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

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constant extending. It might be that I have to do more in the way of staff professionaldevelopment - teaching about differentiated learning programmes as they affect both giftedand underachieving students.Over the last two years, staff awareness of the needs of gifted and talented students has risenconsiderably. This has come about through more specific programmes and more research andprofessional reading becoming available to teachers. Also, the school’s involvement in theprofessional development contract has raised the awareness of the specific needs of gifted and talentedlearners in the school.I also think gifted and talented awareness is developing. The profile of gifted and talentededucation has risen over the last couple of years and it is something that both staff and theBoard of Trustees of our school has been aware of. So, while we’ve known for a long timeabout the gifted and talented students, the need for professional reading, professionaldevelopment, research and specific programmes for these children has become moreapparent and more available. It’s also been a Ministry initiative with the professionaldevelopment contract being made available. We recognise that we’ve definitely got childrenwho fall into this category and that we need to provide for their learning so that theybecome lifelong motivated learners.There is a schoolwide belief that students can be gifted and talented in a number of areas, not just thetraditionally held view of intellectual ability. The school considers talents in a range of areas includingcreative, leadership, music as well as the traditional curriculum areas. The concept of multipleintelligences (Gardner) plays a significant part in curriculum planning throughout the school.The school recognises that they are not yet successful in identifying and providing for the uniqueneeds of gifted and talented Mäori learners. At the time of this case study, apart from the employmentof a teacher aide to work with a group of boys on kapahaka skills, there were no programmes that wereaimed at specifically meeting the needs of Mäori gifted and talented students. There were Mäoristudents involved in the gifted and talented programmes although the school was conscious of the factthat Mäori were under represented in these programmes. It was hoped to increase communityinvolvement in the programmes and through this, develop more culturally appropriate identificationmethods.There is staff ownership of the school policies related to gifted and talented education. All staff wereinvolved in developing these which included making decisions regarding procedures for identificationand provisions. There is an expectation that all teachers will participate in providing for gifted andtalented students, it is not an option. Therefore, the policies and practices related to gifted and talentededucation are school-wide and have the support of all teaching staff.220
Table 42. Profile of School G.OverallCoordinatorCoordination CommitteePolicies andProceduresDeputy PrincipalNoneGifted and Talented Policy, Implementation Plan for Gifted and TalentedStudentsDefinitionIdentificationProvisionsGifted and talented addressed in Special Needs and Equity PoliciesRationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsChildren, who given the opportunity are capable of high performance in one or more of thefollowing areas: general intellectual ability; specific academic aptitude; creative orproductive thinking; leadership ability; cultural traditions, values & ethics; naturalisticabilities; psychomotor.Areas of Intellectual/Academic (Year 3-6)Ability Creativity (Year 3-6)Visual and Performing Arts (Year 5-6)Social/Leadership (Year 5-6)Culture-Specific (Year 3-6)Physical/Sport (Year 5-6)OtherMethods Teacher observation is utilised in all areas. In the intellectual/academicarea rating scales/checklists, achievement tests, self-nomination andpeer nomination are used sometimes. With the exception ofachievement tests, these same approaches are used in the creativity area.In the social/leadership, physical/sport and visual and performing artsareas self nomination and peer nomination are used sometimes. Inaddition the visual and performing arts area makes occasional use ofauditions/performances. Culture-specific abilities and qualities aresometimes identified through auditions/performances, peer nomination,self nomination and whänau nomination.Age Levels Years 3 - 6 and Years 5 - 6 as indicated above.Nature Combination of enrichment and acceleration.Classroom- Ability grouping, learning centres, independent study, curriculumBasedcompacting/diagnostic-prescriptive teaching and teacher planning.Community- Correspondence School and One-Day-a-Week programmeBasedSchool-Based Cross-age grouping for Years 3-6 in visual/performing arts and culturalspecificabilities and qualities and for Years 5-6 in physical/sport.Withdrawal groups across the school in intellectual/academic and forYears 3-6 in creativity, visual/performing cultural-specific areas.Concurrent/dual enrolment across the school in theintellectual/academic area.Competitions for intellectual/academic, and physical/sport.Clubs/electives across the school in intellectual/academic, for Years 3-6in visual/performing and cultural-specific areas and for Years 5-6 inphysical/sport.Outside experts across the school in intellectual/academic, for Years 3-6in visual/performing and cultural-specific areas and for Years 5-6 insocial/leadership.School G’s JourneyThe programme for gifted and talented children at school G has been running for eight years. It wasintroduced by the principal who enlisted the help of the Deputy Principal (DP). Both staff membershad “a real passion” for providing for gifted and talented children. The decision was made that a fulltimeteacher was required to organise and run a gifted programme. In order to create this position eachteacher in the school needed to take additional children in his/her class. This proposal was presented221
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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
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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 and 230: isks. As part of this inclusive phi
Page 231: School F’s JourneyPrior to the pr
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
Page 281 and 282: 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
Page 303 and 304:
Freeman, J. (1998). Educating the v
Page 305 and 306:
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
Page 313 and 314:
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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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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