Second Nomination After Identification: Selection of Gifted Students for National or International Advanced Educational Activities

This study explores the use of second nomination strategies for selecting gifted students to participate in advanced educational activities after their initial identification. We proposed a strategy that combines multiple data sources to nominate gifted students for national or international activities. To evaluate its effectiveness, we compared this approach with teachers’ ordinary strategy regarding the characteristics of nominated students. Specifically, the study examined whether students selected through different second nomination strategies differed in their desires and suitability in practice. The study group consisted of third and fourth grade gifted students ( n = 43) and their teachers ( n = 28) from Science and Arts Centers in Türkiye. Results showed that students nominated by teachers’ subjective opinions differed from those nominated by the multiple-data-based strategy. Compared with the proposed strategy, the one commonly used by teachers has disadvantages in practice and in ensuring consistency between student characteristics and program goals. These findings highlight the importance of second nomination strategies.