Please use this identifier to cite or link to this item:
|Title:||The use of dynamic testing to reveal high academic potential and under-achievement in a culturally different population||Contributor(s):||Chaffey, Grahame (author); Bailey, Stan B (author)||Publication Date:||2008||DOI:||10.1177/026142940802400109||Handle Link:||https://hdl.handle.net/1959.11/9310||Abstract:||The under-representation of children from culturally different and low SES backgrounds in programs for the gifted is widely recognised. The cause of this under-representation can, at least in part, he attributed to the inappropriateness of the identification methods used. This paper presents the findings of a major study which sought to determine the effectiveness of a specific dynamic testing method for identifying high academic potential in Australian Aboriginal children. The dynamic testing method used in the study involved a test-intervention-retest format where the intervention was designed to address predicted causes of under achievement. The results suggest that dynamic testing was an effective identification tool for the study children, revealing high academic potential in similar proportions to those in the instrument normative population. This study has implications for both gifted education and the education of culturally different children generally arising from the findings that many of the children were 'invisible' under achievers and that it is possible to identify such underachievement through the dynamic testing process.||Publication Type:||Journal Article||Source of Publication:||Gifted Education International, 24(1), p. 67-81||Publisher:||AB Academic Publishers||Place of Publication:||United Kingdom||ISSN:||0261-4294||Field of Research (FOR):||130312 Special Education and Disability||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 143
|Appears in Collections:||Journal Article|
Files in This Item:
checked on Feb 8, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.