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

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sports academy class were considered to be more diverse, compared to the students in the gifted andtalented class who were thought to have more similarities than differences.The school endeavours to provide a broad programme for their gifted and talented students. Past andpresent provisions include: vertical acceleration in some subjects; university papers; a programmebased upon George Betts’ Autonomous Learner Model; Correspondence School; trips; Writers’Festival; Science Fair; electives (for example, philosophy, astronomy, pottery, crafts, debating, theatresports, writing club, chess, computers); problem solving programmes; and competitions.Leadership opportunities, for example, the YWCA Young Leaders programme, are provided forstudents who have gifts in interpersonal skills. The school sends girls with average ability who missout on school leadership roles, but who have been recognised for their potential to the YWCAprogramme.Supporting senior students who are gifted and talented is considered to be one of the school’s moresuccessful provisions. There is good two way communication and the school offers a mentoringprogramme, run by the Head of Student Support Services, whereby staff sign up to mentor studentswho are gifted in their field of expertise. People in the community are also approached to be mentors,however more often than not, the mentors are teachers at the school.Throughout its journey, the school has always been fortunate to have a dedicated person to drivethrough new initiatives relating to gifted and talented education. Now with more and more staffcommitted to making provisions for the gifted and talented students, this secondary school standspoised to reflect and consider new ideas to continue this ongoing journey into the future.228
Table 45. Profile of School J.OverallCoordinationDefinitionCoordinatorCommitteePolicies andProceduresDesignated Teacher (Learning Support Co-ordinator, Special Needs Coordinatorand Gifted and Talented Teacher)Designated Teacher, School Counsellor and Head of Department MathsGifted and Talented Policy, Learning Support Policy (with specificreference to gifted and talented) and Acceleration Policy; Teachers’ Guidesfor identification and provision; Schemes for all curriculum areas includeprovisions; Mathematics Department 5-year articulation plan for talentedstudents.RationaleGoals or PurposesSchool-Based DefinitionIdentification PracticesProgramming OptionsCurriculum or Programme ModelProfessional DevelopmentFundingMonitoring and EvaluationRegister of Identified StudentsGifted and talented students are those who have potential (gifted) or are performing (talented)well above average in any of the following domains: general intellectual, specific academic,creative or productive thinking, leadership, visual or performing arts and psychomotor ability.IdentificationProvisionsAreas ofAbilityMethodsAge LevelsNatureClassroom-BasedCommunity-BasedSchool-BasedIntellectual/AcademicCreativityVisual and Performing ArtsSocial/LeadershipCulture-SpecificPhysical/SportOtherIntellectual/academic ability is identified across the whole school usingteacher observation/nomination, tests and parent nomination; Sometimes selfand peer nomination is used and on rare occasions teacher rating scales, andIQ tests.Years 9-10 students are identified for creative abilities by parentnominations, and sometimes teacher observation/nomination.Visual and Performing Arts abilities are identified across the school usingsometimes: portfolios, auditions and performances, and peer nomination.Social and leadership abilities are identified for Year 9-10 students usingparent nomination and sometimes teacher observation and nomination, andauditions/performance.Physical/Sport abilities are identified for Years 9-10 using performances,sometimes teacher observation/nomination and parent nomination. On rareoccasions peer nomination is used.Schoolwide identification for intellectual/academicYears 9-10 for creativity, social/leadership, physical/sport.Combination of enrichment and accelerationAbility grouping, curriculum compacting, individualised education plans,consulting specialist teacher, teacher planning, accelerationUniversity courses both correspondence and early entry to mathematicscourses; Olympiad training in mathematics and chemistry; Regional YoungWriter’s GroupAcross the school, in academic areas, withdrawal groups, cluster groups,competitions, external exams and outside experts used.In the visual and performing arts across the school, cross-age grouping,competitions, clubs/electives, external exams and outside experts are used.Social and leadership across the school, cross-age grouping and clubs orelectives are provided.Physical/sport across the school, cross-age grouping, competitions,clubs/electives and outside experts are used.229
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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
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We are very much in our conception
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Table 11. School-Based Concept or D
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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 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: School I’s JourneyThe journey for
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
Page 285 and 286: inclusive nature of giftedness and
Page 287 and 288: provisions in their procedures. Mee
Page 289 and 290: 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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