The Extent, Nature and Effectiveness of Planned Approaches in ...

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• Difficulty may arise if students transfer or move into school after cluster placements have beenmade (Winebrenner & Devlin, 2001).• The possibility that differentiation does not actually occur (Winebrenner & Devlin, 2001).Since grouping alone does not guarantee appropriate differentiation, teachers assigned to acluster grouped classroom must be trained in teaching gifted and talented students and enjoyand be committed to teaching such students through differentiating the instruction andcurriculum (Hoover & Sayler, 1993; Kennedy, 1995).• Concerns have been raised regarding the effects of cluster grouping upon other students inrelation to their achievement, self esteem, and teacher expectations (Gentry, 1999).Recommendations for Effective Practice• The cluster group teacher should be trained in gifted education and committed todifferentiation (Hoover, 1993; Rogers, 2002b), as well as provided with support (Winebrenner& Devlin, 2001). Additionally, the teacher should enjoy working with gifted and talentedstudents (Rogers, 2002b).• Supplementary teaching and learning materials should be made available to the cluster teacherand students (Hoover, 1993).• The teacher must be prepared to spend a proportionate amount of instructional time withclustered students, as with other students (Rogers, 2002b)• “The positive effects of the cluster grouping practice may be shared with all students overseveral years by rotating the cluster teacher assignment among teachers who have had giftededucation training and by rotating the other students so all students eventually have a chanceto be in the same class with a cluster group” (Winebrenner & Devlin, 2001, no page given)• The rotation of the cluster teacher assignment every two years among teachers who have hadappropriate training so parents understand that many teachers are capable of teaching giftedstudents (Winebrenner & Devlin, 2001).• The cluster grouping of a small number of gifted and talented students within aheterogeneously grouped regular classroom can be supported for demographic, economic andphilosophical reasons (Hoover & Sayler, 1993; Rogers, 1993).WITHDRAWAL OR PULL-OUT PROGRAMMESGifted and talented students in withdrawal or pull-out programmes, often referred to in New Zealandas ‘extension programmes,’ leave their regular classroom, where the majority of their instructionoccurs, to attend special classes with other identified gifted and talented students. These classes mayvary from a few hours a week to a full day, a term to a year long. Braggett and Moltzen (2000) reportthat in New Zealand students from three to four different year levels are drawn together for a morning,afternoon, or full-day a week for periods of approximately six weeks. During this time students studytopics which may build upon or extend beyond the ‘regular’ curriculum, and these vary widely. InNew Zealand, one reason given for such a wide array of topics is to ensure that as many children aspossible benefit (Braggett & Moltzen, 2000; Ministry of Education, 2000). This type of provision isreported in the United States as the most common programme option at primary level (Bernal, 2003a;Olszewski-Kubilius & Limburg-Weber, 1999), employed by approximately 70 to 95 percent of schooldistricts (Cox & Daniel, 1984; Cox, Daniel, & Boston, 1985). Braggett and Moltzen (2000) report thatprogrammes of this nature are the most popular supplementary provisions in New Zealand.The Education Review Office (1998a) report that withdrawal programmes at primary level may besituated within-school or outside school. The Ministry of Education (2000) describes opportunities forgifted students to attend mini-courses and seminars, take field trips, and interact with special guests.The Education Review Office (1998a) reports that some secondary schools offer enrichment92
programmes of this nature. Macleod (1996) states that some secondary schools offer withdrawalclasses on a department-to-department basis, and others offer cross-curricular programmes. Rogers(2002b) reports in the United States that scheduling and the content-specialisation of classes makepull-out provisions difficult at secondary level, and it is fair to say that in New Zealand the samedifficulties could be faced. Students in pull-out programmes may be taught by specialist teachers(Bernal, 2003a; Ministry of Education, 2000) or community-based experts (McAlpine, 2000b), but theapproach used in one New Zealand school seems quite common: “Different teachers … using theirown strengths and interests to cater for the group’s needs” (Keen, 2002a, no page given).Two models of out-of-school provision are described by the Education Review Office (1998a):independent providers offering one-day-a-week programmes; and clusters of schools which poolresources to draw together gifted students from the area. Over the last several years in New Zealand,there has been growth in one-day-a-week programmes being offered by outside providers. Theseprogrammes withdraw gifted and talented students from their regular school on a weekly basis for afull-day of instruction, on a sliding user-pay basis which varies dependent upon the programme andfamily income. The goals of these programmes reflect those of other withdrawal programmes: to offergifted and talented students opportunities to interact with like-minded peers in an emotionally safe,intellectually challenging learning environment. The two largest providers of these programmes areoperated by charitable trusts and are the One Day School and The Gifted Kids Programme.The One Day School began in May 1996 in Central Auckland under the initiative of the GeorgeParkyn National Centre for Gifted Education, and offers programmes for gifted children between theages of six and twelve. Currently the programme is operating in fourteen venues around the country:Warkworth, Auckland (eight venues), Waiuku, Taupo, Tauranga, Hawkes Bay, Wellington, Dunedin,and Timaru. Most venues operate three days per week, with the Grey Lynn venue the only one thatoperates five days per week; thus, the programme is currently offering 36 ‘days’ of One Day Schoolper week. Across the country there are approximately 430 children attending One Day School, comingfrom 184 different schools, plus many homeschoolers. In 2002 the George Parkyn National Centre forGifted Education received three-year funding from the Ministry of Education Talent DevelopmentInitiatives to establish COOL: Community of On-line Learners, which offers the One Day Schoolprogramme to children in rural areas. At present, two online classes have been established.Additionally, funding was received for scholarships to be made available for gifted students needingfinancial assistance (M. Stafford, personal communication, September 3, 2003).The Gifted Kids Programme was established in 2000 by The Gifted Children’s AdvancementCharitable Trust, with the aim of providing educational opportunities for gifted and talented studentsfrom lower socio-economic communities. It began at Tamaki Intermediate School with fourteenstudents from four schools (C. Fernyhough, personal communication, September 5, 2003). Currentlythe programme is operating six clusters in the North Island, based in Wellington, Auckland, Rotorua,and Whangarei. The Gifted Kids Programme currently serves approximately 435 students from 110primary, intermediate, and secondary schools. In 2002 the programme received Ministry of Educationfunding for a Talent Development Initiative, The Gifted Edge, a three-year programme which aims toprovide professional development in gifted education to mainstream teachers whose students attendthe one day programme. Additionally, Gifted Kids is involved in iPAiNT, a Ministry of Educationcontract which seeks to provide professional education in the use of information communicationtechnology for gifted students (The Gifted Kids Programme, 2003).Both of these providers have seen growth in the number of classes being provided, alongside supportfrom communities, schools, and the Ministry of Education. Anecdotal evidence of their appeal is notonly seen in this steady growth, but also the vast, positive popular media attention given to bothproviders. Additionally, the Ministry of Education projects that both organisations are involved in giveindication of their commitment to ensuring the possible negative side-effects of pull-out programmesare alleviated. However, the review of the literature yielded no research related to the effectiveness, orineffectiveness, of either of these programmes in enhancing affective and cognitive outcomes forgifted and talented students.93
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The Extent, Nature and Effectivenes
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AcknowledgementsThe research team w
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The Nature and Extent of Identifica
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Table 28. School-Based Provisions:
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policy (Ministry of Education, 2002
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Introduction to the Literature Revi
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national and international theory a
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literature in relation to New Zeala
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DEFINITIONS AND CHARACTERISTICSTher
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It is also important to remember th
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classroom. She further recommends t
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combination. The desirable approach
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identification and the opportunitie
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words, teacher identification in yo
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Tests of intelligence. Tests of int
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2003). The bias reported in these t
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mentioned, it must be recognised th
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that ‘all parents think their chi
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The adaptations made to content, pr
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same time, relationships can be bui
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6. The classroom has a comfortable,
Page 53 and 54: Freeman (1998) conceives enrichment
Page 55 and 56: egular classroom can also alleviate
Page 57 and 58: • These learners should have oppo
Page 59 and 60: learning there seems to be reluctan
Page 61 and 62: Swiatek (2002) concludes that the S
Page 63 and 64: Perhaps in the historical debate ov
Page 65 and 66: The New Zealand Curriculum recognis
Page 67 and 68: Stocktake Report to the Minister of
Page 69 and 70: The model reflects many of the prin
Page 71 and 72: • The establishment of learning g
Page 73 and 74: challenging for them” (Fielder et
Page 75 and 76: (1986) believe that if grouping is
Page 77 and 78: EDUCATING GIFTED AND TALENTED STUDE
Page 79 and 80: and exposure to higher level thinki
Page 81 and 82: 5. Ensure the student is equipped a
Page 83 and 84: • A documented programme for an i
Page 85 and 86: There are some suggestions that IEP
Page 87 and 88: Potential Weaknesses• Time consum
Page 89 and 90: always be concerned to protect stud
Page 91 and 92: Similar findings were reported by J
Page 93 and 94: Potential Strengths• Working in t
Page 95 and 96: Kaplan (1999) outlines the followin
Page 97 and 98: Potential weaknesses of learning ce
Page 99 and 100: Developed specifically as a model f
Page 101 and 102: earlier in this review of the liter
Page 103: • A practical option for small or
Page 107 and 108: have significant but varying positi
Page 109 and 110: • Missed instruction (Cox & Danie
Page 111 and 112: describe American secondary schools
Page 113 and 114: felt that instruction was more stud
Page 115 and 116: Recommendations for Effective Pract
Page 117 and 118: Outcomes for StudentsEarly entry is
Page 119 and 120: difficulties, Cornell et al. (1991)
Page 121 and 122: opportunities for acceleration and
Page 123 and 124: Burns and Lewis (2000) conducted a
Page 125 and 126: way, competitions allow students a
Page 127 and 128: hundred and sixteen of these Olympi
Page 129 and 130: her wings so that those special abi
Page 131 and 132: programmes: establish a “definiti
Page 133 and 134: determine what features are essenti
Page 135 and 136: their responses (Harrison, 2003). O
Page 137 and 138: ideas beyond the school curriculum,
Page 139 and 140: • Narrow selection criteria inclu
Page 141 and 142: Culture free and culture fair tests
Page 143 and 144: In her examination of successful pr
Page 145 and 146: potential (Torrance, 1984). Mentors
Page 147 and 148: Provisions: ProblemsShortage of cul
Page 149 and 150: content and context of learning is
Page 151 and 152: concept/phenomenon, threat of isola
Page 153 and 154: Similarly, Doidge (1990) recommends
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cooperative team approach is helpfu
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student outcomes is briefly discuss
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a link between programme evaluation
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• Community and parental contribu
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Cathcart (1996) states that, “som
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• Is passionate about discipline,
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Whilst all of these are promising p
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THE NATURE AND EXTENT OF IDENTIFICA
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profiles or cumulative work folders
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QuestionnaireThis purpose of the qu
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questionnaire the quality of these
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• Income Support Payments Receive
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of these schools reported one, wher
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Table 9. Written Policies and Proce
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We are very much in our conception
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Table 11. School-Based Concept or D
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Some schools recognised the potenti
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Table 12. Formal Identification by
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The frequencies for this section ar
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Table 17. Identification Methods: C
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Table 19. Identification Methods: S
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Summary: Formal Identification of G
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Table 24. Community-Based Provision
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Table 25. School-based Provision by
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Provisions: Intellectual/Academic.
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Table 31. Provisions: Gifted and Ta
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primary schools are making schoolwi
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Resource provision, staffing, is a
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Case StudiesTo add richness to this
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7. Measures to ensure identificatio
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Table 36. Profile of School A.Overa
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intelligences, inquiry learning, an
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School B’s JourneyThis full prima
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Table 38. Profile of School C.Overa
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included. Teachers chose which acti
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School D’s JourneyWhile it is dif
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Table 40. Profile of School E.Overa
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isks. As part of this inclusive phi
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School F’s JourneyPrior to the pr
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Table 42. Profile of School G.Overa
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School electives and the annual sch
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School H’s JourneyThe gifted and
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School I’s JourneyThe journey for
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Table 45. Profile of School J.Overa
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community who may be able to suppor
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IdentificationDuring the in-depth i
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1. A talent detector form that asks
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The process in one school for the i
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Have an established gifted register
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Withdrawal programmes. The ‘succe
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It’s actually releasing children
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Difficulties. Providing for gifted
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Knowing that Mäori kids like team
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To counteract the previously mentio
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classroom teacher for inclusion in
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additional funds for competitions,
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classes during Enrichment. The coor
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One of the main day to day operatio
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The intermediate school teachers of
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cluster programme, as well as press
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not all students could participate,
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levels of schooling, and overall or
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The rationale for professional read
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DiscussionThe purpose in this resea
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Schoolwide organisation of gifted a
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inclusive nature of giftedness and
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provisions in their procedures. Mee
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ConclusionsThis section of the rese
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eflect the core principles of gifte
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ReferencesAdams, C., & Cross, T. (1
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Betts, G. (1985). Autonomous Learne
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Callahan, C.M., Hunsaker, S.L., Ada
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Cross, T. (1994). Alternative inqui
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Feldhusen, J.F. (1997). Educating t
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Freeman, J. (1998). Educating the v
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Heller, K.A., & Schofield, N.J. (20
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Kaufmann, F.A., Harrel, G., Milam,
Page 309 and 310:
Lewis, G. (2002). Alternatives to a
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McGee, C., Jones, A., Cowie, B., Hi
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Montgomery, W. (2001). Creating cul
Page 315 and 316:
Plunkett, M., & Harvey, D. (1995).
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Renzulli, J.S. (1986). Systems and
Page 319 and 320:
Robinson, A. (1991). Cooperative le
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Slavin, R.E. (1988). Synthesis of r
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Timutimu-Thorpe, H. (1988). E awhi
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Van Tassel-Baska, J. (2000). Theory
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APPENDIX ALiterature Review Templat
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Section 2: THEORY-BASED REFERENCES
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APPENDIX BSchool Questionnaire20033
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APPENDIX CInformation Sheets andInt
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The Extent and Nature of Identifica
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As compensation for your school’s
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APPENDIX DConsent Forms335
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