افتراضات المعلمين حول إجراءات التعرف على الطلاب الموهوبين بالمملكة العربية السعودية: دراسة مسحية Teachers' Assumptions Underlying Identification of Gifted and Talented Students in Saudi Arabia | ||
| International Journal of Learning Management Systems | ||
| Volume 1, Issue 1, January 2013, Pages 52-101 PDF (2.11 M) | ||
| Document Type: Original Article | ||
| DOI: 10.18576/ijlms/010105 | ||
| Authors | ||
| Alaa Aldeen A. Ayoub1; Usama M. A. Ibrahim2 | ||
| 1College of Educational, Aswan University, Egypt | ||
| 2College of Educational , Sohag University, Egypt | ||
| Abstract | ||
| This study explored the assumptions underlying gifted identification process in Kingdom of Saudi Arabia. A 30-item questionnaire reflecting a combination of the major procedures of identification of gifted students was created. The factor analysis on the questionnaire appeared five factors: Continuous assessment, Restricted assessment, Multiple assessment, Individual assessment, and Contextual assessment. The questionnaire was then mailed and/or distributed to 1623 university professors, educational leaders, gifted and talented specialists, administrators, and classroom teachers from different regions (971 male, 652 female). They were asked to indicate the degree to which they agree or disagree with these assumptions. The results showed that multiple assessment came in the front of teachers assumptions, while the restricted assessments was the last. The group differences between participants from different districts were also examined. The results presented an interesting picture of the assumptions underlying identification practices in Saudi context. Recommendations suggested that understanding teachers' assumptions about identifying gifted students should be revisit when reviewing the appropriateness of existing as well as future identification policies and the specific identification practices guided by national and local educational authorities. | ||
| Keywords | ||
| teachers assumptions, gifted students, talented students; Saudia Arabia, continuous assessment, restricted assessment, multiple assessment, individual assessment, contextual assessment | ||
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