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34410352 - Volume 19 ✤ Number 3 ✤ Spring 2008 ✤ pp...

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412 Volume 19 Number 3 Spring 2008 pp. 412–443 i The Relation of High- Achieving Adolescents’ Social Perceptions and Motivation to Teachers’ Nominations for Advanced Programs Carolyn Barber University of Missouri, Kansas City Judith Torney-Purta University of Maryland, College Park In National Excellence: A Case for Developing America’s Talent, a major report on the state of education for gifted and talented students, the U.S. Department of Education (1993) called for more challenging curriculum for students showing the highest levels of potential and performance. Almost a decade later, fol- low-up analyses of the states’ gifted education policies showed great disparities in the availability of such programs for vari- ous groups of students and large differences in policies used to determine who is eligible for these programs even within a single state (e.g., Baker, 2001, in an analysis of policies in Texas). Today, the means by which students are identified as gifted and talented
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Copyright © 2008 Prufrock Press, P.O. Box 8813, Waco, TX 76714 summary Barber, C., & Torney-Purta, J. (2008). The relation of high-achieving adolescents’ social perceptions and motivation to teachers’ nominations for advanced programs. Journal of Advanced Academics, 19, 412–443. The discrepancies between test-based and teacher-based criteria of high achievement are well-documented for students of all ages. This study seeks to determine whether certain high school students who score high on tests of academic achievement are more likely than others to be nominated for advanced academic programs by their teachers. Using Gagné’s Differentiated Model of Giftedness and Talent as a guide, this study focused on three categories of correlates: social perceptions, individual motivation, and demographic background. Analysis of data from the Educational Longitudinal Study of 2002 revealed separate correlational patterns for nomination to advanced English programs and nomination to advanced math programs. High-achieving English students were more likely to be nominated by teachers for advanced work in the subject if they had high intrinsic motivation to read, if they were female, and if they were not Black. To contrast, high-achieving mathematics students were more likely to be nominated by teachers for advanced work in this subject if they had high math self-efficacy, if they were female, and if their friends did not place high importance on social relationships. Moreover, high-achieving male math students were more likely to be nominated if they had high levels of intrinsic motivation in math and if their friends valued academic goals. These results speak to the importance of considering the context of a particular subject area when deciding on who is eligible for enrollment in advanced programs.
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