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Identifying Giftendess Among Preteens

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Identifying Giftedness Among Preteens
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Identifying Giftedness Among Preteens
Many research methods exist for whichever sort of study. Identifying giftedness in children is not a preserve to these methods. This sort of inquiry can use either qualitative or quantitate approaches. This paper will, however, focus on a qualitative approach that I, as a researcher, would apply to identify the components of ‘giftedness’ in preteen children.
Numerous qualitative techniques can be used in identifying giftedness among preteens. The qualitative method that I would use for the study, however, is the Tennesse Self-Concept Scale (TSCS). TSCS offers the opportunity of using of using different survey questions that account for various facets or dimensions including physical well-being, social relations, personal life, family relations and status, and academic capacities.
Another qualitative technique that applies to such a study is the Big Fish Little Pond Effect (BFLPE) test. The beauty of this technique is that it affects both the students with high capabilities and those who are disadvantaged academically (Marsh et al., 2014). A comparison of the results from TSCS and BFLPE can be made by the Mayer-Salovey-Caruso Emotional Intelligence Test (Zeidner & Shani-Zinovich, 2015).
Qualitative research is advantageous for investigations that study life experiences. The first pro is that it allows the researcher room for asking more personalized questions as compared to quantitative analysis.

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Secondly, the researcher can identify feelings and emotions through observations. They also give the interviewer room to seek clarification into the subject.
In conclusion, it is essential to note that inquiries should rely on both qualitative and quantitative data to ensure more exceptional findings. When using a qualitative approach, engaging in more than one type of test helps to uncover a vast range of information. Moreover, multiple paths open room for comparison of details hence higher validity and credibility of the findings.
References
BIBLIOGRAPHY Marsh, H. W., Abduljabbar, A. S., Parker, P. D., Morin, A. J., Abdelfattah, F., & Nagengast, B. (2014). The Big-Fish-Little-Pond Effect in Mathematics A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses. Journal of Cross-Cultural Psychology, 45(5), 777-804. doi:10.1177/0022022113519858
Zeidner, M., & Shani-Zinovich, I. (2015). A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students. High Ability Studies, 26(2), 211-226.

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