The Center for Talented Youth Identification Model: A Review of the Literature

This paper reviews the literature on the Talent Search identification model that was developed by Julian Stanley as the Study of Mathematically Precocious Youth at Johns Hopkins in the 1970s and implemented by the Center for Talented Youth from the early 1980s through to the present. Other universities in the United States have also adopted this model for talent identification and development, and it has been adapted for use in other countries. To date, more than 3.5 million students have participated in Talent Search assessments, and hundreds of thousands of students have enrolled in specialized academic programs for able learners. Here we analyze the model’s founding principles, its universal characteristics, and its application and functioning in Spain. We conclude with some reflections about what we have learned and what could be done worldwide

帮助幼儿教师识别资优学生的资优评定量表（GRS2-P）在西班牙样本上的建构效度

إن اكتشاف الطلاب ذوي القدرات العالية يجب أن يكون أولوية في أي نظام تعليمي. إن العجز في تحديد الهوية أمر سيء السمعة في بلدنا، ويرجع ذلك جزئيًا إلى عدم وجود الأدوات المناسبة. تعد مشاركة المعلمين عنصرًا أساسيًا في هذه العملية. يقدم هذا العمل التحقق الأول من مقياس الكشف للطلاب ذوي القدرات العالية لمعلمي التعليم في مرحلة الطفولة المبكرة, ومقاييس تقييم الموهوبين (GRS2-P). تم إجراء التحليل العاملي التوكيدي (CFA) للمتغيرات الترتيبية والتقدير (ULSMV) على عينة مكونة من 134 معلمًا. تم اختبار ستة نماذج, تم اختيار النموذج الخماسي العامل منها, والذي يتوافق مع أصل المقياس, والذي أظهر قيم ملائمة مناسبة (c2/df, 1.44; CFI .92; TLI, .93; RMSEA، .057). من جانبه، أخذ متوسط التباين الموضح (AVE) قيمًا تتراوح بين .45 - .74. تُظهر الموثوقية المركبة قيمًا تتراوح بين .89 إلى .96. وعلى الرغم من وجود نماذج أخرى معقولة, فقد اخترنا هذا الحل المعدل إلى الحل الأصلي (M1), على الرغم من أنه يقترح إجراء دراسات جديدة لتأكيد ذلك. تعتبر أهمية وجود الأدوات ذات التحقق المناسب أمرًا ضروريًا في عمليات الكشف التي يجب أن تتضمن مصادر متنوعة للمعلومات، مثل تلك التي يقدمها المعلمونThe identification of students with high abilities must be a priority in any education system. In our country, the identification deficit is notorious, partly due to the absence of adequate instruments. The participation of teachers is a key element in this process. This work offers the first construct validation process of the Gifted Rating Scales (GRS 2-P) for Early Childhood Teachers for the identification of gifted in Spain. A confirmatory factor analysis (CFA) for ordinal variables and estimation (ULSMV) has been carried out on a sample of 134 teachers. Six models have been tested, of which the five-factor model corresponding to the original of the scale has been chosen, which has shown adequate adjustment values (c2/gl, 1.44; CFI .92; TLI, .93; RMSEA, .057). For its part, the Average Variance Explained (AVE) has taken values between .45 - .74. Composite reliability shows values between .89 to .96. Although there are other empirically plausible models, we have opted for this solution adjusted to the original (M1), although further studies are suggested to confirm this point. The importance of having adequately validated instruments is considered essential in gifted identification processes that must incorporate various sources of information, such as that provided by teachers.La detección del alumnado con altas capacidades debe ser una prioridad en cualquier sistema educativo. En nuestro país el déficit de la identificación es notorio, en parte por la ausencia de instrumentos adecuados. La participación de los profesores es un elemento clave en este proceso. Este trabajo ofrece la primera validación de la Escala de Detección de alumnado con Altas Capacidades para Profesores de Educación Infantil, Gifted Rating Scales (GRS 2-P). Sobre una muestra de 134 profesores se ha llevado a cabo un análisis factorial confirmatorio (CFA) para variables ordinales y estimación (ULSMV). Se han probado seis modelos, de los cuales se ha optado por el de cinco factores que corresponde al original de la escala, que ha mostrado unos valores de ajuste adecuados (c2/gl, 1.44; CFI .92; TLI, .93; RMSEA, .057). Por su parte, la Average Variance Explained (AVE) ha tomado valores entre .45 - .74. La fiabilidad compuesta muestra valores entre .89 a .96. Aunque existen otros modelos plausibles, hemos optado por esta solución ajustada al original (M1), si bien se sugiere realizar nuevos estudios para confirmar este extremo. La importancia de disponer de instrumentos con una validación adecuada se considera esencial en los procesos de detección que deben incorporar fuentes diversas de información, como la que aportan los profesores.A deteção dos estudantes com elevadas capacidades deve ser uma prioridade em qualquer sistema educativo. No nosso país, o défice da identificação é notório, em parte devido à ausência de instrumentos adequados. A participação dos professores é um elemento-chave neste processo. Este trabalho oferece a primeira validação da Escala de Deteção de Estudantes com Elevadas Capacidades para Professores de Ensino Infantil, Gifted Rating Scales (GRS2-P). Foi realizada uma análise fatorial confirmatória (CFA) para variáveis ordinais e estimativa (ULSMV) a partir de uma amostra de 134 professores. Foram testados seis modelos, dos quais foi escolhido o modelo de cinco fatores correspondente ao original da escala, que mostrou valores de ajuste adequados (c2/gl, 1,44; CFI, .92; TLI, .93; RMSEA, .057). Por seu lado, a Average Variance Explained (AVE) obteve valores entre .45 - .74. A fiabilidade composta apresenta valores entre .89 a .96. Apesar de existirem outros modelos plausíveis, optámos por esta solução ajustada à original (M1), embora se sugira a realização de novos estudos para confirmar. A importância de dispor de instrumentos com uma validação adequada é considerada essencial nos processos de deteção que devem incorporar diversas fontes de informação, como a fornecida pelos professores.A deteção dos estudantes com elevadas capacidades deve ser uma prioridade em qualquer sistema educativo. No nosso país, o défice da identificação é notório, em parte devido à ausência de instrumentos adequados. A participação dos professores é um elemento-chave neste processo. Este trabalho oferece a primeira validação da Escala de Deteção de Estudantes com Elevadas Capacidades para Professores de Ensino Infantil, Gifted Rating Scales (GRS2-P). Foi realizada uma análise fatorial confirmatória (CFA) para variáveis ordinais e estimativa (ULSMV) a partir de uma amostra de 134 professores. Foram testados seis modelos, dos quais foi escolhido o modelo de cinco fatores correspondente ao original da escala, que mostrou valores de ajuste adequados (c2/gl, 1,44; CFI, .92; TLI, .93; RMSEA, .057). Por seu lado, a Average Variance Explained (AVE) obteve valores entre .45 - .74. A fiabilidade composta apresenta valores entre .89 a .96. Apesar de existirem outros modelos plausíveis, optámos por esta solução ajustada à original (M1), embora se sugira a realização de novos estudos para confirmar. A importância de dispor de instrumentos com uma validação adequada é considerada essencial nos processos de deteção que devem incorporar diversas fontes de informação, como a fornecida pelos professores.在所有的教育系统中，资优学生的识别都应该占有重要的地位。然而我们国家在这方面的不足却非常明显，其中一方面的原因就是缺乏有效的工具，而另一方面，教师的参与也是保证该过程正常进行不可或缺的因素。因此该研究对帮助幼儿教师发现资优学生的资优评定量表（GRS2-P）进行首次验证。在134名教师样本上我们对定序数据和估计（ULSMV）进行验证性因子分析（CFA）。在对六个模型进行实验后，选择了拥有与原量表对应的五个因素的模型，原因在于这个模型拥有优秀的拟合优度（c2/gl为1.44、 CFI为0 .92、TLI为0.93、 RMSEA为0.057），而且其中模型的平均提取方差值在0.45到0.74之间，组合信度值介于0.89到0.96间。我们深知存在其他的优秀模型，最终我们决定选择这个与原模型（M1）拟合的解决方案，但是我们仍建议进行更多的研究来证实这一点。我们还认为在识别过程中应该引入更多样的信息源，比如教师方面可提供的信息等等，除此以外，不可忽略的重要环节便是使用经过有效验证的工具来进行识别

The determination of factors related to academic achievement in the university: implications for the selection and counselling of students

An initial diagnosis of some educational and psychological capacities of students on arrival at university were studied. This enabled us to find out what factors had a greater influence on academic achievement at the end of the first year. U sing the techniques of multiple regression we established the optimal achievement performances expected from each of the students. Secondary school marks, the academic achievement tests and the intermediate examinations at university were the best set of predictors of academic performance. Differential aptitudes of intelligence increase considerably the accuracy of the prediction. Values of R of between 0.71 to 0.88 were reached depending on the criteria used. The usefulness of the prediction equations as a tool for increasing personalized attention to students is pointed out and a case made for the establishment of objective mechanisms for admission to higher education

High School Ranks and Admission Tests as Predictors of First Year Medical Student's Performance

This article focuses on the predictive values of certain academic variables, high school ranks and admission tests, as related to grades at the end of the first year of the Licenciate in Medicine in Spain. Multiple regression equations were calculated for each first year subject. Multiple R values ranged from 0.41 to 0.61 which implies explained variance percentages of 16.5 and 37.5. The best predictor was found to be the high school grade point average in science courses, the global examination and the admission test average. The importance of taking finto account these variables in the admission process is considered. Also the inclusion of some aptitudinal variables is discussed. Finally the need to establish prediction performance tables to be used in the counselling process of admitted students is considered

School and College Ability Test (SCAT) Validation in Spain: Overview of the Process and Some Results

In this study, we shall briefly cover some of the relevant aspects of the process of the School College Ability Test (SCAT) validation in Navarra, Spain, paying special attention to certain methodological questions of interest. The paper will begin by describing the tests to be validated and the methodology that has been followed during the process. Having established these points, we will present the results obtained, with the goal of establishing the norms of these tests to be used in Spain for the detection of verbally and mathematically talented pupils, applying the model developed for the Study of Mathematically Precocious Youth (SMPY) in 1971. Since 1979, the Center for Talented Youth (CTY) at Johns Hopkins University has continued using this model in Talent Searches, and other universities have adopted it as well, with history and results published in numerous studies (Benbow, 1991; Benbow & Lubinski, 1997; Cohn, 1991; Stanley, 1991; Stanley, George, & Solano, 1977; Stanley, Keating, & Fox, 1974; Van Tassel Baska, 1996)

El establecimiento de estándares de rendimiento en los sistemas educativos

La función más interesante de la evaluación educativa reside en la posible mejora que se pueda producir en el objeto evaluado como consecuencia de las decisiones que dicha evaluación suscite. Cuando se trata de la evaluación de los rendimientos escolares es imprescindible establecer a priori expectativas de logro, de otros modo la evaluación sólo podría señalar el punto en el que se encuentra el aprendizaje de los alumnos, pero nada puede decir de la distancia que lo separa de un nivel deseado. Este artículo aborda la problemática del desarrollo de un currículo basado en estándares. Se define por tanto el concepto de estándar en educación, se establece una tipología que se ilustra con diversos ejemplos –algunos de ellos desarrollados en la Comunidad Foral de Navarra–, además se dibujan las pautas para la elaboración de estándares y se analizan en las ventajas y objeciones de la evaluación basada en estándares

La validación de constructo: Su aplicación al CEED (Cuestionario para la evaluación de la eficacia docente)

En el presente trabajo se analiza la importancia del desarrollo de la teoría en la construcción del saber pedagógico, proceso que -dentro de los procesos de medida implicados en la investigación experimental- requiere prestar una mayor atención al concepto de validez, principalmente a la validez de constructo, que constituye el aspecto más integrador de los distintos tipos de validez. Por otra parte se analiza la aplicación del análisis factorial clásico y de la matriz multirasgo-multimétodo al estudio de la validez de constructo de un instrumento para la evaluación de la eficacia docente. La aplicación de ambos procedimientos muestra con claridad la multidimensionalidad del constructo estudiado.-------------------- The importance of theoretical background that supports measurement instruments used in educational research is discused in this paper. The integration of the theory in the measurement process is the most accurate way to approach the complexity tíf phenomena of interest in education. We argue that much more attention must be paid to the validity of measurement instruments, mainly to construct validity, the most integrative of validity concepts. On the other hond, classical factor analysis and the Multitrait-Multimethod matrix, as proponed by Campbell & Fiske (1959), are used to study the construct validity of an instrument designed to evaluate teaching ettectiveness. Both methods support the multidimensionality of the construct under study and replicate similar findings from Australian Studies of the same instrument

El Ministerio Fiscal frente a la nueva criminalidad

[ES] En las últimas décadas han emergido una serie de fenómenos que suponen un riesgo para la seguridad y libertad de las sociedades, y otros que, por razón de la violencia empleada, contribuyen a incrementar el sentimiento de inseguridad. Frente a esto, el Ministerio fiscal, en su misión de defender la legalidad, debe proteger los intereses de la comunidad, exigiendo responsabilidad a los infractores. La aparición de nuevas formas de delincuencia, que causan una importante inquietud social, han de ser afrontadas adaptando la respuesta activa a sus características especiales.[EU] Azken hamarkadetan, gizarteen segurtasuna eta askatasuna arriskuan jarri duten zenbait gertakari sortu dira eta beste batzu, erabilitako biolentzia dela medio, segurtasun ezaren sentimendua handitu dute. Honen aurrean, Fiskaltzak, legezkotasuna babesteko zereginean, komunitatearen interesak gorde behar ditu, arau-hausleei erantzukizuna exijituz. Egonezin nabarmena sortzen duten delinkuentzia forma berrien agerpenei, erantzun aktiboa egokituta aurre egin behar zaie.[FR] Pendant ces dernières décennies une série de phénomènes qui supposent un risque pour la sécurité et la liberté des sociétés, et d’autres qui, pour raisons de la violence utilisée, contribuent à augmenter le sentiment d’insécurité ont émergé. Face à cette situation, le Ministère Public, dans sa mission de défendre la légalité, doit protéger les intérêts de la communauté, exigeant la responsabilité des infracteurs. L’apparition de nouvelles formes de délinquance, qui causent une grande inquiétude sociale, doit être affrontée en adaptant la réponse active à ses caractéristiques spéciales.[EN] In the last decades some new phenomena have appeared that involve a risk for security and liberty in our societies; and other phenomena, due to violence used, play a role in increasing the feelings of insecurity. To face this, the public prosecutor must protect the interest of the community, demanding responsibility to the offenders, to fulfil the mission of defending the legality. Appearance of new forms of crime, which cause a relevant social worry, must be faced by adapting the active answer to their peculiar features