Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan

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dc.contributor.authorHernández-Torrano, Daniel
dc.contributor.authorTursunbayeva, Xeniya
dc.date.accessioned2017-01-05T06:33:05Z
dc.date.available2017-01-05T06:33:05Z
dc.date.issued2015-11-07
dc.description.abstractThe purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided.ru_RU
dc.identifier.citationHernández-Torrano, D., & Tursunbayeva, X. (2015). Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan. High Ability Studies, 1-13. DOI: 10.1080/13598139.2015.1108187ru_RU
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/2136
dc.language.isoenru_RU
dc.publisherHigh Ability Studiesru_RU
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectethnicityru_RU
dc.subjectgenderru_RU
dc.subjectgiftedru_RU
dc.subjectKazakhstanru_RU
dc.subjectsocioeconomic statusru_RU
dc.subjectteacher referralru_RU
dc.titleAre teachers biased when nominating students for gifted services? Evidence from Kazakhstanru_RU
dc.typeArticleru_RU

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