Su búsqueda
Resultado 1 recurso
-
It has been more than three decades since the Marland Report (1972), the first major report commissioned by the U.S. government on the gifted and talented, incorporated the identification of students with potential or demonstrated talent in the arts in federally legislated definitions of giftedness. Many educational researchers have supported the idea that the products in art education and the multifaceted approaches involved in visual expression are measurable constructs (Hardiman, Liu & Zernich, 1992; Clark & Zimmerman, 1992). Because most standardized tests are not appropriate for identification of students with high abilities in the visual arts, researchers have suggested that the identification of such students should be based on diverse multiple-criteria systems with emphasis on student potential and portfolios of products as well as measures of various aspects of students' background, behaviors, skills, and abilities (Clark & Zimmerman, 1992). Researchers in this area have usually approached the problem of identification from a selection standpoint rather than from a classification viewpoint. Therefore, they usually conduct a multiple regression analysis with the assumption that a linear combination of the several predictors is appropriate in forecasting success. The approach used in such studies requires definition of a criterion by which individuals are assigned to one of at least two categories along a criterion continuum (Tiedeman, 1951). Considering the multifaceted nature of artistically gifted and talented individuals, it is very challenging, if not impossible, to collect information about a student in a manner that enables ordering and linear scaling of the overall capability of each person, much less establishing a criterion for individuals to meet. On the other hand, if the program attempts to analyze the set of measurements collected on each applicant who mayor may not be gifted or talented in visual arts, these measurements should then successfully differentiate the level of performance between the subsequently formulated performance groups to which the student belongs. This classification approach to identification eliminates the continuous criterion problem by focusing on both the problem of whether or not the performance of each individual on various variables tends to isolate perceived performance the categorical groups from one another. For the purpose of the study, three groups were created by the researcher to represent students who are (a) exceptional; (b) superior; and (c) eminent. Students with highest giftedness quality were assigned to the eminent group, and least gifted individuals were assigned to the exceptional group by a group of teachers. The first set of data were analyzed with Fisher's discriminant function using group membership as grouping variable and audition, portfolio, and interviews as independent variables. The eigenvalues of the characteristic equation of Sw-1S B were lambda;1 = .136 and lambda;2 = 0.10. One statistically significant discriminant function, called Z1 here, was identified. The chi-square test of Wilks' lambda for Z1 was significant (2 = 19.092 and p<0.005 with df = 6) suggesting that the differences in the mean discriminant scores of the three groups were greater than what could be attributed to the sampling error. The canonical correlation between the three predictor variables and the discriminant scores produced by the first function, (eta; = .346 and eta;2 = 0.120 which is within rounding error of lambda;1 = 0.136), implies that 13.6% of variance in the weighted, combined independent variables is aligned with separation of the three groups of gifted individuals (the dependent variable). These results were cross-validated by the second set of data. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Explorar
Tipo de recurso
- Thesis (1)
Año de publicación
-
Entre 2000 y 2026
(1)
-
Entre 2000 y 2009
(1)
- 2008 (1)
-
Entre 2000 y 2009
(1)