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İlkokul Dönemi Üstün Yetenekli Çocuklar İçin Aday Bildirim Ölçeği (İDABÖ) Geliştirme Çalışması

Year 2024, Erken Görünüm, 1 - 15

Ahmet Bildiren Nilgun Kirişçi Sevinç Zeynep Kavruk Yıldız Yıldırım Özge Bıkmaz Bilgen Bahtiyar Dildeğmez

https://doi.org/10.21565/ozelegitimdergisi.1359061

Abstract

Giriş: Bu çalışmanın amacı üstün yetenekli ilkokul öğrencilerine yönelik öğretmen aday bildirim ölçeğinin geliştirilmesidir. Geliştirilen ölçeğin kuramsal temeli Renzulli’nin Üç Halka Kuramı’na dayanmaktadır.
Yöntem: Bu çalışma kapsamında ilkokul dönemindeki üstün yetenekli çocukları belirlemek amacıyla İlkokul Dönemi Üstün Yetenekli Çocuklar için Öğretmen Aday Bildirim Ölçeği (İDABÖ) geliştirilmiştir. Çalışma tarama modelinde betimsel bir araştırmadır. Çalışma 1’de, temel eksenler analizine dayalı açımlayıcı faktör analizi uygulanmıştır. Çalışma 2’de, güçlü maksimum olabilirlik kestirim yöntemi kullanılarak yapılan doğrulayıcı faktör analizi gerçekleştirilmiştir. Çalışma 3’te, ölçeğin geçerliği test edilmiştir.
Bulgular: Pilot çalışma 507 katılımcı ile 89 maddelik deneme formu kullanılarak gerçekleştirildi. Pilot uygulama aşamasından sonra ölçekte 50 madde kalmıştır. 225 katılımcıyla 50 maddelik ölçek için doğrulayıcı faktör analizi gerçekleştirilmiştir. Analiz sonucunda, ölçeğe ilişkin uyum indekslerinin mükemmel uyuma sahip olduğu belirlenmiş ve ölçeğin ikinci düzey üç faktörlü ve 27 maddeden oluşan yapısı doğrulanmıştır. Ölçeğin geçerliliğine ilişkin yapılan incelemede üstün yetenekli öğrenciler ile tipik gelişim gösteren öğrenciler karşılaştırılmış ve üstün yetenekli öğrenciler lehine istatiksel olarak anlamlı fark elde edilmiştir. Ölçeğin güvenirliğine ilişkin Cronbach’s α ve tabakalı Cronbach’s α, McDonald’s ω, bileşik güvenirlik katsayıları ve çıkarılan ortalama varyans değerleri incelenmiştir. Ölçeğin tamamına ve alt boyutlarına ilişkin güvenirlik katsayılarının tamamının .95 üzerinde olduğu belirlenmiştir.
Tartışma: Bulgular doğrultusunda “İlkokul Dönemi Üstün Yetenekli Çocuklar İçin Aday Bildirim Ölçeği’ nin, geçerli bir ölçme aracı olduğu ve üstün yetenekli çocukları tanılamada güvenilir puanlar vereceği söylenebilir.

Keywords

İlkokul öğrencileri tanılama üstün yetenekli öğrenciler üstün yeteneklileri tarama üstün yetenekli çocuklar için öğretmen aday bildirim ölçeği

References

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  • Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49(1), 68-79. https://doi.org/10.1177/001698620504900107
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford.
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  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem.
  • Darga, H. (2010). Brigance K&I Screen II ile ilköğretim 1. sınıfta saptanan üstün yetenekli çocuklara ve sınıf arkadaşlarına uygulanan zenginleştirme programının çoklu zekâ alanlarındaki performans düzeylerine etkisi [The effect of enrichment programme applied to gifted/highly superior intelligent children and their classmates determined from primary education 1st class level via Brigance K&I Screen II, on improving their performance levels in multiple intelligence field] (Thesis Number: 279651) [Doctoral thesis, Gazi University]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
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  • Karadağ, F., & Pfeiffer, S. (2016). Identifying gifted preschoolers in Turkey: The reliability and validity of the Turkish-translated version of the GRS-Preschool/Kindergarten Form. Journal of Education and Training Studies, 4(10), 8-16. https://doi.org/10.11114/jets.v4i10.1686
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  • Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391–410. https://doi.org/10.1037/0033-2909.103.3.391
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Developing a Teacher Nomination Scale for Gifted Children in Primary Schools

Year 2024, Erken Görünüm, 1 - 15

Ahmet Bildiren Nilgun Kirişçi Sevinç Zeynep Kavruk Yıldız Yıldırım Özge Bıkmaz Bilgen Bahtiyar Dildeğmez

https://doi.org/10.21565/ozelegitimdergisi.1359061

Abstract

Introduction: The aim of this study is to develop a teacher nomination scale for gifted students in primary schools. The developed scale is theoretically based on Renzulli’s Three-Ring Conception of Giftedness Theory.
Method: In this study, a Teacher Nomination Scale for Gifted Children in Primary Schools (TNSG-P) was developed to identify gifted children attending primary school. The descriptive survey design was used in this study. In study 1, the exploratory factor analysis (EFA) using principal axis method was conducted. In study 2, the confirmatory factor analysis (CFA) using robust maximum likelihood estimation method was carried out. In study 3, the validity of the scale was tested.
Findings: A pilot study involving 507 participants was carried out using the 89-item trial form. After the pilot phase, 50 items remained in the scale. A confirmatory factor analysis was conducted on the 50-item scale in a sample of 225 participants. This showed that the fit indices of the scale had a perfect fit and the second level three-factor structure of the scale with 27 items was confirmed. In the validity analysis of the scale, gifted students and typical students were compared and a statistically significant difference was obtained in favor of the gifted students. Cronbach’s α and stratified Cronbach’s α, McDonald’s ω, composite reliability coefficients and average variance extracted (AVE) values regarding the reliability of the scale were also examined. The reliability coefficients for both the overall scale and its subscales were found to be above .95.
Discussion: The findings have revealed that the Teacher Nomination Scale for Gifted Children in Primary Schools is a valid assessment instrument and gives reliable scores in identifying gifted children.

Keywords

Primary school students identification gifted students gifted screening teacher nomination scale for gifted children

References

  • Akar, İ., & Uluman, M. (2013). Sınıf öğretmenlerinin üstün yetenekli öğrencileri doğru aday gösterme durumları [Elementary education teachers' accuracy in nominating the gifted student]. Journal of Gifted Education Research, 1(3), 199-212. https://www.ajindex.com/dosyalar/makale/acarindex-1423937359.pdf Erişim tarihi: 10.06.2023
  • Ayas, M. B., & Kirişçi, N. (2021). Özel yeteneklilerin özellikleri ve tanılanması. In U. Sak & M. Melekoğulu (Eds.). Öğrenme güçlüğü ve özel yetenek [Learnin disabilities and giftedness] (pp. 154-170.) Pegem Yayıncılık.
  • Bildiren, A. & Bıkmaz-Bilgen, Ö. (2019). Okul öncesi dönem üstün yetenekli çocuklar için aday bildirim ölçeği: Geçerlik ve güvenirlik çalışması [Candidate Notification Scale for Gifted Children in Pre-school Period: Validity and Reliability Studies]. Ankara University Faculty of Educational Sciences Journal of Special Education, 20(2), 269-289. https://doi.org/10.21565/ozelegitimdergisi.475278
  • Bildiren, A. (2018a). Özel (üstün) yetenekli çocuklar. In U. Şahbaz (Ed.), Özel eğitim ve kaynaştırma [Special education and inclusion] (pp. 248-282). Anı Yayıncılık.
  • Bildiren, A. (2018b). Üstün yetenekli çocuklar [Gifted children]. Pegem Akademi.
  • Borland, J. H. (2021). The trouble with conceptions of giftedness. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent, (pp. 37-48). Palgrave Macmillan.
  • Brody, L. (2007). Review of the gifted and talented evaluation scales. In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), The seventeenth mental measurements yearbook (pp. 343-345). Buros Center for Testing.
  • Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49(1), 68-79. https://doi.org/10.1177/001698620504900107
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford.
  • Browne, M. W., & Cudeck, R. (1993). Alternate ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem.
  • Darga, H. (2010). Brigance K&I Screen II ile ilköğretim 1. sınıfta saptanan üstün yetenekli çocuklara ve sınıf arkadaşlarına uygulanan zenginleştirme programının çoklu zekâ alanlarındaki performans düzeylerine etkisi [The effect of enrichment programme applied to gifted/highly superior intelligent children and their classmates determined from primary education 1st class level via Brigance K&I Screen II, on improving their performance levels in multiple intelligence field] (Thesis Number: 279651) [Doctoral thesis, Gazi University]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  • Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gentry, M. L., Pereira, N., Peters, S. J., McIntosh, J. S., & Fugate, C. M. (2015). HOPE Teacher Rating Scale (manual): Involving teachers in equitable identification of gifted and talented students in K-12. Prufrock Press.
  • Gilliam, J. E., & Jerman, O. (2015). Gifted and talented evaluation scales: Examiner’s manual (2nd ed.). Pro-Ed.
  • Gilliam, J. E., Carpenter, B. O., & Christensen, J. R. (1996). Gifted and talented evaluation scales. Prufrock Press.
  • Güçyeter, Ş., & Sak, U. (2018). Özel yeteneklilerin tanılanmasında var olan güncel sorunlar ve çözümleri. In U. Sak (Ed.), Üstün yeteneklilerin tanılanması [Identification of giftedness]. (pp. 185-204). Vize Akademi.
  • Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=56757f1700d865a9920d8d033370c8ca4c1af6e6 Erişim tarihi: 12.06.2023
  • Hemphill, A. N. (2009). How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs (Thesis Number: 269426). [Doctoral thesis, University of Southern California].
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jarosewich, T., Pfeiffer, S. I., & Morris, J. (2002). Identifying gifted students using teacher rating scales: A review of existing instruments. Journal of Psychoeducational Assessment, 20. 322–336.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36. https://doi.org/10.1007/BF02291575
  • Karabulut, R., & Ömeroğlu, E. (2021). A validity and reliability study of a nomination scale for identifying gifted children in early childhood. International Journal of Curriculum and Instruction. 13(2), 1756-1777. https://ijci.globets.org/index.php/IJCI/article/view/670
  • Karadağ, F., & Pfeiffer, S. (2016). Identifying gifted preschoolers in Turkey: The reliability and validity of the Turkish-translated version of the GRS-Preschool/Kindergarten Form. Journal of Education and Training Studies, 4(10), 8-16. https://doi.org/10.11114/jets.v4i10.1686
  • Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of giftedness. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (pp. 71-91). Springer.
  • Lakin, J. M., & Lohman, D. F. (2011). The predictive accuracy of verbal, quantitative, and nonverbal reasoning tests: Consequences for talent identification and program diversity. Journal for the Education of the Gifted, 34, 595-623. https://doi.org/10.1177/016235321103400404
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There are 56 citations in total.

Details

Primary Language English
Subjects Special Talented Education
Journal Section Articles
Authors

Ahmet Bildiren 0000-0003-3021-4299

Nilgun Kirişçi 0000-0003-0925-7331

Sevinç Zeynep Kavruk 0000-0001-8611-492X

Yıldız Yıldırım 0000-0001-8434-5062

Özge Bıkmaz Bilgen 0000-0003-2219-2026

Bahtiyar Dildeğmez 0009-0009-4854-2232

Early Pub Date March 1, 2024
Publication Date
Published in Issue Year 2024 Erken Görünüm

Cite

APA Bildiren, A., Kirişçi, N., Kavruk, S. Z., Yıldırım, Y., et al. (2024). Developing a Teacher Nomination Scale for Gifted Children in Primary Schools. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1-15. https://doi.org/10.21565/ozelegitimdergisi.1359061

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The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

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