Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání – sonda do problematiky

[1] Acar, S., Sen, S., & Cayirdag, N. (2016). Consistency of the performance and nonperformance methods in gifted identification: A multilevel meta-analytic review. Gifted Child Quarterly, 60(2), 81–101. https://doi.org/10.1177/0016986216634438 | DOI 10.1177/0016986216634438

[2] Baudson, T. G., & Preckel, F. (2016). Teachers' conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60(3), 212–225. https://doi.org/10.1177/0016986216647115 | DOI 10.1177/0016986216647115

[3] Benson, N. F., & Kranzler, J. H. (2017). Another look at the construct validity of the gifted rating scales: Preschool/kindergarten and school forms. Journal of Psychoeducational Assessment, 36(8), 782–797. https://doi.org/10.1177/0734282917710377 | DOI 10.1177/0734282917710377

[4] Carman, C. A. (2011). Stereotypes of giftedness in current and future educators. Journal for the Education of the Gifted, 34(5), 790–812. https://doi.org/10.1177/0162353211417340 | DOI 10.1177/0162353211417340

[5] Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104 | DOI 10.1177/001316446002000104

[6] Čavojská, M., & Šedá, S. (2010). Vyhledáváme rozumově nadané žáky, krok za krokem s nadaným žákem: Metodická příručka. Výzkumný ústav pedagogický.

[7] Česká školní inspekce. (2016). Tematická zpráva – Vzdělávání nadaných, talentovaných a mimořádně nadaných dětí a žáků. ČŠI. https://www.csicr.cz/cz/Aktuality/Tematicka-zprava-Vzdelavani-nadanych,-talentovanych

[8] Dai, D. Y. (2018). A history of giftedness: Paradigms and paradoxes. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children. Psychoeducational theory, research, and best practices (2nd ed., s. 1–14). Springer.

[9] Demaray, M. K., & Elliot, S. N. (1998). Teachers' judgments of students' academic functioning: A comparison of actual and predicted performances. School Psychology Quarterly, 13(1), 8–24. https://doi.org/10.1037/h0088969 | DOI 10.1037/h0088969

[10] Dočkal, V. (2016). Diagnostika nadania v teórii, vo výskume a v praxi. Svět nadání, 5(1), 12–22.

[11] Endepohls-Ulpe, M., & Ruf, H. (2006). Primary school teachers' criteria for the identification of gifted pupils. High Ability Studies, 16(2), 219–228. https://doi.org/10.1080/13598130600618140 | DOI 10.1080/13598130600618140

[12] Fajmonová, V., Hönigová, S., Urbánek, T., & Širůček, J. (2015). CFT 20-R – Cattellův test fluidní inteligence. Hogrefe – Testcentrum.

[13] Foreman, J. L., & Gubbins, E. J. (2015). Teachers see what ability scores cannot: Predicting student performance with challenging mathematics. Journal of Advanced Academics, 26(1), 5–23. https://doi.org/10.1177/1932202X14552279 | DOI 10.1177/1932202X14552279

[14] Freeman, J., & Josepsson, B. (2002). A gifted programme in Iceland and its effects. High Ability Studies, 13(1), 35–46. https://doi.org/10.1080/13598130220132299 | DOI 10.1080/13598130220132299

[15] Gagné, F. (1994). Are teachers really poor talent detectors? Comments on Pegnato and Birch's (1959) study of the effectiveness and efficiency of various identification techniques. Gifted Child Quarterly, 38(3), 124–126. https://doi.org/10.1177/001698629403800305 | DOI 10.1177/001698629403800305

[16] Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Stern-berg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., s. 98–120). Cambridge University Press.

[17] Gear, G. H. (1976). Accuracy of teacher judgment in identifying intellectually gifted children: A review of the literature. Gifted Child Quarterly, 20(4), 478–489. https://doi.org/doi:10.1177/001698627602000416 | DOI 10.1177/001698627602000416

[18] Gentry, M., & Mann, R. L. (2008). Total school cluster grouping & differentiation: A comprehensive, research-based plan for raising student achievement & improving teacher practices. Creative Learning Press.

[19] Gross, M. U. M. (1997). Changing teacher attitudes towards gifted children: An early and essential step. In J. Chan, R. Li, & J. Spinks (Eds.), Maximizing potential: Lengthening and strengthe-ning our stride (s. 3–22). The University of Hong Kong Social Sciences Research Centre.

[20] Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115–121. https://doi.org/10.1177/001698629403800304 | DOI 10.1177/001698629403800304

[21] Havigerová, J. M. (2013). Vyhledávání nadaných dětí v předškolním věku: Škála charakteristik nadání a její adaptace na české podmínky. Grada Publishing.

[22] Havigerová, J. M., Haviger, J., & Juklová, K. (2013). Škála charakteristik nadání pro předškolní děti – Shody a rozpory v posuzování nadání předškoláků mezi učitelkami MŠ a rodiči. e-Pedagogium, 13(3), 68–80. https://doi.org/10.5507/epd.2013.033 | DOI 10.5507/epd.2013.033

[23] Hříbková, L., Nejedlý, P., & Zhouf, J. (2013). IDENA – Posuzovací škály a didaktické testy k vyhledávání nadaných žáků. Národní ústav pro vzdělávání.

[24] Hunsaker, S. L. (1994). Creativity as a characteristic of giftedness: Teachers see it, then they don't. Roeper Review, 17(1), 11–15. https://doi.org/10.1080/02783199409553610 | DOI 10.1080/02783199409553610

[25] Impara, J. C., & Plake, B. S. (1998). Teachers' ability to estimate item difficulty: A test of assumptions in the Angoff standard setting method. Journal of Educational Measurement, 35(1), 69–81. https://doi.org/10.1111/j.1745-3984.1998.tb00528.x | DOI 10.1111/j.1745-3984.1998.tb00528.x

[26] Jabůrek, M. (2014). Přehled českých a zahraničních posuzovacích škál pro identifikaci nadání u dětí předškolního a školního věku. Svět nadání, 3(1), 18–36.

[27] Jacobs, J. C. (1971). Effectiveness of teacher and parent identification of gifted children as a function of school level. Psychology in the Schools, 8(2), 140–142. https://doi.org/10.1002/1520-6807(197104)8:2<140::AID-PITS2310080210>3.0.CO;2-K | DOI 10.1002/1520-6807(197104)8:2<140::AID-PITS2310080210>3.0.CO;2-K

[28] Johnson, A. B., Vickers, L., & Price, R. (1995). Teaching gifted children: A summer institute for regular classroom teacher. Education, 105(2), 193–200.

[29] Kaufman, S. B., Reynolds, M. R., Liu, X., Kaufman, A. S., & McGrew, K. S. (2012). Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests. Intelligence, 40(2), 123–138. https://doi.org/10.1016/j.intell.2012.01.009 | DOI 10.1016/j.intell.2012.01.009

[30] Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2015). What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. High Ability Studies, 26(1), 75–92. https://doi.org/10.1080/13598139.2015.1033513 | DOI 10.1080/13598139.2015.1033513

[31] Kronborg, L., & Plunkett, M. (2013). Responding to professional learning: How effective teachers differentiate teaching and learning strategies to engage highly able adolescents. Australasian Journal of Gifted Education, 22(2), 52–63.

[32] Kvist, A. V., & Gustafsson, J. E. (2008). The relation between fluid intelligence and the general factor as a function of cultural background: A test of Cattell's Investment theory. Intelligence, 36(5), 422–436. https://doi.org/10.1016/j.intell.2007.08.004 | DOI 10.1016/j.intell.2007.08.004

[33] Machts, N., Kaiser, J., Schmidt, F. T. C., & Möller, J. (2016). Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis. Educational Research Review, 19, 85–103. https://doi.org/10.1016/j.edurev.2016.06.003 | DOI 10.1016/j.edurev.2016.06.003

[34] Machů, E. (2010). Nadaný žák. Paido.

[35] McBee, M. (2010). Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel path analysis study. Gifted Child Quarterly, 54(4), 283–297. https://doi.org/10.1177/0016986210377927 | DOI 10.1177/0016986210377927

[36] McClain, M. C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59–88. https://doi.org/10.1080/15377903.2012.643757 | DOI 10.1080/15377903.2012.643757

[37] McCoach, D. B., & Siegle, D. (2007). What predicts teachers' attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246–254. https://doi.org/10.1177/0016986207302719 | DOI 10.1177/0016986207302719

[38] Mönks, F. J., & Katzko, M. W. (2005). Giftedness and gifted education. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., s. 187–201). Cambridge University Press.

[39] Národní ústav pro vzdělávání. (2018). Standard komplexní diagnostiky mimořádného (intelektového) nadání. http://www.nuv.cz/uploads/rovne_prilezitosti_ve_vzdelavani/nadani/diagnostika/standard_diagnostiky_mn_2018_12_06.pdf

[40] National Association for Gifted Children. (2015). 2014–2015 – State of the States in gifted education: Policy and practice data. NAGC. http://www.nagc.org/sites/default/files/key%20reports/2014-2015%20State%20of%20the%20States%20%28final%29.pdf

[41] Neumeister, K. L. S., Adams, C. M., Pierce, R. L., Cassady, J. C., & Dixon, F. A. (2007). Fourth-grade teachers' perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted, 30(4), 479–499. https://doi.org/10.4219/jeg-2007-503 | DOI 10.4219/jeg-2007-503

[42] Pegnato, C. W., & Birch, J. W. (1959). Locating gifted children in junior high schools – a comparison of methods. Exceptional Children, 25(7), 300–304. https://doi.org/10.1177/001440295902500702 | DOI 10.1177/001440295902500702

[43] Pfeiffer, S. I. (2001). Professional psychology and the gifted: Emerging practice opportunities. Professional Psychology: Research and Practice, 32(2), 175–180. https://doi.org/10.1037/0735-7028.32.2.175 | DOI 10.1037/0735-7028.32.2.175

[44] Portešová, Š., Budíková, M., & Koutková, H. (2008). Postoje českých učitelů ke vzdělávání mimořádně nadaných žáků. Psychologia a patopsychologia dieťaťa, 42(3) 229–251.

[45] Reams, R., Chamrad, D., & Robinson, N. M. (1990). The race is not necessarily to the swift: Validity of WISC-R bonus points for speed. Gifted Child Quarterly, 34(3), 108–110. https://doi.org/10.1177/001698629003400304 | DOI 10.1177/001698629003400304

[46] Renzulli, J. S. (2005). The three-ring definition of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., s. 246–280). Cambridge University Press.

[47] Renzulli, J. S., & Delcourt, M. (1986). The legacy and logic of research on the identification of gifted persons. Gifted Child Quarterly, 30(1), 20–33. https://doi.org/10.1177/001698628603000104 | DOI 10.1177/001698628603000104

[48] Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., & Westberg, K. L. (1997). Scales for rating the behavioral characteristics of superior students. Creative Learning Press.

[49] Rost, D. H., & Hanses, P. (1997). Wer nichts leistet, ist nicht begabt? Zur Identifikation hochbegabter Underachiever durch Lehrkräfte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 29(2), 167–177.

[50] Rothenbusch, S., Voss, T., Golle, J., & Zettler, I. (2018). Linking teacher and parent ratings of teacher-nominated gifted elementary school students to each other and to school grades. Gifted Child Quarterly, 62(2), 230–250. https://doi.org/10.1177/0016986217752100 | DOI 10.1177/0016986217752100

[51] Schneider, W. J., & McGrew, K. S. (2018). The cattell-horn-carroll theory of cognitive abilities. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed., s. 73–163). The Guilford Press.

[52] Siegle, D. (2001). Overcoming bias in gifted and talented referrals. Gifted and Talented Commu-nicator, 32(3), 22–25.

[53] Siegle, D., & Powell, T. (2004). Exploring teacher biases when nominating students for gifted programs. Gifted Child Quarterly, 48(1), 21–29. https://doi.org/10.1177/001698620404800103 | DOI 10.1177/001698620404800103

[54] Silverman, L. K. (1993). Characteristics of giftedness scale. Gifted Development Center.

[55] Silverman, L. K. (2009). The measurement of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (s. 947–970). Springer.

[56] Sternberg, R. J., & Davidson, J. (Eds.). (2005). Conceptions of giftedness (2nd ed.). Cambridge University Press.

[57] Sternberg, R. J., & Kaufman, S. B. (2018). Theories and conceptions of giftedness. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (2nd ed., s. 29–47). Springer.

[58] Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. https://doi.org/10.1177/1529100611418056 | DOI 10.1177/1529100611418056

[59] Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. https://doi.org/10.1037/a0027627 | DOI 10.1037/a0027627

[60] Tannenbaum, A. J. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (s. 21–252). Cambridge University Press.

[61] Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford University Press.

[62] VandenBos, G. (2007). APA dictionary of psychology. American Psychological Association.

[63] Vyhláška č. 27/2016 Sb., o vzdělávání žáků se speciálními vzdělávacími potřebami a žáků nadaných, ve znění účinném od 1. 1. 2018. (2018). http://www.msmt.cz/dokumenty-3/vyhlaska-c-27-2016-sb-o-vzdelavani-zaku-se-specialnimi-2

[64] Worrell, F. C., & Erwin, J. O. (2011). Best practices in identifying students for gifted and talented education programs. Journal of Applied School Psychology, 27(4), 319–340. ttps://doi.org/10.1080/15377903.2011.615817 | DOI 10.1080/15377903.2011.615817