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

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Table 35. Demographics of Case Study Schools.SchoolABCDEFGHIJTypeandAuthoritDecileFullPrim:StateFullPrim:State-Integ.FullPrim:State-Integ.Cont.Prim:StateCont.Prim:StateCont.Prim:StateCont.Prim:StateInter:StateSec:StateCo-edSec:StateBoysRollEthnic Composition5 554 79% European16% Mäori1% Pacific Island3% Asian1% Other10 218 59% European4% Mäori8% Pacific Island23% Asian3% Other6 62 74% European13% Mäori2% Pacific Island8% Asian3% Other8 293 82% European16% Mäori1% Pacific Island1% Asian0% Other3 345 41% European57% Mäori2% Pacific Island0% Asian0% Other3 469 40% European56% Mäori1% Pacific Island2% Asian1% Other4 431 54% European39% Mäori2% Pacific Island4% Asian1% Other5 1159 74% European23% Mäori2% Pacific Island1% Asian0% Other5 1900 49% European16% Mäori11% Pacific Island10% Asian5% Other10 1251 83% European3% Mäori1% Pacific Island13% Asian0% OtherPromising PracticesCluster & PartnerSchools; Schoolwide,Classroom-basedApproachesSchoolwidePolicy/ProceduresIndividualisedProgrammes;Recognition of SpiritualGiftsCommunity-basedProvisionsPartner & ClusterSchool; SchoolwideInclusive PhilosophyAppointment of .6 Stafffor Development ofProgrammesInclusive SchoolwideEnrichment Programmewith Parental andCommunity SupportSpecial Classes;Recognition ofDiversity amongstGiftedSpecial Classes andMentorshipsProfessionalDevelopment;SchoolwideArticulation PlansEach coordinator was asked to describe the school’s development and implementation of gifted andtalented education programmes, and this ‘journey’ provides an overview of the school’s provisions.Each school’s journey in gifted education took different paths and routes, however, some commonthemes emerge: all of the schools viewed the process as ongoing, acknowledging that theiridentification and provisions were constantly evolving; each school was led by a strong advocate forgifted and talented students who had a professional and/or personal commitment; and although schoolsreported a range of identification and provisions in their questionnaire, the development andimplementation of programmes outside the regular classroom were a strong focus of their discussions.Each school’s profile is provided and their journey is described individually in this part of the results.202
Table 36. Profile of School A.OverallCoordinationCoordinatorCommitteePolicies andProceduresDeputy PrincipalDeputy Principal, Principal, Learning Support CoordinatorGifted and Talented Policy and Implementation/Action Plandeveloped; Procedural Booklet being developedDefinitionGifted and talented addressed in Special Needs and Learning Supportpolicies; Curriculum Delivery documents addressing gifted and talentedstudents is being developedRationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsStudents who by virtue of outstanding abilities are capable of high performance.IdentificationProvisionsAreas ofAbilityMethodsAge LevelsNatureClassroom-BasedCommunity-BasedSchool-BasedIntellectual/AcademicCreativityVisual and Performing ArtsSocial/LeadershipCulture-SpecificPhysical/SportOtherIdentification is embedded in a responsive environment approach,which emphasises learning styles and multiple intelligences. Teacherobservation and nomination relied upon for all areas. Other methodssometimes used depending upon area (e.g., audition forvisual/performing arts; achievement testing for intellectual/academic).Peer nomination and teacher checklists being introduced this year.Schoolwide identification.Combination of enrichment and acceleration. There is no curriculum orprogramme model.Ability grouping, learning centres, independent study, curriculumcompacting, individualised education plans, and teacher planning.Cluster with other local schools for enrichment-oriented withdrawalprogrammes for Years 4-6.Establishing partnership with local secondary school for support andmentoring for Years 7-8.Schoolwide cross-age grouping for social/leadership, culture-specificand physical/sport.Withdrawal groups for Years 3-8 for intellectual/academic, creativityand visual/performing arts.Cluster grouping for Years 3-8 for intellectual/academic, creativity andvisual/performing arts and schoolwide for culture-specific.Mentorships for Years 3-8 for intellectual/academic, creativity andvisual/performing arts and schoolwide for physical/sport.Competitions for intellectual/academic, creativity, visual/performingarts and physical/sport; establishing debating competitions with otherYear 7-8 schools.Virtual instruction and external exams for Years 3-8intellectual/academic.Second languages (German, Spanish, Japanese, Mäori) for Years 7-8,with plans to include Years 4-6 in 2004.Outside experts used for all areas except social/leadershipBiennial whole school production, and alternate Performing ArtsFestival, for visual/performing arts.203
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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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student outcomes is briefly discuss
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a link between programme evaluation
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• Community and parental contribu
Page 163 and 164: Cathcart (1996) states that, “som
Page 165 and 166: • Is passionate about discipline,
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 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: 7. Measures to ensure identificatio
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
Page 259 and 260: Knowing that Mäori kids like team
Page 261 and 262: To counteract the previously mentio
Page 263 and 264: 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
Page 301 and 302:
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
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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321
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325
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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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