Comparison of two different nomination strategies for higher order activities suggested after identification of gifted students

This study aimed to investigate second nomination strategies used by teachers who nominate gifted 3rd and 4th grade students enrolled in Science and Art Centers (SACs) for various high-level activities (projects, competitions, Olympiads) and, compare these strategies in terms of different criteria with multiple data-based strategy which consisting of different variables depending on intelligence scores, reasoning skills, early experiences and working memory variables. Specifically, we investigated whether students nominated by using different strategies are different, whether the individual information obtained from students is consistent with the nomination decision, and whether student expectation and nomination is suitable in terms of the appropriateness and applicability. This study consisted of students and their teachers studying in two selected SACs in the Western Black Sea region. In this study we used the multiple-case design, and two different strategies were investigated. Individual information form, Working Memory Scale, Raven Colored Progressive Matrices Test, TONI-4 Intelligence Test, Nomination Inventory for Teachers, call texts and nomination forms for high-level activities for SACs, and individual interviews were used to collect data. We found that teachers nominate students for high-level activities based on their own opinions, consider their motivations for the subject, and the students when teachers nominate based on their own opinions differs from multiple data-based strategy. Furthermore, we found that the disadvantages of the nomination strategy, which teachers routinely use, when compared to the proposed multiple data-based are remarkable. We discussed the findings with using examples from the literature.