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

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2. In consultation with the administrative assistant, the decision was made to create two tables(one for identification, another for provision) for ease of data coding. This also allowed fordifferent probes into extent and degree as related to identification and provision.Additionally, the questionnaire was formatted for data coding, and as a consequence, thisformatting lengthened the questionnaire substantially.3. In response to concerns over terminology related to areas of giftedness, the decision wasmade to use the six broad areas most often reported in the international literature –academic/intellectual, creative, social/leadership, the arts, physical/sports, cultural/ethnic. Aplace for respondents to indicate any ‘other’ areas was also included.4. The question order was changed, in the hope of creating a less threatening set of questionsand encouraging a positive response rate. Additionally, several filter questions were added.5. In regard to identification methods used and provisions offered, the decision was made tolimit those to the last twelve months. This was in response to the pilot study which indicatedthat schools often changed their approaches over short periods of time (i.e., from one year tothe next).The revised questionnaire was then sent out to the small advisory group for further comment. Therewas considerable on-going discussion over the terminology used for ‘areas of giftedness,’ with theMinistry of Education representatives raising concerns over their appropriateness. Two options werediscussed at length: to eliminate all areas of giftedness and allow respondents to indicate in their ownwords those identified and provided for in their school setting; or to come to an agreement on anappropriate set of terms. The decision was made to use the following areas of ability:intellectual/academic (in any of the essential learning areas); creativity; expression throughvisual/performing arts; social/leadership; culture-specific abilities and qualities; expression throughphysical/sport; and other (please specify). These terms were also clarified on the back of the coveringletter.The development and revision of the questionnaire involved a considerable amount of consultationand time. As a result, the questionnaire was not distributed to schools as early as intended.Distribution of the questionnaire. During the second week of March the questionnaire and a coverletter were mailed (with a freepost self-return envelope) to 2689 schools in New Zealand requestingtheir return by the 25 th of March. The letter and questionnaire are in Appendix B. The cover letteroutlined the purpose of the questionnaire and respondents’ rights as stated in the Massey UniversityCode of Ethical Conduct. A follow-up email was sent to all schools the last week of March, thankingthose who had replied and requesting replies from those who hadn’t done so. The deadline forsubmission of questionnaires was extended to the 11 th of April in hopes of increasing the responserate. Other measures taken to enhance the rate of response included information passed on toprincipals’ and educators’ workshops by the Project Director, and the willingness of the advisorygroup members to encourage schools in which they worked to respond.Analysis. Upon return, the questionnaires were coded and a database created. Open-ended responseswere transcribed. The data from the questionnaires were ‘cleaned up’ through an examination of eachwritten response in relation to the coded responses. Using SPSS 11.5 for Windows the quantitativedata were analysed using descriptive statistics to determine frequencies of responses. Crosstabsanalyses of different variables were undertaken to determine patterns amongst responses, for examplethe relationship between a school type and provision. The open-ended responses were coded tocommon themes, and these were cross-checked by members of the research team.Limitations. It is important that the results of the questionnaire be considered with an understanding ofthe possible limitations. Firstly, there is a potential for bias amongst the responding sample; in otherwords, schools which are identifying and providing for gifted and talented students might be morelikely to respond than those which are not. Secondly, the questionnaire results give an indication of theextent of identification, provisions, and policies/procedures, but by the very nature of a close-ended162
questionnaire the quality of these in practice is indeterminable. Related to this, it is important toremember that the questionnaire results are self-reported data – different people interpret the samequestions from a variety of perspectives. Thirdly, from a cultural perspective, a questionnaire is not themost desirable approach to research. In fact, feedback from a kura kaupapa Mäori involved in thepiloting of the questionnaire was that it was not relevant to their school. As acknowledged at the outsetof the research, they felt that questions specific to kura kaupapa Mäori should be developed for asecond questionnaire which could be either administered face-to-face or by mail (dependent on thepreference of individual kura). Unfortunately, neither the research time frame nor funding allowed thissuggestion to be actioned. Finally, the limitations of survey research in general are relevant.SampleQuestionnaires were mailed to the 2689 schools in New Zealand recorded in the Ministry of Educationdatabase (July 2002). This number represented all schools in New Zealand, including private andspecial schools. Ten of the questionnaires were returned due to schools having since closed orinaccuracies in the addresses. Nineteen questionnaires were returned by schools who did not wish toparticipate. The majority of those were special schools. In total 1285 completed questionnaires werereturned, a response rate of 48.0%. Twelve schools returned completed questionnaires but did notinclude their Ministry of Education school code, and so have not been included in the analysis (1273responses analysed).School type. The return rate is lower than desirable; however, analysis of the sample demographics incomparison to all schools in New Zealand indicates that the sample is representative. Table 4 showsthe frequency of responses by school type.Special schools are under-represented in the sample; however, as noted above, ‘blank’ responses werereceived from 16 special schools and are not included. These included special schools for studentswith profound disabilities and health camps, and the returned surveys included statements whichindicated that the administrators did not believe gifted and talented students would be present in theirpopulation.Table 4. School Types.Ministry of EducationDatabase July 2002RespondentsSchool Type Frequency Percent Frequency PercentContributing 830 30.9 435 34.2Full Primary 1217 45.3 568 44.6Intermediate 132 4.9 71 5.6Secondary(Year 7-15)90 3.3 38 3.0Secondary(Year 9-15)238 8.9 111 8.7Special School 47 1.7 9 .7Composite 128 4.8 38 3.0CorrespondenceSchool1 .0 1 .0RestrictedComposite6 .2 2 .2(Year 7-10)Total 2689 100.0 1273 100.0163
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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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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
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difficulties, Cornell et al. (1991)
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opportunities for acceleration and
Page 123 and 124: Burns and Lewis (2000) conducted a
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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
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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
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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
Page 173: QuestionnaireThis purpose of the qu
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
Page 221 and 222: Table 38. Profile of School C.Overa
Page 223 and 224: 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
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
Page 321 and 322:
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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321
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325
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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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