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

References

• Baldwin, A. Y. (2005). Identification concerns and promises for gifted students of diverse populations. Theory into Practice, 44, 105–114.10.1207/s15430421tip4402_5
   Web of Science ®Google Scholar
• Bianco, M., Harris, B., Garrison-Wade, D., & Leech, N. (2011). Gifted girls: Gender bias in gifted referrals. Roeper Review, 33, 170–181.10.1080/02783193.2011.580500
   Google Scholar
• Borland, J. (1978). Teacher identification of the gifted: A new look. Journal for the Education of the Gifted, 2, 22–32.
   Google Scholar
• Briggs, C. J., Reis, S. M., & Sullivan, E. E. (2008). A national view of promising programs and practices for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131–145.10.1177/0016986208316037
   Web of Science ®Google Scholar
• Carman, C. A. (2011). Stereotypes of giftedness in current and future educators. Journal for the Education of the Gifted, 34, 790–812.10.1177/0162353211417340
   Google Scholar
• Chan, D. W. (2000). Exploring identification procedures of gifted students by teacher ratings: Parent ratings and student self-reports in Hong Kong. High Ability Studies, 11, 69–82.10.1080/713669176
   Web of Science ®Google Scholar
• Crombie, G., Bouffard-Bouchard, T., & Schneider, B. H. (1992). Gifted programs: Gender differences in referral and enrollment. Gifted Child Quarterly, 36, 213–214.10.1177/001698629203600408
   Web of Science ®Google Scholar
• de Wet, C. F., & Gubbins, E. J. (2011). Teachers’ beliefs about culturally, linguistically, and economically diverse gifted students: A quantitative study. Roeper Review, 33, 97–108.10.1080/02783193.2011.554157
   Google Scholar
• Elhoweris, H. (2008). Teacher judgment in identifying gifted/talented students. Multicultural Education, 15, 35–38.
   Google Scholar
• Endepohls-Ulpe, M., & Ruf, H. (2005). Primary school teachers’ criteria for the identification of gifted pupils. High Ability Studies, 16, 219–228.
   Web of Science ®Google Scholar
• Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30, 74–87.10.1177/0734282911428197
   Web of Science ®Google Scholar
• Fimyar, O., Yakavets, N., & Bridges, D. (2014). Educational reform in Kazakhstan: The contemporary policy agenda. In D. Bridges (Ed.), Education reform and internationalisation: The case of school reform in Kazakhstan (pp. 53–70). Cambridge: Cambridge University Press.
   Google Scholar
• Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above-average, and average Black students. Roeper Review, 14, 130–136.10.1080/02783199209553407
   Google Scholar
• Ford, D. Y. (1995). A study of achievement and underachievement among gifted, potentially gifted, and average students. Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
   Google Scholar
• Ford, D. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. The Journal of Special Education, 32, 4–14.10.1177/002246699803200102
   Web of Science ®Google Scholar
• Ford, D. Y., & Grantham, T. C. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory Into Practice, 42, 217–225.10.1207/s15430421tip4203_8
   Web of Science ®Google Scholar
• Ford, D. Y., Harris, J. J., III, Tyson, C. A., & Trotman, M. F. (2001). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24, 52–58.10.1080/02783190209554129
   Google Scholar
• Frasier, M. M., & Passow. A. H. (1994). Toward a new paradigm for identifying talent potential. Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.
   Google Scholar
• Gagné, F. (1993). Sex differences in the aptitudes and talents of children as judged by peers and teachers. Gifted Child Quarterly, 37, 69–77.10.1177/001698629303700204
   Web of Science ®Google Scholar
• Gagné, F. (1994). Are teachers really poor talent detectors? Comments on Pegnato and Birch’s (1959) study of the effectiveness and efficiency of various identification techniques. Gifted Child Quarterly, 38, 124–126.10.1177/001698629403800305
   Web of Science ®Google Scholar
• Hernández-Torrano, D., Prieto, M. D., Ferrándiz, C., Bermejo, R., & Sáinz, M. (2013). Characteristics leading teachers to nominate secondary students as gifted in Spain. Gifted Child Quarterly, 57, 181–196.10.1177/0016986213490197
   Web of Science ®Google Scholar
• Hunsaker, S. (1994). Creativity as a characteristic of giftedness: Teachers see it, then they don’t. Roeper Review, 17, 11–15.10.1080/02783199409553610
   Google Scholar
• Hyde, J. S. (2005). The gender similarities hypothesis. American psychologist, 60, 581–592.
   PubMed Web of Science ®Google Scholar
• Kim, K. H., Shim, J. Y., & Hull, M. (2009). Korean concepts of giftedness and the self-perceived characteristics of students selected for gifted programs. Psychology of Aesthetics, Creativity, and the Arts, 3, 104–111.10.1037/a0013324
   Web of Science ®Google Scholar
• King, E. J. (Ed.). (2012). Communist education. New York, NY: Routledge.
   Google Scholar
• Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2015). What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. High Ability Studies, 26, 75–92.10.1080/13598139.2015.1033513
   Web of Science ®Google Scholar
• Lee, L. (1999). Teachers’ conceptions of gifted and talented young children. High Ability Studies, 10, 183–196.10.1080/1359813990100205
   Google Scholar
• Lee, L. (2002). Young gifted girls and boys: Perspectives through the lens of gender. Contemporary Issues in Early Childhood, 3, 383–399.10.2304/ciec
   Google Scholar
• McBee, M. T. (2006). A descriptive analysis of referral sources for gifted identification screening by race and socioeconomic status. Journal of Secondary Gifted Education, 17, 103–111.
   Google Scholar
• Moon, R. R., & Brighton, C. M. (2008). Primary teachers’ conceptions of giftedness. Journal for the Education of the Gifted, 31, 447–480.
   Google Scholar
• OECD. (2014). Reviews of national policies for education: Secondary education in Kazakhstan. Author. Retrieved from http://dx.doi.org/10.1787/9789264205208-en
   Google Scholar
• Petersen, J. (2013). Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis. Contemporary Educational Psychology, 38, 342–348.10.1016/j.cedpsych.2013.07.002
   Web of Science ®Google Scholar
• Pierce, R. L., Adams, C. M., Speirs Neumeister, K. L., Cassady, J. C., Dixon, F. A., & Cross, T. L. (2007). Development of an identification procedure for a large urban school corporation: Identifying culturally diverse and academically gifted elementary students. Roeper Review, 29, 113–118.
   Google Scholar
• Siegle, D. (2001). Overcoming bias in gifted and talented referrals. Gifted Education Communicator, 32, 22–25.
   Google Scholar
• Siegle, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010). Factors that influence in-service and preservice teachers’ nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33, 337–360.
   Google Scholar
• Siegle, D., & Powell, T. (2004). Exploring teacher biases when nominating students for gifted programs. Gifted Child Quarterly, 48, 21–29.10.1177/001698620404800103
   Web of Science ®Google Scholar
• Siegle, D., & Reis, S. M. (1995). Gender differences in teacher and student perceptions of student ability and effort. Journal of Secondary Gifted Education, 6, 86–92.
   Google Scholar
• Speirs Neumeister, K. L., Adams, C. M., Pierce, R. L., Cassady, J. C., & Dixon, F. A. (2007). Fourth-grade teachers’ perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted, 30, 479–499.
   Google Scholar
• Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253–273.10.1037/0022-0663.99.2.253
   Web of Science ®Google Scholar
• Yakavets, N. (2014). Reforming society through education for gifted children: The case of Kazakhstan. Research Papers in Education, 29, 513–533.10.1080/02671522.2013.825311
   Web of Science ®Google Scholar
• Youngs, C. S., & Youngs, G. A. (2001). Predictors of mainstream teachers’ attitudes toward ESL students. TESOL Quarterly, 35, 97–120.10.2307/3587861
   Web of Science ®Google Scholar