DISCOVER in Middle School

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dc.contributor.author Sarouphim, Ketty M.
dc.date.accessioned 2016-04-20T11:42:39Z
dc.date.available 2016-04-20T11:42:39Z
dc.date.copyright 2004
dc.date.issued 2016-04-20
dc.identifier.issn 1077-4610 en_US
dc.identifier.uri http://hdl.handle.net/10725/3616
dc.description.abstract The purpose of this study was to examine the validity of the grades 6–8 version of DISCOVER, a performance-based assessment, and investigate its effectiveness in identifying gifted minority students. Questions examined the alignment between DISCOVER and Gardner’s (1983) theory of multiple intelligences (MI) and assessed gender and ethnic differences. The sample consisted of 395 middle school students, predominantly Mexican Americans and Native Americans belonging to lower socioeconomic classes, from schools in Arizona. Results supported a good fit between DISCOVER and MI theory. That is, students identified as gifted in one intelligence were not necessarily identified in other intelligences. The 2 x 3 MANOVA (gender by ethnicity) showed no significant interaction or main effect for ethnicity. However, a main effect for gender was found with males outperforming females in math. No overall gender or ethnic differences in identification were revealed. In total, 12.4% of the participants were identified, suggesting that using DISCOVER might diminish the long-standing problem of minority underrepresentation in gifted programs en_US
dc.language.iso en en_US
dc.title DISCOVER in Middle School en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle Identifying Gifted Minority Students en_US
dc.author.school SAS en_US
dc.author.idnumber 197906620 en_US
dc.author.woa N/A en_US
dc.author.department Social Sciences en_US
dc.description.embargo N/A en_US
dc.relation.journal Journal of Advanced Academics en_US
dc.journal.volume 15 en_US
dc.journal.issue 2 en_US
dc.article.pages 61-69 en_US
dc.identifier.doi http://dx.doi.org/10.4219/jsge-2004-446
dc.identifier.ctation Sarouphim, K. M. (2004). DISCOVER in middle school: Identifying gifted minority students. Prufrock Journal, 15(2), 61-69. en_US
dc.author.email ksarufim@lau.edu.lb
dc.identifier.url http://joa.sagepub.com/content/15/2/61.short

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