Browse > Article
http://dx.doi.org/10.9722/JGTE.2011.21.1.107

Exploring the Class Observation and Nomination System for the Identification of Gifted Students Using a Concept Mapping Approach  

Han, Ki-Soon (University of Incheon)
Lee, Jeong-Yong (University of Incheon)
Publication Information
Journal of Gifted/Talented Education / v.21, no.1, 2011 , pp. 107-122 More about this Journal
Abstract
The purpose of this study is to explore the perception of the observation and nomination system for the identification of the gifted and to find out the importance and practice level perceived by the gifted education teachers using the concept mapping approach. For this, twelve gifted education teachers brainstormed and gathered ideas for the ideal ways of observation and nomination system and the gathered statements were solicited. Multidimensional scaling and hierarchical cluster analysis were also used. In addition, 112 gifted education teachers rated the importance of and the practice level for the suggested ideas of observation and nomination system. Results were as follows: First, 36 statements were solicited and as a result of concept mapping the suggested observation and nomination system were categorized as 'attainment of professionality', 'attainment of administrative support', 'attainment of fairness', and 'considering points for recommendation.' Second, there were significant differences between the perceived importance levels and the practice levels. Based on the results, imlications of the study were discussed in depth.
Keywords
Concept mapping; Identification; Observation-recommendation; Gifted education teacher;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
연도 인용수 순위
1 류지영, 정현철 (2010). 영재학급 대상자 선발을 위한 관찰․추천 영재판별모형 개발연구. 영재교육연구, 20(1), 259-289.
2 Paulson, B. L., Truscott, D., & Stuart, J. (1999). Clients' perception of helpful experiences in counseling. Journal of Counseling Psychotherapy, 46, 317-324.   DOI
3 Paulson, B. L., & Worth, M. (2002). Counseling for suicide: Client perspective. Journal of Counseling and Development, 80, 86-93.   DOI   ScienceOn
4 Prieto, L., Parra, J., Ferrándiz, C., & Sanchez, C. (2004). The role of the teacher within the identification of gifted students. Leeds, UK: University of Leeds.
5 Scott, J. P., & Jillian, C. G. (2010). The teacher observation form: Revisions and updates. Gifted Child Quarterly, 54(3), 179-188.   DOI   ScienceOn
6 Kanevsky, L. (2000). Dynamic assessment of gifted students. In K. Heller., F. Monks., R. Sternberg, & R. Subotnik (Eds.), Intelligence handbook of giftedness and talent (pp. 283-296). New York: Elsever.
7 Siegle, D., & Powel, T. (2004). Exploring teacher biases when nominating students for gifted programs. Gifted Child Quarterly, 48(1), 21-29.   DOI   ScienceOn
8 Trochim, W. M. K. (1989). An introduction to concept mapping for planning and evaluation. Evaluation and Program Planning, 12, 1-16.   DOI   ScienceOn
9 Trochim, W. M. K. (1993). The concept system. Ithaca, New York: Author.
10 Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problemsolving: Multiple intelligences and diversity in educational settings. Teaching Exceptional Children, 27, 4-19.   DOI
11 Sarouphim, K. M. (1999). Discover: A promising alternative assessment for the identification of gifted minorities. Gifted Child Quarterly, 43(4), 244-251.   DOI   ScienceOn
12 Daughtry, D., & Kunkel, M. A. (1993). Experience of depression in college students: A concept map. Journal of Counseling Psychotherapy, 40, 316-323.   DOI
13 Johnsen, J. A., Biegel, D. E., & Shafran, R. (2000). Concept mapping in mental health: Uses and adaptations. Evaluation and Program Planning, 23, 67-75.   DOI   ScienceOn
14 Kane, M., & Trochim, W. K. (2006). Concept mapping for planning and evaluation. California: Sage.
15 Giorgi, A. (1985). Sketch of a psychological phenomenological method. In A. Giorgi (Ed), Phenomenological and psychological research (pp. 12-28). Pittsburg, PA: Duquesne University Press.
16 Gol, A. R., & Cook, S. W. (2004). Exploring the underlying dimensions of coping: A concept mapping approach. Journal of Social and Clinical Psychology, 23, 155-171.   DOI   ScienceOn
17 Goodyear, R. K., Tracey, T. J., Claiborn, C. D., Lichtenberg, J. W., & Wampold, B. E. (2005). Idiographic concept mapping in counseling psychology research: Conceptual overview, methodology, and illustration. Journal of Counseling Psychology, 52(2), 236-242.   DOI
18 최호성 (2010). 영재 판별 교사의 자질과 역할. 인천대학교 과학영재교육연구소 영재교육판별교사 직무연수 (pp. 115-133). 인천: 인천대학교 과학영재교육연구소.
19 Bedi, R. P. (2006). Concept mapping the client's perspective on counseling alliance formation. Journal of Counseling Psychology, 53(1), 26-35.   DOI
20 조석희, 이미순, 황동주, 이현주 (2005). 소외계층 영재의 발굴 및 교육방안: 소외계층영재의 가정 및 개인특성분석. 서울: 한국교육개발원. CR 2005-64.
21 지승희, 박정민, 임영선 (2005). 인턴상담원이 지각하는 개인상담 수퍼비전에서의 도움 및 아쉬운 경험. 한국심리학회지: 상담 및 심리치료, 17(1), 75-90.
22 진현정, 최호성 (2010). 한국어판 영재아 행동특성 평정척도(K-SRBCSS)의 개발과 타당화. 영재교육연구, 20(2), 621-647.
23 최윤정, 김계현 (2007). 고학력 기혼여성의 진로단절 위기 경험에 대한 개념도 연구. 상담학연구, 8(3), 1031-1045.
24 최한나, 김삼화, 김창대 (2008). 청소년이 지각한 또래관계 역량. 상담학연구, 9(1), 181-197.
25 정찬석 (2005). 청소년 내담자가 지각한 상담의 도움 측면 탐색 연구. 박사학위논문. 연세대학교.
26 최한나, 김창대 (2008). 좋은 슈퍼비전 관계에 대한 슈퍼바이저의 인식 차원. 한국심리학회지: 상담 및 심리치료, 20(1), 1-21.
27 이신동, 이정규, 박춘성 (2009). 최신영재교육학개론. 서울: 학지사.
28 이인호, 한기순 (2009). 영재교육 대상자 선발에서 교사 추천의 효용성 분석. 영재교육연구, 19(2), 381-404.
29 정찬석, 이은경, 김현주 (2004). 청소년 내담자가 지각하는 상담의 도움경험 분석. 한국심리학회지: 상담 및 심리치료, 16(1), 21-35.
30 박민정, 전동렬 (2008). 과학 영재교육 대상자 선발방법으로써 교사 추천제 분석. 한국과학교육학회지, 28(2), 111-119.
31 박숙희 (2009). 소외계층 영재교육. 영재와 영재교육, 8(3), 5-21.
32 류지영 (2010). 관찰․추천을 통한 영재판별에 대한 영재담당교사들의 인식과 태도. 한국교원교육연구, 27(2), 159-178.
33 신보미 (2010). 수학 영재 관찰․추천 도구의 개발과 모의 적용 사례 연구. 영재교육연구, 20(1), 31-59.
34 이동혁 (2010). 한국어판 Gifted Rating Scale의 구인타당도. 영재교육연구, 20(2), 595-619.
35 김지영 (2007). 네트워크 성과측정 기획을 위한 개념도 연구법 적용가능성. 한국사회복지학, 59(3), 281-304.