through mental ability and achievement only, and Option B, or multiple criteria identification including mental ability, achievement, creativity, and motivation. The purpose of this study was to analyze the patterns of identification in order to better understand the qualities or characteristics that were specific to particular student populations for more effective, efficient referral practices. The researcher employed a non-experimental design using archival data from students tested for gifted education, both those who qualified and those who did not qualify for services. The researcher used One-Way MANOVA to determine any significant mean differences in performance for African American, Asian, Caucasian, Hispanic, and "Other" students. The researcher also analyzed the percentages of African American, Asian, Caucasian, Hispanic, and "Other" students who were served for gifted education to determine how those percentages were reflected in the total population of the schools. This study had numerous findings. The most significant were: a) Caucasian students scored higher on tests of mental ability and achievement and had a higher number of students qualify than expected, b) African American students scored lower on mental ability and achievement tests and had a lower number of students qualify through Option A than expected, c) more students overall qualified through Option B thus supporting the use of Multiple Criteria to increase enrollment of gifted students.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 Statement of the Problem2 Purpose of the Study3 Conceptual Framework4 Theoretical Framework6 Research Questions8 Definition of Important Terms9 Procedures10 Significance of Research12 Basic Assumptions12 Basic Limitations12 Brief Review of Related Literature13 Summary14 Chapter II: REVIEW OF THE LITERATURE16 Historical Background16 Theories Related to Gifted Identification21 Identification Policies in Georgia27 Current Literature Relevant to Research Questions30 Underrepresentation31 Overrepresentation34 Teacher Roles36 Summary38 Chapter III: METHODOLOGY40 Restatement of Purpose40 Restatement of Research Questions42 Description of Participants42 Research Design43 Description of Instrumentation44 Mental Ability45 Achievement47 Creativity48 Motivation50 Procedures52 Data Analysis53 Chapter IV: RESULTS AND ANALYSIS OF DATA54 Results55 Research Question 156 Research Question 259 Research Question 364 Summary66 Chapter V: SUMMARY AND DISCUSSION68 Summary68 Discussion69 Conclusion76 Implications 83 Recommendation for Further Research85 REFERENCES87 APPENDICES102 Appendix A: Georgia Department of Education Gifted Evaluation and Eligibility Chart102 Appendix B: Sample Questions from the Cognitive Abilities Test105 Appendix C: Torrance Tests of Creative Thinking (TTCT): Figural107 Appendix D: Institutional Review Board Approval110 Appendix E: School System Approval Letter 112	en_US
dc.language.iso	en_US	en_US
dc.subject	Dissertation	en_US
dc.subject	Curriculum and Instruction	en_US
dc.title	Significant Differences in the Identification of Gifted Students Among Ethnic Groups	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum and Instruction	en_US
dc.description.advisor	Reffel, James A.
dc.description.committee	Doepker, Gina M.
dc.description.committee	Raiford, Simmie
dc.description.committee	Tost, Jeremy R.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US