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

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and discussed at a staff meeting. All teachers agreed to an increase in their roll numbers to enable theestablishment of the gifted and talented programme.The DP took on the responsibility of organising and running this programme. She had no specifictraining in this area but had previously taught at a school that had a gifted programme and so wasaware of some of the benefits and pitfalls involved. She revisited this school, consulted with theprogramme co-ordinator, called on the assistance of gifted experts in the area, attended relevantcourses and so gradually increased her knowledge and skills:It was just a matter of starting from scratch, building up systems, building up ways ofidentifying children, calling on people …It was just trial and error to start with. There wereno rules.The programme has always had the total support of the principal, teachers and community. It consistsprincipally of withdrawal enrichment classes in a range of subject and skill areas. Initially theseclasses were for Year 2 to Year 6 children but this was found to be too demanding on the DP’s timeand resources. Nowadays the programme caters for combined Years 3 and 4 and Years 5 and 6 groups.Fifteen to eighteen children are withdrawn three times a week for a total of four and a half hourstuition. A small core of children get nominated for most enrichment classes but otherwise membershipis quite fluid. Up to 100 different children can participate in various groups throughout the year. Thisrepresents approximately one quarter of the school.At the beginning of every term teachers are asked to identify children in their class whom theyconsider gifted and talented. They use an identification/nomination grid and gifted characteristicsinformation provided by the DP to assist them in this task. The areas of giftedness included are variedand wide-ranging. In addition, PAT scores (especially listening scores), classroom products andperformances and teachers’ “gut feelings” are taken into consideration.Once children are identified, withdrawal classes are organised to enrich children in their areas ofstrength. The DP usually teaches these classes but she will also release other staff members to takegroups in areas where they have particular skills and interest. Classroom teachers have contributed tocomputer, sport and art groups.Enrichment topics can be based around a high quality resource, an up-coming event or competition,school happenings or a special interest of the DP. Occasionally teachers request that a particular topicbe taken when they identify a need within their own classrooms. Topics which have been covered overthe years include: mathematics, edible garden, worm farming, sports, “selling our school” (anewspaper competition), time capsules, school playground design, a Picasso art project and amarionette puppet project which involved making the puppets, their costumes, a puppet theatre andwriting and performing a play.Each enrichment topic lasts six weeks. However, groups are not run in the first six weeks to enablechildren to settle into their regular classes and for teachers to conduct PAT testing and run schoolcamps. Similarly, enrichment groups are not taken in the last month of the school year to allowchildren to participate in end of the year activities.In addition to withdrawal groups, gifted and talented children are provided for in their regularclassrooms. The school does not favour grade skipping but prefers to accelerate children within theirown class:We don’t shift them into other rooms, we try and keep them with their own age group.The local one-day-a-week programme is utilised. This year twelve children from Year 4 to Year 6 areattending. The school pays a proportion of their fees from the gifted programme fund and parents paythe balance. Parents transport their children to the one-day-a-week programme. The CorrespondenceSchool is also used to extend children in areas the school cannot provide for.222
School electives and the annual school production provide further enrichment opportunities for giftedand talented students. The latter includes group and solo musical performances, kapahaka and drama.Gifted and talented musicians, artists and leaders are given responsibility for designing props,choreographing sections and organising practices. Children in Year 3 to Year 6 participate in a rangeof electives for 45 minutes once a week. Choices include choir, kapahaka, drama, sports, guitar, linedancing, horticulture and computers. In addition, a drama teacher comes to school once a week to takelunch time drama lessons. Parents pay for their children to attend. In Term 3 Spanish lessons areplanned if there is sufficient interest and in Term 4 lunchtime guitar lessons will be available. BothSpanish and guitar lessons are to be offered on a parent-pay basis.Parental and community involvement in gifted programmes is encouraged. Parents act as resourcepeople, provide transport, attend performances and are invited to visit enrichment groups to see whattheir children are doing and to celebrate their achievements. At the end of one particular topic parentswere invited to bring their children to a BOT meeting where the children’s work on designing a schoolplayground was presented:It was a huge success. It was just wonderful to see the positive feeling it gave the wholething. It was just wonderful to see them sharing with the kids … for some of them it was thefirst time they’d been in the school apart from the day they had enrolled their kids.The DP noted that the future of gifted education at this school is difficult to predict as the provision ofenrichment classes is dependent on funding, roll numbers and the availability of appropriate staff.However, if the enthusiasm of staff and parents is any indication, it should continue in some form orother.223
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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
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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 and 232: School F’s JourneyPrior to the pr
Page 233: Table 42. Profile of School G.Overa
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
Page 283 and 284: 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
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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