Cristin-resultat-ID: 1960742
Sist endret: 14. januar 2022, 09:42
NVI-rapporteringsår: 2021
Resultat
Vitenskapelig artikkel
2021

Development and psychometric properties of nomination scales for high academic potential in early childhood education and care

Bidragsytere:
  • Ella Maria Cosmovici Idsøe
  • Janine Anne Campbell
  • Thormod Idsøe og
  • Ingunn Størksen

Tidsskrift

European Early Childhood Education Research Journal
ISSN 1350-293X
e-ISSN 1752-1807
NVI-nivå 2

Om resultatet

Vitenskapelig artikkel
Publiseringsår: 2021
Publisert online: 2021
Trykket: 2022
Open Access

Importkilder

Scopus-ID: 2-s2.0-85120067500

Klassifisering

Vitenskapsdisipliner

Utviklingspsykologi

Emneord

Kartlegging • Barnehage • Evnerike

Beskrivelse Beskrivelse

Tittel

Development and psychometric properties of nomination scales for high academic potential in early childhood education and care

Sammendrag

This paper describes the development of two nomination scales designed to measure parents’ and teachers’ perceptions of high academic potential among young children, and how the scores correlate with assessed high potential. Parents and teachers of 243 children (49% girls) taking part in the research project ‘Skoleklar’ responded to written surveys, and children were evaluated with specially designed assessments on tablet computers. Principal component analyses and confirmatory factor analyses revealed a seven-item solution for the teachers’ nomination scale and a four-item solution for the parents’ nominations scale that fitted the data well, and that correlated in the expected direction with assessed potential. The teacher scale had stronger correlations with assessed potential than the parent scale. Implications for practice and future research are discussed.

Tittel

Development and psychometric properties of nomination scales for high academic potential in early childhood education and care

Sammendrag

This paper describes the development of two nomination scales designed to measure parents’ and teachers’ perceptions of high academic potential among young children, and how the scores correlate with assessed high potential. Parents and teachers of 243 children (49% girls) taking part in the research project ‘Skoleklar’ responded to written surveys, and children were evaluated with specially designed assessments on tablet computers. Principal component analyses and confirmatory factor analyses revealed a seven-item solution for the teachers’ nomination scale and a four-item solution for the parents’ nominations scale that fitted the data well, and that correlated in the expected direction with assessed potential. The teacher scale had stronger correlations with assessed potential than the parent scale. Implications for practice and future research are discussed.

Bidragsytere

Ella Maria Cosmovici Idsøe

  • Tilknyttet:
    Forfatter
    ved Naturfagsenteret ved Universitetet i Oslo
Aktiv cristin-person

Janine Anne Campbell

  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for læringsmiljø og atferdsforskning ved Universitetet i Stavanger

Thormod Idsøe

  • Tilknyttet:
    Forfatter
    ved Institutt for spesialpedagogikk ved Universitetet i Oslo
  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for læringsmiljø og atferdsforskning ved Universitetet i Stavanger
Aktiv cristin-person

Ingunn Størksen

  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for læringsmiljø og atferdsforskning ved Universitetet i Stavanger
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