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Gifted Child Quarterly
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An Analysis of Teacher Nominations and Student Performance in Gifted Programs

Scott L. Hunsaker

Utah State University

Vernon S. Finley

Salish Kootenai College

Elaine L. Frank

Salish Kootenai College

This study evaluated the relationship of teacher nomination instruments to later performance of students in a gifted program. Teacher nominations were based on two instruments, an instrument designed specifically to assess gifted behaviors of students from culturally divergent and/or low income populations and an instrument designed to assess gifted behaviors in the general population. Separate canonical correlation analyses between these two instruments and a gifted teacher rating of student performance resulted in significant findings indicating relationships between the teacher nominations and later school performance. Structure correlations showed nominations based on thinking abilities, general gifted behaviors, and special learning skills were related to later performance on creativity, group skills, and language abilities.

Gifted Child Quarterly, Vol. 41, No. 2, 19-24 (1997)
DOI: 10.1177/001698629704100203
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Home page
 Journal of Psychoeducational AssessmentHome page
Y. Petscher and Huijun Li
Measurement Invariance of the Chinese Gifted Rating Scales: Teacher and Parent Forms
Journal of Psychoeducational Assessment, September 1, 2008; 26(3): 274 - 286.
[Abstract] [PDF]