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

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Table 37. Profile of School B.OverallCoordinationDefinitionIdentificationProvisionsCoordinator Associate PrincipalCommitteePrincipal, Deputy Principal, Designated Teacher of Gifted andTalented StudentsPolicies andProceduresGifted and Talented, Special Needs, and Equity PoliciesImplementation Plan, (Programme Document), Action Plan andProcedures Booklet for gifted and talented studentsSpecial Needs Register includes gifted and talented students.RationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsA multi-category concept which encompasses intellectual, creative, physical and leadershipabilities, academic aptitude and abilities in visual and performing arts.Areas of Ability Intellectual/AcademicCreativityVisual and Performing ArtsSocial/LeadershipCulture-SpecificPhysical/SportOtherMethodsA mini action plan outlines goals for identification and assessment.Use multi methods of identification of students for acceleration.Combinations of, or all of the following tools are used inidentification: (a) teacher, parent, peer and self-nomination; (b)standardised tests (PAT, STAR reading test, BURT Spelling test); (c)pre and post classroom assessment, (d) rating scales; (e) studentprogress and behaviour observations; and (f) analysis of class workand completed projects.Age LevelsSchool-wide identification.NatureEnrichment and accelerationClassroom-Based Ability grouping, learning centres, independent study, curriculumcompacting, IEPS, specialist teacher, and planning.Community-Based Correspondence SchoolSchool-Based Enrichment programme for Years 3-8Acceleration programmes for Years 5-8Electives programmeSchoolwide 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.Competitions for intellectual/academic, creativity, visual/performingarts and physical/sport; Whole school production, and alternatePerforming Arts Festival, for visual/performing arts.206
School B’s JourneyThis full primary school’s journey began several years ago at the initiative of the Assistant Principal(AP) responsible for special education and the Deputy Principal (DP) responsible for gifted education.The DP in charge of gifted education completed a university paper in this area and “basically as a oneperson band” she organised and coordinated the programmes that were run in the school. When sheleft, the school’s emphasis on gifted education diminished. However, two years ago, when the currentDP began her new position at this school, the principal added the role of Gifted Coordinator to her jobdescription. This was prompted by a “particularly strong push” from parents of gifted children. Theprincipal was studying gifted education papers, and supported his new staff member to undertakeprofessional development in this field too. Subsequently the Board of Trustees funded a giftededucation paper within her Masters degree.With the principal’s support, the next step was to establish some common values and beliefs as to howthe school would develop their gifted programme. For one term the staff became very involved in agreat deal of background reading and talking around where they planned to go on their journey intogifted education. A committee was established which represents two thirds of the staff and a memberof the Board of Trustees (BoT). A future goal of this committee is to appoint another representative(who is not already a Board member) from the parent community. All staff are given the opportunityto give feedback on school policies before they are ratified by the Board of Trustees. There isreciprocity of respect between the Board and teaching staff. With gifted education both parties feelthey are moving forward together. For parents too, gifted education is one of their key areas ofinterest. Through the school’s newsletter they are informed about each new programme to be offered,and invited to contact the Gifted and Talented Coordinator if they think their child is capable ofparticipating in the programme.The staff view each individual as having special abilities in different areas, but with limited knowledgeinitially about gifted education they relied on formal indicators and tests to identify specific children.They were (and still are) receptive to parent, peer and student nomination as a result of advertising theprogrammes due to be implemented. The team have moved forward and now employ a multi-methodstrategy to identify learners who are gifted and talented. It mainly involves testing, for example,standardised tests, thus the testing is weighted towards academic ability. The other weighting is onknowledge and understanding from the teacher, parent, and student self-nomination. Rating scales arerarely used, not because the team do not value this form of identification technique, but more becauseof the staff’s lack of knowledge in using them. Currently too, work is being done around identificationprocedures to extend knowledge in this area. Before a new rotation of programmes begins, teachersprovide the names of possible participants from their class and the gifted committee then prioritisethose applicants. This involves lengthy discussions when teachers put forth their cases. Discussionsare “always positive and everyone feels listened to.” Therefore the school believes its most successfulidentification strategy has been teacher dialogue.The staff decided to offer school-wide provisions based on teacher strengths as their “most effectiveway of delivering the curriculum.” While utilising the strengths of the staff is an effective way toprovide provisions, it can also be perceived as a limitation, that is, “one of the handicaps of that is thatyou are limited by the staff you have got and that again doesn’t allow for some of the talents some ofthese children may have.” Therefore rather than just identifying the skills of the staff and basing theirprovisions around those strengths, the staff are now trying to focus more on finding out what thestudents need and then acquiring the skills to meet those needs. The new focus requires them to“consider location, consider cost, consider the resources that we have but don’t make anythingexcluded for those reasons.” As a result two new initiatives (squash and drama) were recently addedto the programme.The philosophy of giving every child the opportunity to participate and to excel, whether it is throughelectives, enrichment, or extension programmes is thought to be working well in this school. Whilestaff consider that they all try to provide enrichment and extension within their own class programmes,pooling their teacher strengths to offer enrichment and extension programmes out of class as well,ensures the curriculum is “even more deeply and fully taught.” Enrichment provisions build on the207
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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
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Cathcart (1996) states that, “som
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• 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 and 214: 7. Measures to ensure identificatio
Page 215 and 216: Table 36. Profile of School A.Overa
Page 217: intelligences, inquiry learning, an
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
Page 265 and 266: additional funds for competitions,
Page 267 and 268: 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
Page 303 and 304:
Freeman, J. (1998). Educating the v
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Heller, K.A., & Schofield, N.J. (20
Page 307 and 308:
Kaufmann, F.A., Harrel, G., Milam,
Page 309 and 310:
Lewis, G. (2002). Alternatives to a
Page 311 and 312:
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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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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