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

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Schools reported provisions across multiple areas of ability, with 40.0% providing special programmesfor two to four areas of ability. Similarly, 36.5% indicated programmes for more than four differenttypes of special abilities. However, 23.5% made provisions for only one area of ability.Table 27. Number of Areas of Ability Provided for By Schools.One AreaTwo-FourAreasMore thanFour AreasCount 150 262 214 626% within 24.0% 41.9% 34.2% 100.0%Count 6 11 46 63% within 9.5% 17.5% 73.0% 100.0%Count 30 45 25 100% within 30.0% 45.0% 25.0% 100.0%Count 4 6 10 20% within 20.0% 30.0% 50.0% 100.0%Count 190 324 295 809Total % within 23.5% 40.0% 36.5% 100.0%Table 27 shows the number of areas for which provisions are made by school type. As it indicates, ofall school levels, intermediate schools are most likely to be providing special programmes in four ormore special ability areas, as reported by 73.0% of schools at that level.Types of provisions. The frequencies for this section are based upon the 809 schools which reportedschool-based provisions. Schools reported programmes which spanned the continuum of possibleprovisions for all areas of special abilities. Table 28 shows the frequency of reported school-basedprovisions across all areas of giftedness and talent.Table 28. School-Based Provisions: All Areas of Giftedness and Talent.School-Based Provision Utilised for Gifted and Talent: All AreasFrequencyPercentWithdrawal Group 626 77.4%Competitions 537 66.4%Cross-Age Grouping 525 64.9%Outside Expert 433 53.5%External Exams 416 51.4%Clubs or Electives 349 43.1%Cluster Grouping 306 37.8%Mentorships 194 24.0%Virtual Instruction 164 20.3%Concurrent/Dual Enrolment 150 18.5%Full-time Special Class 76 9.4%Early Entry 67 8.3%Of the 809 schools providing school-based programmes for the gifted and talented, 77.4% reportedwithdrawal programmes. Cross-age grouping and competitions were also readily reported, by 64.9%and 66.4% of respondents respectively. The least frequently cited provision was early entry (8.3%)and full-time special classes (9.4%). School-based provisions, however, vary dependent upon the areaof ability. An analysis of the types of provisions and year levels of provision in relation to the area ofability gives a much clearer picture of school-based provisions for gifted and talented students.190
Provisions: Intellectual/Academic. This section reports frequencies from the 765 schools whichprovided school-based programmes for intellectually and academically gifted and talented students.Thirty-nine point two percent of the 765 schools indicated provisions for intellectually andacademically gifted and talented students across all levels of the school. An analysis by each schooltype indicates that although 34.8% of the 589 primary schools are making schoolwide provisions;24.3% provide special programmes in Years 3-4, 17.8% in Years 5-6, and 4.9% in Years 7-8. Eighteenpoint two percent of primary schools did not indicate year levels for provisions. For the 95 secondaryschools, 36.8% reported schoolwide provisions and 41.1% reported provisions for some year levels.The arrangements varied between schools, but the tendency reported was special provisions at Years 9and 10 only. Twenty-two point one percent of the secondary schools did not report year levels. All 63intermediate schools reported schoolwide provisions and seven of the 18 ‘other’ schools indicated thesame.Table 29 shows the frequencies for the provisions made by schools for intellectually and academicallygifted and talented students. As the table shows, the most frequently cited provision for gifted andtalented students with exceptional intellectual or academic abilities is withdrawal groups (67.6%).Over half of the schools report the use of cross-age grouping (52.7%), competitions (54.4%), andexternal exams (50.7%) for academically/intellectually gifted students. Early entry is the leastfrequently provided (7.0%).Approximately half of the 765 schools (52.8%) provided two to four special programmes forintellectually and academically gifted and talented students. Only 11.8% provided a sole provision.Table 29. Provisions: Intellectual/Academic Gifted and Talented.School-Based Provision Utilised for Gifted and Talent:Intellectual/AcademicFrequencyPercentWithdrawal Group 547 67.6%Competitions 440 54.4%Cross-Age Grouping 426 52.7%External Exams 410 50.7%Cluster Grouping 267 33.0%Outside Expert 241 29.8%Clubs or Electives 202 25.0%Virtual Instruction 154 19.0%Concurrent/Dual Enrolment 143 17.7%Mentorships 91 11.2%Full-time Special Class 62 7.7%Early Entry 57 7.0%Provisions: Creativity. This section reports frequencies from the 433 schools which provided schoolbasedprogrammes for creatively gifted and talented students. Forty-one point one percent of theschools indicated schoolwide provisions for creatively gifted and talented students. An analysis byeach school type indicates that although 37.5% of the 328 primary schools are making schoolwideprovisions; 26.5% of those provide special programmes in Years 3-4, 13.7% in Years 5-6, and 3.0% inYears 7-8. Nineteen point two percent of primary schools did not indicate year levels for provisions.Forty-six point five percent of the 43 secondary schools did not report year levels, but schoolwideprovisions were reported in 23.3% of the secondary sample. Provisions for the remaining 27.9% of thesecondary schools varied between schools, but the tendency reported was to provide specialprogrammes for creatively gifted and talented students at Years 9 and 10 only (23.3%). All 50intermediate schools reported schoolwide provisions. Amongst the 12 ‘other’ schools, eight did notindicate year levels.191
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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
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Provisions: ProblemsShortage of cul
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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 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 and 198: Summary: Formal Identification of G
Page 199 and 200: Table 24. Community-Based Provision
Page 201: Table 25. School-based Provision by
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
Page 249 and 250: The process in one school for the i
Page 251 and 252: 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
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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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321
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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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