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

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ISSUES RELATED TO FORMAL IDENTIFICATION OF AND PROVISIONS FORGIFTED AND TALENTED STUDENTSRespondents were given the opportunity to make any comments regarding their school’s identificationand provisions for gifted and talented students and 560 respondents chose to do this. The majority ofthese comments were a further explanation of the information they had provided in the section of thequestionnaire related to identification and provision (238 comments). Of interest however, were anumber of other comments that highlighted a range of issues for schools in relation to theiridentification and provision practices.Ninety-four respondents commented on either their school’s lack of attention to the identification ofand provisions for gifted and talented learners, or the fact that they were just starting to developpolicies and practices in this area. For most of these respondents, this was an area of concern to them,and their comments indicated a genuine desire to improve. Many pointed out that this was to be a staffdevelopment focus this year or next and policies were in the process of being developed:We don’t do much at this stage as we are focusing on other school priorities, but we try todeal with individual students as/when they appear rather than actively seeking them out. Weneed to improve in this area.I need to know more in this area. Have enrolled for a course in 2003…We are still learning, trialing and coming to grips with this part of our school programme.Our school is at present working on a policy for the gifted and talented. A teacher has beendesignated as in charge of this development and there are five more staff members on afocus team. The policy will include identification procedures, criteria, a gifted and talentedregister. Ways we will cater for these children are yet to be decided. However, we aretrialing some methods for this year.A number of these respondents asked for help:A developmental area for 2003. Any ideas gratefully received!Kia Ora, it is one thing to identify our gifted and talented tamariki, but how are we going tocater for their needs, given our school size and locality? How do we go about addressingthis concern? Can you help?A number of respondents indicated that while they were still developing programmes, they hadaccessed support and help in this area:We are aware that we need to develop this area and are receiving guidance from xx (nameof support person).We are currently reviewing and updating our provisions…and also receiving follow- upadvice and assistance from xx (name of support person).The next most common theme identified was a lack of funding and/or resources to provide for giftedand talented students (55 comments). While many of these comments were general in nature, somerespondents did stipulate specific issues. These main issues centred around lack of trained staff and/orfunding to employ specialist teachers, large class sizes, not enough teacher release time (particularly inprimary schools), and lack of funding for professional development:Funding and staffing is our biggest handicap. We believe that able children should befunded through the school. In a decile 10 school we simply do not have the possibilities tomeet these children’s needs satisfactorily without some additional funding and staffing.196
Resource provision, staffing, is a major obstacle to providing programmes to the extent thatwe wish to, and also to sustaining the programmes. In 2002 we were fortunate to have alittle “surplus staffing” that was used. In 2003 it doesn’t look as though we can providesuch programmes.For two respondents from kura kaupapa Mäori schools, lack of culturally appropriate resources wereidentified as an issue:There is another aspect for kura kaupapa Mäori. The kura kaupapa is interested in this butthere are no resources available for these gifted children.A number of respondents who commented on the lack of funding and resources, made reference to theinequitable distribution of funding between those students with learning and behaviour difficulties,and those students with gifts and talents. Some pointed out that they believed there should be the sameamount of staffing and resources for gifted and talented students as there presently is for students withother special needs. For example:I would like the same amount of staffing and resources set aside for “special needs”(ORRS, Autistic, etc) pupils, included in educational budgets for gifted and talentedchildren. We do very little because we have no resources or staffing.It bloomin’ well annoys me (and other teachers) that all our ‘special needs’ funding goes tothe bottom end rather than the top end. We need a lot more recognition, funding, emphasis,etc placed upon our gifted students. We know the talents our kids have, we just want thetime and resources to develop them.As always, this area comes down to money and I hope to see more put into it as we pourresources into our low achievers and fight for funds for the high achievers.One respondent made the suggestion that because they were a decile 10 school and received lessmoney for students with special needs, perhaps they should receive more money for students whowere gifted and talented:As a decile 10 school, getting less per pupil for SEG (presuming we have fewer childrenwith learning or behavioural difficulties) I think, logically we might have more giftedpupils.The next most common theme identified (31 comments) was associated with small and/or ruralschools. On the one hand respondents indicated that small schools were at an advantage in identifyingand providing for gifted and talented students. One reason cited was that all children were onindividual programmes and therefore, it was easier to provide for gifted and talented learners. Onerespondent explained it as:We are a small school and most children work at independent levels in their class group.This makes it easier to set different programmes for gifted children.Other advantages of small schools were that it was considered easier to identify gifted and talentedstudents when the school roll was small. Also, because of the family atmosphere, older students oftenacted as mentors to younger ones:Our school is very small so the gifted and talented students are easily identified.We are a small school that works as a whole unit. Older children mentor and provideencouragement to help the younger ones. Teachers are able to observe and encourage anyemergent skills or abilities.197
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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
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concept/phenomenon, threat of isola
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Similarly, Doidge (1990) recommends
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cooperative team approach is helpfu
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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 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: primary schools are making schoolwi
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
Page 253 and 254: Withdrawal programmes. The ‘succe
Page 255 and 256: It’s actually releasing children
Page 257 and 258: 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
Page 321 and 322:
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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