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

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• Fifty-eight per cent of responding schools indicated “special programmes for children withspecial abilities” (p. 7). Of these, withdrawal programmes were the favoured provision at bothprimary and secondary school, although a range of opportunities were reported.Approximately 8% of respondents were utilising individualised education plans for their giftedand talented students.• Thirty per cent had a budget for gifted and talented education ranging from $25 to $2,000, butaveraging approximately $500; 52% had a staff member responsible for gifted and talentededucation; and professional development for gifted and talented education was mostfrequently reported as a low priority.Moltzen (1992) concluded that the results were positive and encouraging. However, he warned thatless than half of the schools in the district responded, “and it could well be argued that principals ofschools who have something significant to report are much more likely to respond than those whohaven’t” (p. 10).A more recent survey was conducted in 2002 by Riley (reported in 2003). She surveyed all ruralschools in New Zealand to investigate identification, the needs of educators, and the benefits andobstacles of rural education in relation to gifted and talented students. Of the 642 schools surveyed,206 responses were received; Riley acknowledges the low response rate (33%) but reports that thesample is representative of rural schools in New Zealand. The findings of her study indicated that:• Sixty-seven per cent of responding schools reported multiple measures of identification (twoto three methods), although it is difficult to determine if these are utilised in conjunction withor separate from one another.• Seventy per cent of respondents reported identification of special abilities by way of someform of assessment (formal and informal) and 63% reported teacher observation andnomination. Other reported methods of identification included: parent information andnomination (23%); peer nomination (less than 1%); self nomination (1%); and supportservices, such as Resource Teachers for Learning and Behaviour, Special Education Services,school advisers and private providers (7%).• Participants were asked how well they perceived provisions for gifted and talented students inrural schools: 37% reported ‘very well’; 28% ‘not so well’; 22% ‘it all depends’; 7% ‘as wellas can be expected’’; and 6% ‘could do better.’• Finally, the responding principals indicated a need for professional development (38%),resources (32%), and New Zealand developed models and strategies for gifted and talentedstudents (25%). Principals also indicated a need for funding, time, additional staff, outsideprofessional support, and networking for students and teachers.Keen (2000, 2001, 2002a, 2002b, 2003) conducted a two-year study involving 68 education providersin the Otago, Southland, and Bay of Plenty regions. Keen’s study investigated many different elementsof gifted and talented education from the viewpoints of educators at early childhood, primary,intermediate and secondary levels; parents of gifted and talented students; and the students themselves– in rural and urban regions and diverse socio-economic areas. His major findings in relation toidentification, provisions, and schoolwide organisation are reported here:• Giftedness was defined ‘normatively’ (in relation to expected performance for a particular agegroup) by 80% of participating educators and 70% of parents, but the respondents clearlydiffered in their views of what constituted giftedness, and many felt unable to define theconcept.• Reported identification methods differed for levels of schooling: early childhood centres andprimary schools demonstrated preference for teacher observation coupled with behavioural158
profiles or cumulative work folders, whereas secondary schools were more inclined to utilisestandardised assessment measures. The least frequently utilised identification methods wereparent, whänau, self, and peer nomination.• Across all types of provisions, enrichment was preferred by responding schools. Accelerationwas reported as less likely, and when it was utilised it was primarily used in single subjects forprimary age students and ‘whole-class streaming’ at secondary level. Withdrawal groups wereviewed favourably by primary and secondary respondents, but perceived as difficult toimplement at secondary level.• Participating schools called for more resources, specifically finances to assist with teachingand learning materials; teacher time for programme preparation and delivery; and professionaldevelopment.These four studies begin to shed some light upon the nature and extent of identification and provisionsfor gifted and talented students in New Zealand. The common themes indicated across the studiesshow:1. Identification is reliant upon teachers and assessment, and seldom takes account of theopinions of parents, whänau, gifted and talented students, or their peers.2. There is a preference for enrichment-based provisions, mainly in the regular mainstreamclasses, but often complimented by withdrawal or pull-out programmes.3. Roughly a quarter of schools in the early 1990s had written policies specific to gifted andtalented students.4. Educators have consistently called for resources (i.e., professional development; physical,human, and financial) to assist in the development of programmes for gifted and talentedstudents.However, the timeliness; sample size and demographics; terminology or language; and focus orpurpose of each study makes generalisations in today’s schools unwise. As The Working Party onGifted Education (2001) stated, “… a clearer picture is required of what exists currently and ofspecific issues and needs …” (p. 26). The aim of the literature review is to situate gifted and talentededucation in New Zealand within the landscape of national and international theory and research. Inthis context, the questionnaire aims to provide clarity in relation to the current nature and extent ofidentification and provisions for gifted and talented students in New Zealand schools.159
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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,
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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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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
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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
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programmes of this nature. Macleod
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have significant but varying positi
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• Missed instruction (Cox & Danie
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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
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
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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
Page 155 and 156: cooperative team approach is helpfu
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
Page 165 and 166: • Is passionate about discipline,
Page 167 and 168: Whilst all of these are promising p
Page 169: THE NATURE AND EXTENT OF IDENTIFICA
Page 173 and 174: QuestionnaireThis purpose of the qu
Page 175 and 176: questionnaire the quality of these
Page 177 and 178: • Income Support Payments Receive
Page 179 and 180: of these schools reported one, wher
Page 181 and 182: Table 9. Written Policies and Proce
Page 183 and 184: We are very much in our conception
Page 185 and 186: Table 11. School-Based Concept or D
Page 187 and 188: 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
Page 195 and 196: Table 19. Identification Methods: S
Page 197 and 198: Summary: Formal Identification of G
Page 199 and 200: Table 24. Community-Based Provision
Page 201 and 202: Table 25. School-based Provision by
Page 203 and 204: Provisions: Intellectual/Academic.
Page 205 and 206: Table 31. Provisions: Gifted and Ta
Page 207 and 208: primary schools are making schoolwi
Page 209 and 210: Resource provision, staffing, is a
Page 211 and 212: Case StudiesTo add richness to this
Page 213 and 214: 7. Measures to ensure identificatio
Page 215 and 216: Table 36. Profile of School A.Overa
Page 217 and 218: 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
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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,
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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
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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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