This study evaluates the effect unidentification has on talented and gifted students, how teachers perceive providing resources for talented and gifted students, and the relationship between unidentified talented and gifted students and underachieving students. The study was conducted in a first- through third-grade classroom using observations and interviews. Evidence demonstrates that students who are not identified as talented and
gifted and paired with their talented and gifted peers suffer in the areas of academics and social skills, which may promote underachievement. Furthermore, teachers tend to have a negative perception of talented and gifted students, which is reflected in the lack of identification procedures and programs for talented and gifted students being promoted in the school under observation. Implications for educators based on this study include the need for teacher training, guidance from the school district, and funding in the area of
talented and gifted.
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