Teacher identified giftedness qualities in a Ghanaian school setting: A brief report

References

• Assouline, S., & Lupkowski-Shoplik, A. (2003). Developing mathematical talent: A guide for challenging and educating gifted students. Waco, TX: Prufrock Press.
   Google Scholar
• Baudson, T. G., & Preckel, F. (2013b). Teachers’ implicit personality theories about the gifted: An experimental approach. School Psychology Quarterly, 28(1), 37–46. https://doi.org/10.1037/spq0000011
   PubMed Web of Science ®Google Scholar
• Baudson, T. G., & Preckel, F. (2016). Teachers’ conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60(3), 212–225. https://doi.org/10.1177/0016986216647115
   Web of Science ®Google Scholar
• Bicknell, B. (2014). Parental roles in the education of mathematically gifted and talented children. Gifted Child Today, 37(2), 283–293. https://doi.org/10.1177/1076217513497576
   Google Scholar
• Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49(1), 68–79. https://doi.org/10.1177/001698620504900107
   Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, California: Sage Publications.
   Google Scholar
• Davis, G. A., & Rimm, S. B. (1989). Education of the gifted and talented. NJ: Prentice-Hall, Inc.
   Google Scholar
• Heller, K. A., Reimann, R., & Senfter, A. (2005). Hochbegabung im Grundschulalter: Erkennen und Fördern [High ability in the Elementary Age]. Münster: LIT.
   Google Scholar
• Li, H., Lee, D., Pfeiffer, S. I., & Petscher, Y. (2008). Parent ratings using the Chinese version of the Parent Gifted Rating Scales–School form reliability and validity for Chinese Students. Educational and Psychological Measurement, 68(4), 659–675. https://doi.org/10.1177/0013164407313365
   Web of Science ®Google Scholar
• Mpofu, E., Ngara, C., & Gudyanga, E. (2007). Constructions of giftedness among the Shona of Central-Southern Africa. In N. S. Phillipson & M. McCann (Eds.), What does it mean to be gifted? Sociocultural Perspectives (pp. 225–252). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Neber, H. (2004). Teacher identification of students for gifted programs: Nominations to a summer school for highly-gifted students. Psychological Science, 46(3), 348–362.
   Google Scholar
• Neumeister, K. L. S., 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(4), 479–499. https://doi.org/10.4219/jeg-2007-503
   Google Scholar
• Ngara, C. (2002). Teachers’ perceptions of giftedness and talent among primary school children. Zimbabwe Journal of Educational Research, 14, 213–223.
   Google Scholar
• Ngara, C. (2006). Indigenous conceptions of giftedness in Zimbabwe: A comparison of Shona and Ndebele cultures’ conceptions of giftedness. International Journal of Education, 36, 46–62.
   Google Scholar
• Ngara, C. (2017). Gifted education in Zimbabwe. Cogent Education, 4(1), 1332840. https://doi.org/10.1080/2331186X.2017.1332840
   Web of Science ®Google Scholar
• Ngara, C., & Al-Mahdi, O. (2016). An exploratory study of teachers’ perceptions of giftedness and talent among students in Bahraini primary schools. Journal of Teaching and Teacher Education, 4, 17–29.
   Google Scholar
• Ngara, C., & Porath, M. (2004). Shona culture of Zimbabwe’s views of giftedness. High Ability Studies, 15(2), 189–209. https://doi.org/10.1080/1359813042000314772
   Web of Science ®Google Scholar
• Ngara, C., & Porath, M. (2007). Ndebele culture of Zimbabwe’s views of giftedness. High Ability Studies, 18(2), 191–208. https://doi.org/10.1080/13598130701709566
   Web of Science ®Google Scholar
• Nyarko, K. (2011). Parental school involvement: The case of Ghana. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 378–381.
   Google Scholar
• Chowa, G., Ansong, D., & Osei-Akoto, I. (2012). Parental involvement and academic performance in Ghana. Youth save Research Brief, CSD publication, (12-42). http://preview.newamerica.org/downloads/RB12-42.pdf
   Google Scholar
• Persson, R. S. (1998). Paragons of virtue: Teachers’ conceptual understanding of high ability in an egalitarian school system. High Ability Studies, 9(2), 181–196. https://doi.org/10.1080/1359813980090204
   Google Scholar
• Peters, S. J. (2009). Practical instrumentation for identifying low-income, minority, and ethnically diverse students for gifted and talented programs: The HOPE Teacher Rating Scale (Unpublished doctoral dissertation). Purdue University, Indiana.
   Google Scholar
• Pryor, J., & Ampiah, J. G. (2003a). Understanding of Education in an African Village: The role of information and communication technologies. London: Department for International Development.
   Google Scholar
• Pryor, J., & Ampiah, J. G. (2003b). Listening to voices in the village: Collaborating through data chains. In B. Swadener & K. Mutua (Eds.), Decolonizing educational research (pp. 159–178. Albany: State University of New York Press.
   Google Scholar
• Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150–159. https://doi.org/10.1177/0016986212444901
   Web of Science ®Google Scholar
• Siegle, D. (2001). Overcoming bias in gifted and talented referrals. Gifted Education Communicator, 32, 22–25.
   Google Scholar
• Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, method and research. London: Sage.
   Google Scholar
• Sternberg, R. J., & Grigorenko, E. L. (2004). Why cultural psychology is necessary and not just nice: The example of the study of intelligence. In R. J. Sternberg & E. L. Grigorenko (Eds.), Culture and competence (pp. 207–223). Washington, DC: American Psychological Association. https://doi.org/10.1037/10681-009
   Google Scholar
• Storey, L. (2007). Doing Interpretive Phenomenological Analysis. In E. Lyons & A. Cole (Eds.), Analyzing Qualitative Data in Psychology (pp. 51–64). London, UK: Sage. https://doi.org/10.4135/9781446207536.d11
   Google Scholar