The prevalence of gifted, talented, and multitalented individuals: Estimates from peer and teacher nominations.

2004 ◽  
pp. 101-126 ◽  
Author(s):  
Françoys Gagné
Keyword(s):  
Teacher Nominations

scholarly journals Spotting Loneliness at School: Associations between Self-Reports and Teacher and Peer Nominations

2021 ◽  
Vol 18 (3) ◽  
pp. 971
Author(s):  
Flore Geukens ◽  
Marlies Maes ◽  
Antonius H. N. Cillessen ◽  
Hilde Colpin ◽  
Karla Van Leeuwen ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Children And Adolescents ◽  
Social Behaviors ◽  
Peer Status ◽  
Hierarchical Regression ◽  
Moderate Correlation ◽  
Hierarchical Regression Analysis ◽  
Teacher Nominations ◽  
Self Reports ◽  
Peer Nominations

In two independent studies, we aimed to examine the extent to which teacher and peer nominations of loneliness are associated with children’s and adolescents’ self-reported loneliness, respectively. Additionally, we examined whether loneliness nominations from teachers and peers were informative above and beyond peer status and social behaviors associated with loneliness. In Study 1 (N = 1594, Mage = 9.43 years), teacher nominations of loneliness showed a small to moderate correlation with children’s self-reported loneliness as assessed using the Loneliness and Social Dissatisfaction Questionnaire (LSDQ). The results of a hierarchical regression analysis showed that teacher nominations of loneliness predicted children’s self-reported loneliness above and beyond teacher nominations of peer status and social behaviors. In Study 2 (N = 350, Mage = 13.81 years), peer nominations of loneliness showed a small to moderate correlation with adolescents’ self-reported loneliness as assessed using the peer-related loneliness subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA). The results of a hierarchical regression analysis showed that peer nominations of loneliness predicted adolescents’ self-reported loneliness above and beyond peer nominations of peer status and social behaviors. We conclude that loneliness nominations are valuable, but caution is needed when they are used exclusively to identify lonely children and adolescents.

Validity of teacher nominations of child behavior problems

1980 ◽  
Vol 8 (3) ◽  
pp. 397-404 ◽  
Author(s):  
Kenneth D. Green ◽  
Steve J. Beck ◽  
Rex Forehand ◽  
Barbara Vosk
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Child Behavior Problems ◽  
Teacher Nominations

Teacher Nominations and Evaluations of "Good" Boys in High-Delinquency Areas

1957 ◽  
Vol 57 (4) ◽  
pp. 221-223 ◽  
Author(s):  
Walter C. Reckless ◽  
Simon Dinitz ◽  
Ellen Murray
Keyword(s):  
Teacher Nominations

Stability of internalizing symptoms from kindergarten to first grade and factors related to instability

1989 ◽  
Vol 1 (4) ◽  
pp. 305-316 ◽  
Author(s):  
Robert C. Pianta ◽  
Joanna Castaldi
Keyword(s):  
Internalizing Symptoms ◽  
First Grade ◽  
Teacher Ratings ◽  
Attention Problems ◽  
Teacher Nominations ◽  
Child Interaction ◽  
Mother And Child ◽  
Cutoff Scores ◽  
Child Intelligence ◽  
Parent And Teacher Ratings

AbstractThis research examines the frequency and stability of internalizing symptoms in a sample of 325 5-year-olds. Parent and teacher ratings, teacher nominations, parent-child interaction, and child measures were obtained. Of the sample, 4% were nominated as depressed by teachers. With the use of cutoff scores on teacher ratings, an average of 17% of the children were rated as having moderate problems on the internalizing scale in November and April of kindergarten, and in February of first grade. Parent-teacher stability correlations ranged from .24 to .27, while teacher ratings from November and April correlated at .60. Instability in internalizing symptoms from kindergarten to first grade was related to a number of concurrent and previously assessed factors, most notably, attention problems, reliance on mother, and child intelligence. These factors combined to account for an additional 8% of the variance in first grade internalizing symptoms after controlling for internalizing symptoms in kindergarten.

The predictive validity of teacher nominations: A five-year followup of at-risk youth

1990 ◽  
Vol 18 (6) ◽  
pp. 699-713 ◽  
Author(s):  
Thomas H. Ollendick ◽  
Ross W. Greene ◽  
Mark D. Weist ◽  
Donald P. Oswald
Keyword(s):  
At Risk ◽  
Predictive Validity ◽  
At Risk Youth ◽  
Teacher Nominations

scholarly journals Myth and reality of the word caller: The relation between teacher nominations and prevalence among elementary school children.

2009 ◽  
Vol 24 (3) ◽  
pp. 147-159 ◽  
Author(s):  
Elizabeth B. Meisinger ◽  
Barbara A. Bradley ◽  
Paula J. Schwanenflugel ◽  
Melanie R. Kuhn ◽  
Robin D. Morris
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Teacher Nominations ◽  
Word Caller

Gifted Children's Feelings about School and Themselves in Open and Open-Area Classes

1981 ◽  
Vol 4 (2) ◽  
pp. 112-122 ◽  
Author(s):  
Bruce M. Shore
Keyword(s):  
Sample Size ◽  
School Performance ◽  
Grade Level ◽  
Self Concept ◽  
Reading Scores ◽  
Open Area ◽  
Unit Of Analysis ◽  
Teacher Nominations ◽  
Grade Levels ◽  
Dependent Variables

The School Sentiment Index and Piers-Harris Self-Concept scale were dependent variables for between 142 and 172 grades 4 and 6 pupils (sample size varied with the test). Their classes were rated on three measures of program openness and architectural plan, and a subsample of 18 students was labelled as gifted on the basis of at least two of three criteria: teacher nominations, standardized reading scores two or more years above grade level, and outstanding school performance. The main results were that these children thought well or poorly of school and themselves in all kinds of class environments much to the same extent as other children. Nontraditional settings did not systematically ill-serve them. Second, much more precise discriminations were possible using classrooms rather than schools as the unit of analysis, even within grade levels.

Projects

1988 ◽  
Vol 81 (8) ◽  
pp. 695-700
Keyword(s):  
School Districts ◽  
Secondary School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Classroom Teaching ◽  
State University ◽  
Pennsylvania State University ◽  
Teacher Nominations ◽  
National Science ◽  
Outstanding Teacher

During the summer of 1987, the first part of a National Science Foundation honors workshop for secondary school mathematics teachers was conducted at the Pennsylvania State University at Harrisburg. The objective of the workshop was to introduce select· ed teachers to the concepts and techniques of mathematical modeling and to encourage and aid them in actually preparing modeling exercises for incorporation into their classroom teaching. Through a system of planned networking, their experiences are shared with colleagues in the region. The thirty-five participants from the southcentral Pennsylvania region were selected on the basis of outstanding teacher nominations by their school districts.

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