• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.107-122
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• 2011

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.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.281-287
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• 2010

Conventional paper-based assessment methods for Gifted students to be selected are changed into observed and recommended method, and this is focus on developing the potential of gifted students. Information is subject to the school curriculum does not address the important observation because of recommendations from teachers' attention away from ideas on how recommendations are being observed is very low. To solve this problem, existing information about gifted education gifted characteristics of the subjects studied by analyzing the proposal and recommended elements of a feasibility study is to describe. The results of this study recommended that teachers or teachers' information, observing the subjects in the field of gifted education is likely to take advantage of them when detail.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.427-447
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• 2011

This research looked into the recognitions of a teacher's discernment & recommendations of gifted elementary students targeting 184 elementary school teachers in Seoul district and compared and contrasted their awareness in order to confirm whether there existed a difference in the discernment of gifted elementary students according to their awareness level of professionalism in gifted and talented education. The research results are as follows: There appeared a significant difference in teachers' recognitions level of professionalism in gifted education according to their experience relevant to a gifted elementary student. The teachers, in the process of observations & nominations of gifted elementary students, pointed out creativity, learning motive and attitude as the highest judging standard and also regard such elements as discerning criteria of gifted students. In the process of observations & nominations of gifted elementary students, it was found that teachers' recognitions of importance of discerning criteria of gifted elementary students in relation to parents or fellow teachers' recommendations appeared relatively lower than their recognitions of importance in relation to learning ability, creativity, learning motive and attitude. The research results showed that a group of teachers, who have a high recognitions level of the professionalism in gifted education in the process of observations & nominations of gifted students, perceive the realm of creativity, learning motive, and attitude as more important. This suggests the necessity of elevating teachers' awareness level of professionalism in gifted and talented education in order to discern high-quality gifted students in the process observations & nominations of gifted elementary students putting emphasis on the realm of creativity, learning motive, and attitude.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.257-287
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• 2010

The purpose of this study is to develop an identification model for gifted students, based on class observations and nominations. The definition, issues and methods of identification were examined to achieve the research goal. Gifted identification model based on class observations and nominations consists of 4 steps: The first is the collection of multidimensional information on students, and the second is the evaluation of the students' portfolios with the rubric that has the criteria of rating scales on each information. At the third, students are observed in the class. Then the students are interviewed for the evaluation of their cognitive and non-cognitive characteristics. At the fourth, the identification committee makes a final decision for the selection of gifted students, after considering all the results from the steps. This model will be helpful to identify gifted students who are regarded to have potential abilities, especially economically disadvantaged students.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.445-462
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• 2014

The purpose of the present study is to compare paper and pencil test utilized to identify gifted students so far to the recently introduced teacher observation-recommendation system. More specifically, this study compared intelligence, career patterns, and self- regulated learning abilities of gifted students who were identified through those two different identification system to explore the possibility of the newly introduced teacher observation-recommendation system. The results show that there was no significant difference in the aspect of overall IQ score. However, students who were identified through the observation-recommendation system showed significantly higher scores at some subscores of intelligence test, such as vocabulary application, comprehension, and schematization. In the aspects of career patterns, about 72% of gifted students who were identified through the previous paper and pencil test belonged to the 'investigative' category of Holland. But more diverse career patterns such as enterprising, social, realistic, conventional including investigative categories were found in those students who were identified by the observation-recommendation system. There were also significant differences in the self-regulated learning abilities between two groups of students. Practical implications of the study were discussed in depth.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.929-942
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• 2012

The purpose of this study was to propose for efficient selection with observation and nomination system and efficient operation of Convergence Science class in a Science Institute for Gifted Youth attached in university. For this purpose, we analyzed the result of entrance exam with observation and nomination system, and the correlation between enterance exam score and achievement to perform at the Convergence Science class. As a result, despite observation and nomination system is highly dependent on observers and recommenders, they have very different perspectives each other. In addition it was founded that selection and education process after admission is inconsistent.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.10
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• pp.2544-2550
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• 2014

The purpose of this paper is to identify the correlation of entrance score by observation and nomination system and performance assessment score for the gifted children in IT. In other words, the purpose of this paper is to investigate the reliability of observation and nomination system by analyzing and comparing entrance scores and performance assessment score during the period of attendance for the gifted children in IT. For this purpose, the gifted children are selected and analyzed in a gifted science center attached to a university at Seoul Metropolitan Area. The analysis results show that there is meaningful correlation between entrance score and performance assessment score. That is, if high scores in entrance exam means high scores in performance assessment scores. The result will be useful to trust and extend observation and nomination system for the selection of gifted children in IT.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.817-836
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• 2015

This research focuses on the development of gifted child behavior checklist which feasibly has application on the nation-wide gifted children observation-recommendation method. Corresponding measure has significance as it reflects actual observations of teachers teaching gifted children first-hand and involves measure of importance regarding each characteristic. An open survey on gifted children behavior characteristics lists and specific behavior patterns has been acquired from teachers in gifted education, and the checklist was developed through expert group review, pre-test, and confirmatory factor analysis process. The former checklists have shown several difficulties on application of observation-recommendation on the field due to behaviors that can't be observed in school, less important behaviors, and collide and duplicate behaviors etc. With regard to such problems, problematic clauses were removed based on the observation probability and importance of the behaviors. Ultimately, total of 32 behavior characteristic checklist consisting of ten sub factors(logical thinking, high achievement, originality, perfectionism, creative problem solving, curiosity, task commitment, conversation ability, creativity, passion) and two to three questions on each factor had been drawn. Through internal consistency test and item-total score correlation, each item of the measure has been analyzed to be consistently evaluating corresponding variables. In addition, the result of confirmatory factor analysis showed every item to be weighed appropriately on its sub-factor, strongly suggesting its feasibility on observation-recommendation of elementary gifted children as an appropriate checklist.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.229-250
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• 2013

The purpose of this study is analyzing 'observation and recommendation letter by teacher', which is being submitted to screen and enhance the utilization of gifted students in accordance with recently introduced gifted students observation, recommendation and screening system. For the purpose, this study will provide with objective securing plan of 'observation and recommendation letter by teacher' by developing an optimum evaluation model. The research findings were as follows: First, the result of analysis on the mathematically gifted students behavior characteristic as appeared in 'observation and recommendation letter by teacher' suggested that the recommending teachers have the tendency of giving superficial statement instead of giving concrete case description. When it was analyzed for frequency by the 'observation and recommendation letter by teacher' analysis framework devised by the author, the teachers showed the tendency of concentrating on specific questions. Meanwhile, there was a tendency that teachers concentrate on specific gifted behavior characteristic or area for which concrete case had been suggested. The reason is believed that such part is easy to observe and state while others are not, or, teachers did not judge the other part as the characteristic of gifted students. Second, the gifted students behavior characteristics as appeared in 'observation and recommendation letter by teacher' were made into scores by Rubric model. When the interrater reliability was analyzed based on these scores, the correlation coefficient of 1st scoring was .641. After a discussion session was taken and 2nd scoring was done 3 weeks later, the correlation coefficient of 2nd scoring increased to .732. The reason is believed that; i) the severity among scorers was adjusted by the discussion session after the 1st scoring, ii) the scorers established detail judgment standard on various situations which can appear because of the descriptive nature, and, (iii) they found a consensus on scoring for a new situation appeared. It implies that thorough understanding and application of scorers on evaluation model is as important as the development of optimum model for the differentiation of mathematically gifted elementary students.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.407-426
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• 2011

This study is to examine the perceptions and attitudes of parents about the teachers' recommendation system through their observations to identify the gifted. We conducted surveys for parents who had elementary school children in Busan metropolitan city and analysed the results to find out about the differences among parents groups in terms of their monthly incomes and opinions on teachers' observation and nomination for the gifted. The results are following; First, approx. 80% of the respondents recognized the changes in the giftedness identification system. Also, 40.5% of the parents positively thought about the teachers' observation and nomination system (positive group), whereas 32.3% of the parents showed their negative opinions about the system (negative group). There were also 27.2% of the parents who did not make their decisions (no-decision-making group). Second, most of the parents accepted that the teachers who were professionally trained in gifted education should be the persons for observing and nominating gifted students. However, significant differences were shown among the different monthly income groups of the parents in regards to who should be the person taking charge of recommending the gifted and how trustworthy this person could be. Third, the positive parents' group mostly expected that as the teachers' observation and nomination system is adopted, expenses for private education would decrease, whereas the negative group and no-decision-making group thought that the opposite result would occur. These results will be helpful for the successful adoption of teachers' observation and recommendation system to identify the gifted in the field of education.