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

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Table 22. Classroom-Based Provisions by Decile.Classroom-basedProvisions for Gifted andTalented StudentsDecile yes no1 63.2% 32.8%2 74.5% 25.5%3 79.3% 20.7%4 80.0% 20.0%5 79.6% 20.4%6 89.3% 10.7%7 86.7% 13.3%8 87.3% 12.7%9 85.0% 15.0%10 90.5% 9.5%None 88.2% 11.8%Total 82.4% 17.6%Of the 1049 schools reporting classroom-based provisions for gifted and talented students, abilitygrouping within class was the most frequently indicated (86.8%). As Table 23 shows, the leastfrequently reported classroom-based provisions were the use of a consulting specialist teacher (24.1%)and diagnostic-prescriptive teaching (29.8%).When respondents were asked to specify if they used any other classroom-based provisions notstipulated as choices in the questionnaire, a range of responses was given. However, a number ofrespondents misinterpreted this question, stating a range of provisions that were not, ‘classroombased.’Despite this, five main provisions emerged as ‘other’ classroom based provisions. These wereCorrespondence School enrolment, the employment of extra staff or specialist teachers (presumably towork in classrooms), specific in-class projects such as ‘Kids in Charge’ and enterprise projects, smallgroup withdrawal (again, presumably working within classrooms), and specific classes for high abilitystudents.Table 23. Classroom-Based Provisions.Classroom-Based Provisions Frequency PercentAbility Grouping 911 86.8%Independent Study 756 72.1%Teacher Planning 442 42.1%Learning Centres 415 39.6%Individualised Education Plans 370 35.3%Diagnostic-Prescriptive Teaching 313 29.8%Consulting Specialist Teacher 253 24.1%Other 134 12.8%Community-Based ProvisionsCommunity-based provisions for gifted and talented students were reported by 46.1% of the 1273responding schools. An analysis by school type shows that 48.0% of primary schools, 54.9% ofintermediate schools, 34.9% of secondary schools, and 30.0% of other schools are utilisingcommunity-based provisions for gifted and talented students.186
Table 24. Community-Based Provisions by Decile.Community-basedProvisions for Gifted andTalented StudentsDecile yes no1 28.4% 71.6%2 37.3% 62.7%3 42.2% 57.8%4 52.2% 47.8%5 43.0% 57.0%6 47.3% 52.7%7 50.4% 49.6%8 46.6% 53.4%9 50.3% 49.7%10 55.1% 44.9%None 52.9% 47.1%Total 46.1% 53.9%As Table 24 shows, the likelihood of schools utilising community-based provisions seems to increasewith decile rating: 28.4% of decile 1 schools utilise community-based provisions in contrast to 55.1%of decile 10 schools.These provisions are reported by 41.2% of decile 1-5 schools and 50.1% of decile 6-10 schools. Inrural schools, 37.8% report community-based provisions for gifted and talented students; 49.7% ofurban schools report the same.Of the 587 schools reporting community-based provisions, 40.9% indicate utilisation of theCorrespondence School and 39.5% indicate using one-day-a-week programmes (e.g., One Day School,Gifted Kids Programme). School clusters or networks are reported by 25.0% of schools and otherprovisions within the community are reported by 29.6%. A variety of community-based provisionswas named by respondents, and included support from tertiary institutions, school advisers, outsideexperts, holiday programmes and mentors. The most favoured support was the use of outside experts(including parents) and mentors in specific areas. Tertiary institutions provided the next mostcommonly-reported type of support and included support in areas such as philosophy and languages.Schools accessed support from gifted and talented advisers and also advisers in specific curriculumareas. Eight respondents cited information technologies such as websites and video conferencing. Afew respondents made use of enrichment camps, holiday programmes, Rural Education ActivitiesProgramme (REAP), the local intermediate or high school, wananga, and community resources suchas the city council, art gallery, museum and library.Curriculum and Programme ModelsThe majority of schools (84.8%) do not report use of a curriculum or programme model as aframework for provisions for gifted and talented students. Only 15.2% of the responding schoolsreported use of a model. Intermediate schools most frequently report use of a curriculum orprogramme model, with 28.2% of these schools indicating such. In primary schools 14.4% indicatetheir use, 14.1% of secondary schools do so, and 18.0% of ‘other’ schools use a model. Of schoolshaving a coordinating team or committee 25.7% report use of a curriculum model; whereas, of schoolswithout a coordinating team or committee only 7.5% utilise a curriculum model. Thirty-three pointeight percent of schools with a policy specific to gifted and talented students utilise a model; whereasonly 6% of schools without a policy utilise a curriculum model.Schools were asked to indicate the curriculum or programme models being employed in their schools.A range of responses was received, some of which clearly stated a curriculum model or models, but187
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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
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ideas beyond the school curriculum,
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• Narrow selection criteria inclu
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Culture free and culture fair tests
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In her examination of successful pr
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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 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: Summary: Formal Identification of G
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
Page 239 and 240: School I’s JourneyThe journey for
Page 241 and 242: Table 45. Profile of School J.Overa
Page 243 and 244: community who may be able to suppor
Page 245 and 246: IdentificationDuring the in-depth i
Page 247 and 248: 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).
Page 317 and 318:
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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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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