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

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For the purposes of the questionnaire analysis, the schools have been grouped as follows:• Primary: Contributing and Full (1003 schools, 78.8%)• Intermediate (71 schools, 5.6%)• Secondary: Years 7-15; Years 9-15 (149 schools, 11.7%)• ‘Other’: Special Schools; Composite; Correspondence School; Restricted Composite (50schools, 3.9%)Geographic regions. The responding schools are representative of all geographic regions in NewZealand, as shown on Table 5 (Correspondence School not included.)Only slight regional differences occur between the sample and New Zealand as a whole. Furthermorethe representation of North and South Island schools is equivalent to the national figures.Table 5. Geographic Regions.Ministry of EducationDatabase July 2002Respondents toQuestionnaireRegion Frequency Percent Frequency PercentAuckland 517 19.2 253 19.9Bay of Plenty 156 5.8 69 5.4Canterbury 327 12.2 166 13.0Gisborne 57 2.1 23 1.8Hawkes Bay 145 5.4 76 6.0Manawatu-Wanganui 223 8.3 116 9.1Northland 156 5.8 64 5.0Otago 165 6.1 65 5.1Southland 102 3.8 53 4.2Taranaki 115 4.3 52 4.1Waikato 322 12.0 145 11.4Wellington 263 9.8 127 10.0West Coast 46 1.7 16 1.3Chatham Islands 3 .1 1 .1Marlborough 32 1.2 15 1.2Nelson 24 .9 13 1.0Tasman 35 1.3 18 1.4Total 2688 100.0 1272 100.0Approximately 836 schools in New Zealand are classified as rural, comprising 31.1% of all schools.The respondents to the questionnaire were similarly grouped, with 30.2% of the sample from ruralschools.Decile ratings. The Ministry of Education has developed a Targeted Funding for EducationalAchievement indicator, commonly known as a ‘decile rating.’ The rating is intended to be a measureof socio-economic disadvantage, and is based upon several dimensions:• Equivalent Household Income;• Parents’ Occupation;• Household Crowding;• Parents’ Educational Qualifications;164
• Income Support Payments Received by Parents; and• Mäori and Pacific Islands Ethnicity (Ministry of Education, 1997).The combination of these dimensions results in each school being ranked into deciles 1 (lowest socioeconomicgroup) to 10 (highest socioeconomic group). Each decile rating comprises approximately atenth (10.0%) of New Zealand schools.Table 6. Decile Ratings.Ministry of EducationDatabase July 2002Respondents toQuestionnaireDecile Frequency Percent Frequency Percent1 268 10.0 95 7.52 269 10.0 110 8.63 266 9.9 116 9.14 263 9.8 115 9.05 266 9.9 142 11.26 254 9.4 131 10.37 258 9.6 135 10.68 264 9.8 118 9.39 268 10.0 147 11.510 263 9.8 147 11.5No Decile Given 50 1.8 17 1.3Total 2689 100.0 1273 100.0All school deciles are represented in the sample as shown on Table 6. There is a slight underrepresentationof low decile schools and over-representation of high decile schools, with 45.4% of thesample comprised of schools with deciles 1-5 (compared with the national population of 49.5%);53.2% with deciles 6-10 (compared with the national population of 48.6%).Ethnicity. Individual data regarding ethnicity, and specifically that of gifted and talented students, wasnot collected from schools. However, given how decile ratings are constructed, the school’s deciledoes give an indication of ethnicity. The Ministry of Education (July 2002) reports that 87.0% ofstudents in decile 1 schools are Mäori or Pacific Island students, contrasted by just 5.0% in decile 10schools.School size. Schools of all sizes responded to the questionnaire as can be seen in Table 7. Nearly halfthe schools in the sample (48.1%) had rolls of less than 200 students, and this is a slight underrepresentationof the 52.7% in the Ministry of Education database. Conversely, the sample includes 54of the 95 schools having over 1000 students, and this is a slight over-representation. TheCorrespondence School is listed separately due to its large enrolment of approximately 9135 students(Ministry of Education, July 2002 database).165
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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
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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
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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
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
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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 and 174: QuestionnaireThis purpose of the qu
Page 175: questionnaire the quality of these
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
Page 225 and 226: 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).
Page 317 and 318:
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
Page 323 and 324:
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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