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

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Table 28. School-Based Provisions: All Areas of Giftedness and Talent. .......................................... 190Table 29. Provisions: Intellectual/Academic Gifted and Talented...................................................... 191Table 30. Provisions: Creatively Gifted and Talented. ....................................................................... 192Table 31. Provisions: Gifted and Talented in the Visual and Performing Arts................................... 193Table 32. Provisions: Social and Leadership Abilities and Qualities.................................................. 194Table 33. Provisions: Culture-Specific Abilities and Qualities........................................................... 194Table 34. Provisions: Physical/Sport Abilities.................................................................................... 195Table 35. Demographics of Case Study Schools................................................................................. 202Table 36. Profile of School A.............................................................................................................. 203Table 37. Profile of School B.............................................................................................................. 206Table 38. Profile of School C.............................................................................................................. 209Table 39. Profile of School D.............................................................................................................. 212Table 40. Profile of School E. ............................................................................................................. 215Table 41. Profile of School F. ............................................................................................................. 218Table 42. Profile of School G.............................................................................................................. 221Table 43. Profile of School H.............................................................................................................. 224Table 44. Profile of School I. .............................................................................................................. 226Table 45. Profile of School J............................................................................................................... 229FiguresFigure 1. The Interrelationship Between Concept, Characteristics, Identification, Programmes andEvaluation........................................................................................................................................ 6Figure 2. The Enrichment Triad Model................................................................................................. 41Figure 3. A Continuum of Provisions for Gifted and Talented Students. ............................................. 64Figure 4. Schools with Committee/Coordinating Team for Gifted and Talented Education by Decile...................................................................................................................................................... 167Figure 5. Number and Decile of Schools Developing or Having a Policy Specific to Gifted andTalented....................................................................................................................................... 169xii
Introduction to ResearchThis research is a preliminary investigation of current identification and provisions for gifted andtalented students in New Zealand. It is premised on the acknowledgement of a ‘somewhat limitedresearch’ base (Ministry of Education Working Party on Gifted Education, 2001), but driven by theneed to identify strengths and gaps in provision (Ministry of Education, 2002), so that future directionsin gifted and talented education may be informed by both theory and practice relevant to NewZealand. Hence, the outcomes should guide future initiatives in policy, practice, and research. Thisresearch is based upon the core principles of gifted and talented education as outlined in 2002 in theGovernment’s initiatives for gifted and talented learners:• Schools should aim to provide all learners with an education matched to their individuallearning needs.• Gifted and talented learners are found in every group within society.• Mäori perspectives and values must be embodied in all aspects of the education of giftedlearners.• The school environment is a powerful catalyst for the demonstration and development oftalent.• Parents, caregivers, and whänau should be given opportunities to be involved in decisionmakingregarding their children’s education.• Programmes for gifted and talented students should be based upon sound practice, taking intoaccount research and literature in the field.• Gifted and talented students should be offered a curriculum rich in depth and breadth, and at apace commensurate with their abilities.• Schools should aim to meet the specific social and emotional needs of gifted and talentedlearners.• Provision for gifted and talented students should be supported by ongoing high-quality teachereducation (p. 3).Furthermore, a preliminary investigation of the extent, nature and effectiveness of planned provisionsfor gifted and talented students should enable New Zealand educators to better meet the coreprinciples outlined by the Government, particularly those related to ‘sound practice’ and ‘on-goinghigh quality teacher education.’ The findings of the research will begin to form the basis of ourcollective understandings of provision, enabling better decision-making in the development of giftededucation programmes and the teachers who deliver those. As the Report of the Working Party onGifted Education stated, “Systematic and comprehensive evaluation is essential to judge programmeeffectiveness, respond to change and to inform subsequent planning” (2001, p. 21). Also, the Ministryof Education recognises that all teachers are teachers of the gifted and talented, in need of professionaldevelopment which equips them to cater appropriately for gifted and talented students, and which is“contextually based … to reflect current policies and practices” (2000, p. 10).Finally, the Ministry of Education recommends that in the development of school-based provision forgifted and talented students, a ‘gap analysis’ is undertaken as “a starting point, determining ‘where weare at and where we are going’” (2000, p. 9). This same principle must be applied to gifted andtalented education at a national level, better enabling New Zealand in its aim to acknowledge,recognise and celebrate the individual abilities and qualities of its most able students (Ministry ofEducation, 2002).This research was commissioned by the Ministry of Education to determine key issues in gifted andtalented education and gaps in provisions, a need which has been identified in the current Government1
Page 1 and 2: The Extent, Nature and Effectivenes
Page 3 and 4: iii
Page 6 and 7: AcknowledgementsThe research team w
Page 8 and 9: viii
Page 10 and 11: The Nature and Extent of Identifica
Page 14 and 15: policy (Ministry of Education, 2002
Page 17 and 18: Introduction to the Literature Revi
Page 19 and 20: national and international theory a
Page 21 and 22: literature in relation to New Zeala
Page 23 and 24: DEFINITIONS AND CHARACTERISTICSTher
Page 25 and 26: It is also important to remember th
Page 27 and 28: classroom. She further recommends t
Page 29 and 30: combination. The desirable approach
Page 31 and 32: identification and the opportunitie
Page 33 and 34: words, teacher identification in yo
Page 35 and 36: Tests of intelligence. Tests of int
Page 37 and 38: 2003). The bias reported in these t
Page 39 and 40: mentioned, it must be recognised th
Page 41: that ‘all parents think their chi
Page 46: The adaptations made to content, pr
Page 49 and 50: same time, relationships can be bui
Page 51 and 52: 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
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• The establishment of learning g
Page 73 and 74:
challenging for them” (Fielder et
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(1986) believe that if grouping is
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EDUCATING GIFTED AND TALENTED STUDE
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and exposure to higher level thinki
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5. Ensure the student is equipped a
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• A documented programme for an i
Page 85 and 86:
There are some suggestions that IEP
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Potential Weaknesses• Time consum
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always be concerned to protect stud
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Similar findings were reported by J
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Potential Strengths• Working in t
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Kaplan (1999) outlines the followin
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Potential weaknesses of learning ce
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Developed specifically as a model f
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earlier in this review of the liter
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• A practical option for small or
Page 105 and 106:
programmes of this nature. Macleod
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have significant but varying positi
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• Missed instruction (Cox & Danie
Page 111 and 112:
describe American secondary schools
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felt that instruction was more stud
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Recommendations for Effective Pract
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Outcomes for StudentsEarly entry is
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difficulties, Cornell et al. (1991)
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opportunities for acceleration and
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Burns and Lewis (2000) conducted a
Page 125 and 126:
way, competitions allow students a
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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
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determine what features are essenti
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their responses (Harrison, 2003). O
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ideas beyond the school curriculum,
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• Narrow selection criteria inclu
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Culture free and culture fair tests
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In her examination of successful pr
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potential (Torrance, 1984). Mentors
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Provisions: ProblemsShortage of cul
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content and context of learning is
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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
Page 173 and 174:
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
Page 189 and 190:
Table 12. Formal Identification by
Page 191 and 192:
The frequencies for this section ar
Page 193 and 194:
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
Page 219 and 220:
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
Page 235 and 236:
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
Page 241 and 242:
Table 45. Profile of School J.Overa
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community who may be able to suppor
Page 245 and 246:
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
Page 253 and 254:
Withdrawal programmes. The ‘succe
Page 255 and 256:
It’s actually releasing children
Page 257 and 258:
Difficulties. Providing for gifted
Page 259 and 260:
Knowing that Mäori kids like team
Page 261 and 262:
To counteract the previously mentio
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classroom teacher for inclusion in
Page 265 and 266:
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
Page 293 and 294:
ReferencesAdams, C., & Cross, T. (1
Page 295 and 296:
Betts, G. (1985). Autonomous Learne
Page 297 and 298:
Callahan, C.M., Hunsaker, S.L., Ada
Page 299 and 300:
Cross, T. (1994). Alternative inqui
Page 301 and 302:
Feldhusen, J.F. (1997). Educating t
Page 303 and 304:
Freeman, J. (1998). Educating the v
Page 305 and 306:
Heller, K.A., & Schofield, N.J. (20
Page 307 and 308:
Kaufmann, F.A., Harrel, G., Milam,
Page 309 and 310:
Lewis, G. (2002). Alternatives to a
Page 311 and 312:
McGee, C., Jones, A., Cowie, B., Hi
Page 313 and 314:
Montgomery, W. (2001). Creating cul
Page 315 and 316:
Plunkett, M., & Harvey, D. (1995).
Page 317 and 318:
Renzulli, J.S. (1986). Systems and
Page 319 and 320:
Robinson, A. (1991). Cooperative le
Page 321 and 322:
Slavin, R.E. (1988). Synthesis of r
Page 323 and 324:
Timutimu-Thorpe, H. (1988). E awhi
Page 325 and 326:
Van Tassel-Baska, J. (2000). Theory
Page 327 and 328:
APPENDIX ALiterature Review Templat
Page 329 and 330:
Section 2: THEORY-BASED REFERENCES
Page 331 and 332:
APPENDIX BSchool Questionnaire20033
Page 333 and 334:
321
Page 335 and 336:
323
Page 337 and 338:
325
Page 339 and 340:
APPENDIX CInformation Sheets andInt
Page 341 and 342:
The Extent and Nature of Identifica
Page 343 and 344:
Page 345 and 346:
As compensation for your school’s
Page 347 and 348:
APPENDIX DConsent Forms335
Page 349:
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