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

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Table 41. Profile of School F.OverallCoordinationDefinitionIdentificationProvisionsCoordinator Deputy PrincipalCommittee Deputy Principal, Special Needs Coordinator, designated Teacher ofGifted and Talented, three classroom teachers.Policies andProceduresGifted and talented students are specifically addressed in a special needspolicy, a learning support policy and other curriculum documents.A specific gifted and talented policy is currently being developed.RationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsStudents showing extraordinary ability in one of more aspects of the total learningexperience. Gifted and talented students have special needs and characteristics which willrequire differentiated learning programmes beyond that normally provided in a regularclass.Areas of Intellectual/AcademicAbility CreativityVisual and Performing ArtsSocial/LeadershipCulture-SpecificPhysical/SportOtherMethods Many different identification approaches are used and vary according tothe area of ability. For example achievement tests and teachernominations are commonly used to identify intellectual/academicabilities and auditions and performances are used to identify creativityand visual and performing arts. Teacher observation/nomination is themost common identification method used. IQ tests and whänaunominations are never used as a means of identification.Age Levels Schoolwide identification.Nature Combination of enrichment and acceleration. Use of Gardner’s MultipleIntelligences, De Bono’s Thinking Hats and Michael Pohl’s thinkingskills.Classroom- Ability grouping, independent study and consulting specialist teachersBasedCommunity- Cluster with other local schools for enrichment-oriented withdrawalBasedprogrammes.School-Based Withdrawal grouping is used throughout the school to provide forlearners with intellectual/academic abilities.Withdrawal grouping is used for students in Years 3-6 in the areas ofcreativity, visual and performing arts and computer skills.Cross age grouping is used to provide for learners with social/leadershipabilities.Competitions are used throughout the school to provide for learnerswith intellectual/academic as well as computer abilities.Outside experts are used for visual and performing arts.External examinations are used throughout the school to provide forlearners with intellectual/academic abilities and computing abilities.218
School F’s JourneyPrior to the present provisions for gifted and talented learners, this school was working on a limitedbudget to meet their needs. For the most part, provisions were just ‘one off’ opportunities. Many ofthese opportunities were generated through the Children with Special Abilities Committee and alsothrough the Rural Education Activities Programme (REAP). The journey to improve school practicesfor gifted and talented learners began with professional development. Two years ago, the teacher incharge of special needs programmes within the school received the school staff travel grant andattended a course in Auckland facilitated by an international educational specialist. This was to act asan impetus for developing gifted and talented programmes at the school.At the end of 2002, the Board of Trustees funded a .6 teaching position to provide out-of-classprogrammes for identified gifted and talented students. The deputy principal who had responsibilityfor gifted and talented policy and provisions within the school took up this position. In preparation forthis, she involved herself in reading and research in the area of gifted and talented education. She metwith staff and they settled on a programme that was a balance between academic programmes andresearch and problem solving type programmes.In 2002, the school became involved in a professional development contract offered by the gifted andtalented advisers. The deputy principal who was the gifted and talented programme coordinator at theschool became the lead teacher for that contract. Because of this involvement, she was able to runprofessional development sessions with the teachers at this school. This focused on a number ofthemes associated with gifted and talented education including preferred learning styles, higher orderthinking skills, multiple intelligences, integrated learning and research learning. Through thisprofessional development, a focus on thinking skills emerged. Teachers at all levels teach a particulartype of thinking skill using the sequence set down in the thinking skills resource by Michael Pohl.In terms of identification, a group of interested teachers considered a range of methods foridentification and these were trialled in 2002. The school has settled on a limited range ofidentification methods, the most common being teacher nomination. The school uses three particularforms for this. They are: a talent detector form that requires teachers to consider all the students intheir class against a number of descriptors; an extended studies programme teacher checklist focusingof specific academic and affective areas; and a teacher checklist (adopted from the professionaldevelopment contract) which requires teachers to consider a range of characteristics that may beindicators of special abilities.From these forms, and from information from running record scores, asTTle, STAR and PAT results,the coordinating teacher compiles a list of gifted and talented students in year groups and specificcurriculum areas. She then designs programmes to meet the needs of as many of these students aspossible. These programmes are offered for gifted and talented students from Year 2 to Year 6.Students are withdrawn from their regular classes to participate in the programmes. Examples ofrecent provisions include: BP Technology Challenge; mathematics problem solving; World of Mathsproblem solving; Web challenges and competitions; drama lessons; French lessons; writers’workshops with authors; silk dying; music workshops; and drumming workshops.A gifted and talented register has been established to track and monitor gifted and talented studentsthroughout the school. Additionally, a gifted and talented procedural document has recently beendrafted and distributed to all the staff for feedback.While the deputy principal provides the out-of-class programmes for identified gifted and talentedstudents, there is an expectation on the remainder of the teaching staff to not only support these specialprogrammes but to provide for gifted and talented students within their classroom programmes.However, the school recognises the need to further develop and formalise in-class provisions for giftedand talented learners:It simply isn’t enough to expect that those children will be extended by the withdrawalgroups. There’s more children than what I can cater for, all our bright children need219
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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
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questionnaire the quality of these
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• 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 and 226: School D’s JourneyWhile it is dif
Page 227 and 228: Table 40. Profile of School E.Overa
Page 229: isks. As part of this inclusive phi
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,
Page 277 and 278: levels of schooling, and overall or
Page 279 and 280: 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).
Page 317 and 318:
Renzulli, J.S. (1986). Systems and
Page 319 and 320:
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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