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

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Potential Weaknesses• Issues related to ownership and control for educational decisions can arise (McCarthy, 1999).• Difficulties can arise in awarding course credit and grades, and the transferability of thesebetween institutions (Burns & Lewis, 2000; McCarthy, 1999).• Fiscal accountability can be an issue in relation to the costs of dual enrolment tuition (Burns &Lewis, 2000; McCarthy, 1999). Financial difficulties are reported, especially in the UnitedStates where funding is often diverted to tertiary institutions as opposed to local schools(Gifted Child Today, 1999).• The transition into higher levels of education or even the workforce must be carefullyconsidered (Burns & Lewis, 2000).• There may be a reduction in the number of advanced courses offered at the senior level oflocal schools (Gifted Child Today, 1999).• Proponents might argue that this form of acceleration removes the brightest students, depletesthe school’s supply of leaders, and pulls students away from school activities (Gifted ChildToday, 1999).• Without careful selection, some students could be ill-prepared for higher-level work (GiftedChild Today, 1999).• The advanced courses may not actually meet the unique needs of gifted and talented students(Burns & Lewis, 2000).• Pragmatic difficulties might arise in relation to scheduling and transportation (Burns & Lewis,2000; Ministry of Education, 2000).Recommendations for Effective Practice• Students need guidance and assistance in advanced planning for enrolment and future options(McCarthy, 1999).• McCarthy (1999) discusses several factors which better ensure a seamless transition forstudents who are dually enrolled in secondary and tertiary institutions: enhanced curriculumarticulation; cross-institutional counselling support; and parental advocacy.• Rigorous and careful identification is critical (Bailey et al., 2003); however, flexibility inrequirements which recognises individual student differences is crucial.• Students should have documented support from their base schools.• Given that many of the reported positive outcomes are tentative, there is a need for researchrelated to the nature and effectiveness of dual enrolment (Bailey et al., 2003).• Secondary schools which have students enrolled in tertiary study should consider whether thisstudy is in addition to their secondary schooling and if possible make arrangements within theschool to support these students.COMPETITIONSCompetitions are another provision recommended by the Ministry of Education (2000) andacknowledged in the Education Review Office (1998a) report on provisions in New Zealand. Theseare opportunities for gifted and talented students to compete or perform, exhibiting their specialabilities and talents, and as such, competitions have long been a cornerstone of gifted education (Riley& Karnes, 1998/99; 1999). Gifted and talented students, amongst all other participants, can take part incompetitions which maximise their abilities in academics, fine and performing arts, leadership,service-learning (Riley & Karnes, 1998/99; 1999), cultural arts, and athletics. Riley and Karnes(1998/99) state that for gifted and talented students, competitions put their talents to the test. In this112
way, competitions allow students a chance to ‘showcase’ their special abilities, and in doing so, theyreceive recognition and acknowledgement of those (Davis & Rimm, 1998; Riley & Karnes, 1998/99).As Campbell, Wagner, and Walberg (2001) state, “One can create an arena where individuals areallowed to perform some task or set of tasks with those being selected as eligible whose level ofperformance is judged superior, by whatever definition or criteria” (p. 524). In this way, competitionsmay serve a dual role: identification and provision (Riley & Karnes, 1998/99).Competitions may be local, national or international and range from school-based science fairs to theinternational Future Problem Solving Programme. Additionally, they may be designed for individualstudent participation or group entry. Campbell et al. (2001) believe that competitions operate on fiveassumptions:1. Students who are talented need to be identified early.2. Competitions are needed to supplement schools which are lacking in differentiatedcurriculum resources appropriate for gifted students.3. Competitions will attract students with extraordinary talent.4. Competitions will motivate early talent development.5. Once talents are developed, the expectation is that those will contribute to society.Given this rationale, they describe three types of competitions utilised in the United States: teams oftalented students; long-term independent research projects; and tests to identify exceptional talent.In New Zealand, many of these different types of competitions are available, though scarcely reportedin the literature. For example, Riley and Karnes (1998/99) suggested a number of competitionsavailable to New Zealand students and though this list is not comprehensive, these included the FutureProblem Solving Programme, CREST Awards, and BP Technology Challenge. Holton and Daniel(1996) describe competitions for gifted mathematicians, and these include the programmes offered bythe New Zealand Mathematics Olympiad Committee. Holton and Daniel (1996) state, “Competitionsprovide a wealth of problems to challenge bright students” (p. 212). They also describe many waysteachers can use competitions in their classroom environments. Macleod (1996) also providesinformation regarding competitions for secondary students and Le Sueur (1996) outlines competitionsfor primary and intermediate students.One of the most acclaimed and recognised competitions, and often used with gifted and talentedstudents, is the Future Problem Solving Programme developed by Dr Paul Torrance in 1974 (FutureProblem Solving, 2003). This creative problem solving programme serves thousands of students in theUnited States, Australia, New Zealand, and Korea. It offers both competitive and non-competitiveoptions, including Team Problem Solving, Community Problem Solving, and Scenario Writing. TheFuture Problem Solving Programme began in New Zealand at Raumanga Intermediate School inWhangarei and Tauranga Intermediate School in 1990 (Future Problem Solving, 2003). Since thattime, the programme has grown to include participants from approximately 110 schools (R. Boswell,personal communication, October 21, 2003). New Zealand students have shown they can “foot it withthe best in the world” by winning numerous awards at international competitions (Boswell, 2003a, nopage given). (For a recent review of this programme, readers should refer to Phillipson, Haerle, &Volk, 2003). Given the value Mäori place upon recognising group giftedness and the sharing of theirtalents (Bevan-Brown, 1996), the Community Problem Solving Programme might have great potentialfor these students.Competitions are reported to be used worldwide for gifted and talented students. For example, inAustralia, the Report to the Senate Select Committee described several state, national and internationalcompetitions in which Australian students participate. The report commended competition providersfor their encouragement of young talent. The report also made an important point regarding thepotential benefit of competitions: “…these competitions may help defuse any public antagonismtowards gifted children and legitimise the making of appropriate provisions for them” (1998, no page113
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The Extent, Nature and Effectivenes
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iii
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AcknowledgementsThe research team w
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viii
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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,
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Freeman (1998) conceives enrichment
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egular classroom can also alleviate
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• These learners should have oppo
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learning there seems to be reluctan
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Swiatek (2002) concludes that the S
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Perhaps in the historical debate ov
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The New Zealand Curriculum recognis
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Stocktake Report to the Minister of
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The model reflects many of the prin
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• The establishment of learning g
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Page 77 and 78: EDUCATING GIFTED AND TALENTED STUDE
Page 79 and 80: and exposure to higher level thinki
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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 and 104: • A practical option for small or
Page 105 and 106: programmes of this nature. Macleod
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: Burns and Lewis (2000) conducted 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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Page 157 and 158: student outcomes is briefly discuss
Page 159 and 160: a link between programme evaluation
Page 161 and 162: • Community and parental contribu
Page 163 and 164: Cathcart (1996) states that, “som
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Page 167 and 168: Whilst all of these are promising p
Page 169 and 170: THE NATURE AND EXTENT OF IDENTIFICA
Page 171 and 172: profiles or cumulative work folders
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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
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
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Montgomery, W. (2001). Creating cul
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Plunkett, M., & Harvey, D. (1995).
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Renzulli, J.S. (1986). Systems and
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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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