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

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curriculum and enrich the students in day to day learning. The enrichment activities are designed sothat the students are keen to come to school on Fridays to participate in this programme. The studentsare involved in all of the enrichment activities. This is different to their Electives Week where thestudents opt in to do a particular hobby or activity that is a new experience for them. The school’sextension programme is about catering for those students identified as being the most able. Currentextension areas for this rotation are maths, science, art, and writing. The extension programme isbased upon teacher strength and school need at the time. One of the school’s strategic planning goalsfor this year is to teach leadership skills, therefore a leadership extension programme was alsooperating at the time of the case study visit.The most unsuccessful provision, or rather the one that needed the most modification, happened whenthe first Friday programme began with two programmes running side by side. The extensionprogramme ran for two and a half hours and the enrichment programme ran for three and a half hours.Interestingly, the format was changed after the extension children lobbied the staff because they weredisappointed to be left out of the enrichment. Currently the two programmes run at different times ofthe day.The most promising practice is considered to be their combination of enrichment and extension withelectives. These provisions allow all children to be involved in something “a bit special,” yet doesallow specific extension to really extend those more able children. Elective options also providechildren with the choice to “really explore something for a decent amount of time,” so these factorscombine to contribute to a very successful programme that caters for the needs of all children,including those who are gifted and talented.The special character of this school is also important to gifted and talented education. Being a Catholicschool, children are given leadership roles for whole school liturgies and masses, plus classroommasses. Interpersonal skills at this school are valued and some children show skills in the area ofcaring. Children are identified in some areas of emotional intelligences, while recognising that theones demonstrating knowledge of the Bible, for example, are academically able, rather than spirituallyable. There is a perception too that the Catholic school philosophy helps to play a part in the way thatstaff commit to making the best provision they can for their students. This philosophy filters down tothe children who are considered to be really good at recognising and promoting each other’s abilities.The coordinator reported that do not have a “tall poppy syndrome” at this school.A common thread throughout both the in-depth and focus interviews was the way that staff areprepared to move outside their comfort zone and engage in a little risk taking to make the programmesucceed. Staff explained this as “we expect the children to do it so we should do it too.”208
Table 38. Profile of School C.OverallCoordinationDefinitionIdentificationProvisionsCoordinator NoneCommittee None – In this three teacher school all staff members take responsibilityfor gifted education provisionsPolicies andProceduresGifted and talented provision addressed in Equity Policy and in curriculumdelivery documents across all academic areas. There is no separate policywhich addresses any of the areas listed below.RationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsThose who excel in specific areas usually identified through teacher observation, PAT testsand local cluster programme tests.Areas of Intellectual/AcademicAbility CreativityVisual and Performing ArtsSocial/LeadershipCulture-SpecificPhysical/SportOtherMethods Teacher observation and nomination used in all areas indicated above. Inthe academic/intellectual area achievement tests including PATs arealways used, auditions/performances are used occasionally.Auditions/performances, teacher-made tests and portfolios are sometimesused for visual/performing arts.Age Levels Students in Years 3-8 identified in the intellectual/academic area, those inYears 5-8 identified in areas of creativity, the visual and performing artsand social/leadership.Nature Use a combination of enrichment and accelerationClassroom- Independent study, individualised learning programme, individualisedBased education plans.Community- Correspondence School and local cluster programmeBasedSchool-Based Individual programmes are run throughout the school, these are largelyself-managed by the children and allow them to progress at their own leveland rate. This system encourages gifted children to accelerate. Learning isbroadened through additional activities and supplementary support fromsources such as the Correspondence School. Dual enrolment in theCorrespondence School has been/is used for children gifted in theintellectual/academic area in Years 3-4 and 7-8. Special programmes areestablished where appropriate.School C’s JourneyThis school’s provision for gifted and talented children began with its establishment over 20 years ago.In fact it does not have a ‘gifted programme’ as such. Rather gifted and talented children are providedfor within the context of the regular school curriculum. Every child in the school has an individualisedprogramme in social studies, science, spelling, grammar, word building and, to a lesser extent, inmathematics. In these subject areas children use workbooks, described by the principal as “packets ofindividualised learning.” These workbooks are the foundation of a Christian-based education systemadopted by numerous Christian schools throughout the world.Children work through the individualised material from level 1 to 85 (primary school) at their ownlearning rate. Consequently gifted and talented students can accelerate through the primary levels andproceed on to secondary level material in one or more subject areas. Children set their own dailylearning goals and mark their own work. They have flexibility in choosing the order in which subjects209
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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,
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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 and 218: intelligences, inquiry learning, an
Page 219: School B’s JourneyThis full prima
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
Page 269 and 270: 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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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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