Teacher Insights and Performance Assessments: Tracing High Academic Potential in Early Greek Education
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| Title: | Teacher Insights and Performance Assessments: Tracing High Academic Potential in Early Greek Education |
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| Language: | English |
| Authors: | Eleni Rachanioti (ORCID |
| Source: | Journal of Advanced Academics. 2026 37(2):191-219. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Academically Gifted, Preschool Children, Kindergarten, Performance Based Assessment, Rating Scales, Test Reliability, Intelligence Tests, Academic Ability, Verbal Ability, Nonverbal Ability, Numeracy, Academic Aptitude, Psychometrics, Creativity, Motivation |
| Geographic Terms: | Greece |
| Assessment and Survey Identifiers: | Raven Progressive Matrices |
| DOI: | 10.1177/1932202X251413042 |
| ISSN: | 1932-202X 2162-9536 |
| Abstract: | The aim of this study was to examine the reliability of the Gifted Rating Scales-Preschool/Kindergarten form (GRS-P) and its relationship with performance assessments in a sample of Greek preschool children. In the initial screening, 60 high-potential children were nominated by their teachers using the GRS-P. In a second phase, these children were assessed for nonverbal intelligence, verbal skills, and early numeracy, with 50 children eventually being identified after excluding those who did not meet criteria. Findings revealed high reliability and internal consistency across all GRS-P subscales. Significant positive correlations were found between the GRS-P Intellectual and Academic Ability subscales and nonverbal intelligence, while verbal ability positively correlated with the GRS-P Academic subscale. Additionally, Motivation subscale correlated significantly with nonverbal intelligence and showed a nonsignificant relationship with Academic Ability scale and Early Numeracy. The study's findings highlight implications for educational policy supporting high-ability preschoolers in both Greek and international contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504367 |
| Database: | ERIC |
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| Abstract: | The aim of this study was to examine the reliability of the Gifted Rating Scales-Preschool/Kindergarten form (GRS-P) and its relationship with performance assessments in a sample of Greek preschool children. In the initial screening, 60 high-potential children were nominated by their teachers using the GRS-P. In a second phase, these children were assessed for nonverbal intelligence, verbal skills, and early numeracy, with 50 children eventually being identified after excluding those who did not meet criteria. Findings revealed high reliability and internal consistency across all GRS-P subscales. Significant positive correlations were found between the GRS-P Intellectual and Academic Ability subscales and nonverbal intelligence, while verbal ability positively correlated with the GRS-P Academic subscale. Additionally, Motivation subscale correlated significantly with nonverbal intelligence and showed a nonsignificant relationship with Academic Ability scale and Early Numeracy. The study's findings highlight implications for educational policy supporting high-ability preschoolers in both Greek and international contexts. |
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| ISSN: | 1932-202X 2162-9536 |
| DOI: | 10.1177/1932202X251413042 |
