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

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FORMAL IDENTIFICATION OF GIFTED AND TALENTED STUDENTSThe questionnaire probed responding schools’ identification of gifted and talented students. Firstly, itqueried the extent of formal identification over the last 12 months. The nature of identificationmethods, areas of giftedness and talent identified, and year levels of identification were also ofimportance. This section begins by examining the ‘big picture’ of formal identification. It thenexamines the extent and nature of identification across areas of giftedness: intellectual/academic;creativity; visual and performing arts; social/leadership; culture-specific; and physical/sport. For thepurposes of the questionnaire, these areas were defined for respondents as follows:We recognise that giftedness and talent will mean different things to different people.However, for the purposes of this questionnaire, the following areas of ability are used asdescribed below:• Intellectual/Academic refers to students with exceptional abilities in one or more of theessential learning areas (i.e., language and languages, mathematics, technology, healthand physical education, social sciences, science, the arts).• Creativity refers to students with general creative abilities as evidenced in theirabilities to problem-find and problem-solve, and their innovative thinking andproductivity.• Expression through the Visual and Performing Arts refers to music, dance, dramaand visual arts.• Social/Leadership refers to students with interpersonal and intrapersonal abilities andqualities which enable them to act in leadership roles.• Culture-Specific Abilities and Qualities refers to those valued by the student’s culturalor ethnic group, including traditional arts and crafts, pride in cultural identity,language ability and service to the culture.• Expression through Physical/Sport refers to students with excellent physical abilitiesand skills, as evidenced through sport and/or health and physical educationprogrammes.Within this framework, we also recognise that concepts of giftedness and talent must becontextualised, and in doing so your school’s concepts may or may not ‘fit’ ourcategorisation. We recommend that in identifying your school’s areas of ability youconsider the major focus of your identification and provision. Alternatively, you may usethe ‘other’ option, specifying the area of ability.Schools were asked to report the methods of identification used for determining abilities in each ofthese areas. The following methods of identification were given: teacher observation/nomination;teacher rating scales/checklists; achievement tests; IQ tests; teacher-made tests; portfolios;auditions/performances; parent nomination; self-nomination; peer nomination; and whänaunomination. Additionally, respondents were asked to indicate the level at which identification occurred(i.e., schoolwide, NE-Year 2, Years 3-4, 5-6, 7-8, 9-10, 11-12 or a combination).The Extent of Formal IdentificationSchools were asked to indicate whether gifted and talented students had been formally identified overthe last 12 months: 60.3% of schools reported that they had been; 39.7% had not. Amongst schooltypes, 58.4% of primary schools, 78.9% of intermediate schools, 70.5% of secondary schools, and42.0% of ‘other’ schools have undertaken formal identification. Formal identification was reported by46.4% of rural schools and 66.4% of urban schools.176
Table 12. Formal Identification by Decile.Formal Identification of Gifted and Talented Students in Last 12Months by DecileDECILETotal1234567891099Count% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILECount% within DECILEformally identified giftedand talented students inthe last 12 monthsyes no Total43 52 9545.3% 54.7% 100.0%54 56 11049.1% 50.9% 100.0%66 50 11656.9% 43.1% 100.0%72 43 11562.6% 37.4% 100.0%86 56 14260.6% 39.4% 100.0%81 50 13161.8% 38.2% 100.0%84 51 13562.2% 37.8% 100.0%76 42 11864.4% 35.6% 100.0%100 47 14768.0% 32.0% 100.0%94 53 14763.9% 36.1% 100.0%12 5 1770.6% 29.4% 100.0%768 505 127360.3% 39.7% 100.0%Table 12 shows an analysis of formal identification in relation to school decile. As school decileincreases, so too does the likelihood of formal identification, with 55.5% of decile 1 to 5 schools and64.2% of decile 6 to 10 schools reporting identification.Schools employing a team approach to overall coordination of gifted and talented education are farmore likely to formally identify students: 78% of schools with a coordinating group undertook formalidentification; in contrast, only 47.3% of schools without a committee or coordinating group formallyidentified gifted students. In schools with a specific policy for gifted and talented students, 82.0%reported formal identification. The same pattern is seen in relation to school-based definitions, with78.3% of schools reporting a definition also reporting formal identification; yet only 55.5% of thosewithout a definition reported formally identifying gifted and talented students.The Nature of Formal IdentificationThe frequencies for this section are based upon the 768 schools reporting formal identification. Theareas of giftedness and talent and identification methods utilised in the last 12 months are reported.Areas of giftedness and talent formally identified. As shown in Table 13 students were identifiedacross all areas, with intellectual/academic giftedness the most frequently identified, and culturespecificabilities and qualities least frequently identified.177
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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
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Burns and Lewis (2000) conducted a
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way, competitions allow students a
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hundred and sixteen of these Olympi
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her wings so that those special abi
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programmes: establish a “definiti
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determine what features are essenti
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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
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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
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: Some schools recognised the potenti
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
Page 227 and 228: Table 40. Profile of School E.Overa
Page 229 and 230: isks. As part of this inclusive phi
Page 231 and 232: School F’s JourneyPrior to the pr
Page 233 and 234: Table 42. Profile of School G.Overa
Page 235 and 236: School electives and the annual sch
Page 237 and 238: 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,
Page 309 and 310:
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
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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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