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

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The programmes are fitted around the needs of the students. Once students and their areas of abilityhave been identified, decisions are made regarding the nature of the provisions. If there is a teacher atthe school with an interest and ability in the area identified, they will be released by the .2 reliever(funded by the BOT for gifted education programmes) to take the programme. If there is not a teacherwithin the school, an outside person will be sourced and brought into the school. There is more thanone programme running at any one time.The gifted programmes occur on one set day each week (unless there is a one-off opportunity wherestudents need to attend something usually outside the school). The time that a particular programmeruns for, depends on the content. For example, the Otago Mathematics Problem Solving starts inFebruary and runs until September with forty minutes every Thursday; whereas, a Year Two artprogramme lasted for four weeks. Examples of some sessions that have occurred include kapahaka,ICT, art, choir, Young Leaders Day (Wellington), Kiwi Sport Elite Sports Day, drama, speech anddance. Sessions are taught by teachers from the school, if they have the expertise, or if there is not ateacher with the expertise, someone is brought in from the community. A reliever, specificallyemployed to act in this capacity, releases teachers.There is also a range of in-class provisions for gifted children. These include crossgrouping,individual programmes with integrated mini enquiries, the use of De Bono’sthinking hats, and the use of talented students as mentors and helpers for other students.The school continues to review their gifted programmes with the objective of refining and improvingprovisions for gifted and talented learners.214
Table 40. Profile of School E.OverallCoordinationDefinitionIdentificationProvisionsCoordinator PrincipalCommitteePolicies andProceduresPrincipal, Special Needs Coordinator, Senior TeacherGifted and talented students are specifically addressed in a gifted andtalented policy, special needs policy, equity policy and learning supportpolicy. There is an action plan for gifted and talented students.Procedures booklet and implementation plan are currently beingdeveloped. Gifted students are addressed in curriculum deliverydocuments.RationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsThose who have exceptional abilities relative to most other people. These learners havecharacteristics that give them more potential to achieve outstanding performance.Characteristics include: sensitivity and perceptiveness to the needs of others; ability tograsp abstract concepts; use of advanced vocabulary; inquisitiveness and challengingindividuals with heightened imagination and a keen sense of humour.Areas of Intellectual/AcademicAbility CreativityVisual and Performing ArtsSocial/LeadershipCulture-SpecificPhysical/SportOtherMethods Teacher observation/nomination is always used by way of teacher ratingscales and checklists for intellectual/academic and creative abilities.Other approaches are used and vary according to the area of ability. Forexample, achievement tests are used to identify intellectual/academicand auditions and performances are used for visual and performing arts.Age Levels Schoolwide identification.Nature Combination of enrichment and acceleration. Autonomous LearnerModel guides identification and provision.Classroom- Ability grouping, IEPs, consulting specialist teacher and planning.BasedCommunity- Partner school model has been operating for the last four years. TheBasedschool also works within a cluster of local schools.School-Based Cross-age grouping for intellectual/academic abilities, creativity,visual/performing arts, social/leadership, culture specific and sportWithdrawal groups for intellectual/academic, creativity, visual/performing arts, social/leadership, culture specific and physical /sport.Cluster grouping for creativity, visual/performing arts, culture specificand physical/sport.Outside experts are used for creativity and physical/sport.215
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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
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THE NATURE AND EXTENT OF IDENTIFICA
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profiles or cumulative work folders
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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 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: School D’s JourneyWhile it is dif
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
Page 271 and 272: The intermediate school teachers of
Page 273 and 274: cluster programme, as well as press
Page 275 and 276: 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,
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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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