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

More documents

Recommendations

Info

numbers of students from each school are limited for these provisions. In targeting certain groups therewas awareness that other students were missing out. For example, the Year 7 and 8 students were notinvolved in the region’s cluster programme. However, this school feels that the school cluster networkis effective because they have a committed group of people working together.Provisions that have been offered by another school have been in conjunction with a partner school,and include workshops in ICT mind-mapping, creative dance, art, mathematics, music performance,spreadsheets, mathematics problem solving, science, storytelling, and speechmaking. Two teachers areused, one from each school. Having two teachers involved can facilitate effective professionaldevelopment, if there is one teacher who has the knowledge and skills, the other teacher may just beinterested and want to up-skill in a particular area. Between twelve and twenty students are involved inany one workshop. The duration of the workshops depend on the nature of the topic. They can be oneor two whole days, or one afternoon per week for a number of consecutive weeks. Students who havebeen involved in the workshops are provided with opportunities to perform and share their work, forexample a music group performed at both of the schools. Working in partnership with another localprimary school has brought many advantages. Staff in each school are able to broaden their base ofexpertise by working with other teachers. This school is also involved in a larger cluster (10 schools),but the coordinator strongly felt that working with only one school has meant that decisions can bemade reasonably quickly as there is less consultation involved.Individualised programmes. One case study school had a schoolwide approach to individualisingprogrammes, and some other schools responded to gifted and talented students’ particular learningneeds as identified in Individual Education Plans. For example, one secondary school cites specificskills such as time management or even spelling and handwriting that are provided in the student’sprogramme. Students are encouraged to take more responsibility for their learning by makingconcentrated efforts in an intensive support programme targeting such specific needs. The teacher aidesometimes provides this support for some specific skills. For some students who have behaviouralproblems the RTLB is used. Support services are also offered in this secondary school from theCareers Department, guidance counsellor and learning support staff.Individual programmes that operate in another primary school have children set integrated minienquiries. Wide use is made by these students of the library and internet for these individual researchprojects. The teacher aide and librarian have also assisted in the facilitation of these individualprojects. In this school all of its computers are located in one suite, and it was felt that thisdisadvantages the gifted children who could use the Internet for research purposes in the classroominstead of having to wait for their class’s turn in the computer suite.The small, Christian primary school provides a schoolwide individualised learning programme withinthe context of the regular school curriculum. Every child in this school has an individualisedprogramme in social studies, science, spelling, grammar, word building and, to a lesser extent, inmathematics. In these subject areas children use individual workbooks, described by the principal as“packets of individualised learning.” These workbooks are the foundation of a Christian-basededucation system adopted by numerous Christian schools throughout the world. Children workthrough the material from level 1 to 85 (primary school) at their own learning rate. Children set theirown daily learning goals and mark their own work. They have flexibility in choosing the order inwhich subjects are tackled. Teachers provide assistance on request and monitor children’s work on anon-going basis. Although this system was not adopted specifically to benefit gifted and talentedstudents, it is seen as a fortunate “by-product.”This school’s programme allows for both enrichment and acceleration. Gifted and talented studentscan accelerate through the primary levels and proceed on to secondary level material in one or moresubject areas. Enrichment modules are available in a range of subjects including Hebrew, motormechanics, bible study and animal science. Hands-on experiments and activities are included in themodules as are homework tasks and additional teacher-added enrichment content such as relevantvideos. The teachers in this school felt positive about the individualised education they were providingfor gifted and talented students, as explained by one of the teachers:242
It’s actually releasing children into something special that they are already interested inand love doing. Giving them those opportunities and letting them go and because we havethis individualised programme we can do it without having to establish special times andspecial groups and all that.Cross-age grouping. One primary school uses cross grouping in the junior school. Bright children areplaced in a top group (based on ability) for enrichment and acceleration. Teachers share top andbottom group allocation to ensure one teacher is not always given the bottom group. (Cross-groupinghad been tried in the senior school but was not considered successful). Similarly, in the schoolwidesystem of individualisation previously discussed, students were sometimes cross-age grouped. Formany of the withdrawal programmes at primary level, students were grouped based upon interestrather than age.Special classes. One case study secondary school considers ability grouping (i.e., homogeneousclasses) to be its most successful provision for gifted and talented students. Mixed ability groupings(i.e., heterogeneous classes) have been piloted but ability grouping is now the provision of choice.There was an expressed perception that secondary teachers are not trained to deal with mixed abilitygroups. Furthermore some parents choose only to send their children to this school, if they get in toone of the top groups. If this provision was not offered those families would choose other schools.When selected, students are sent a written invitation, to offer them a place in the gifted educationclass.One of the secondary schools provides for Year 9 students identified as having both academic andsports ability in a sports academy class. While some teachers considered this class to be one of theschool’s most promising provisions, others questioned the logic of selecting students into a classbecause of their sporting ability. Grouping these students together was not seen as either the best or theeasiest way of teaching them other core subjects. Students in the ‘sports academy class’ wereconsidered to be more diverse, compared to the students in the other gifted education class who werethought to be more similar than dissimilar from each other. In other words, apart from being similar intheir sports ability and their attitude to sport, they operated more as a mixed ability class.The intermediate school has devised four special classes for gifted and talented students. These classesoffer both enrichment and acceleration opportunities and identification is based upon a broaddefinition of giftedness and talent. The coordinator in this school felt that the most successful aspect ofthis programme was its broadened perspectives of giftedness, which has resulted in a mix of differenttypes of gifted students. The teachers discussed at length the importance placed upon seeking outtypically under-represented groups: underachievers and students with disabilities were most frequentlydiscussed.Liaison with universities and tertiary providers. University support from experts was seen in severalschools (both primary and secondary) as most valuable for both students and teachers. Studentsreceived an interesting and appropriate programme to challenge them and teachers then learned aboutthe students’ experiences through a sharing process back at school. When students were able to attendthe university for their programme “they treated them like they were something special.”The Correspondence School. Gifted and talented students are also provided for in several schools byCorrespondence School programmes. Gifted and talented primary school students were studyingsubjects such as secondary level mathematics and advanced English. In another school the principalprovided choice to a student who is gifted across the spectrum:I said to her, “Well [name of child], what do you want to do? We need to do somethinghere. What would you like?” and I got her the Correspondence School folder. I said “Takethat home. Talk to Mum and Dad about it. Tell us what you want to do.” So she chose herwriting course and that was fine so away she goes.243
Page 1 and 2:
The Extent, Nature and Effectivenes
Page 3 and 4:
iii
Page 6 and 7:
AcknowledgementsThe research team w
Page 8 and 9:
viii
Page 10 and 11:
The Nature and Extent of Identifica
Page 12 and 13:
Table 28. School-Based Provisions:
Page 14 and 15:
policy (Ministry of Education, 2002
Page 17 and 18:
Introduction to the Literature Revi
Page 19 and 20:
national and international theory a
Page 21 and 22:
literature in relation to New Zeala
Page 23 and 24:
DEFINITIONS AND CHARACTERISTICSTher
Page 25 and 26:
It is also important to remember th
Page 27 and 28:
classroom. She further recommends t
Page 29 and 30:
combination. The desirable approach
Page 31 and 32:
identification and the opportunitie
Page 33 and 34:
words, teacher identification in yo
Page 35 and 36:
Tests of intelligence. Tests of int
Page 37 and 38:
2003). The bias reported in these t
Page 39 and 40:
mentioned, it must be recognised th
Page 41:
that ‘all parents think their chi
Page 46:
The adaptations made to content, pr
Page 49 and 50:
same time, relationships can be bui
Page 51 and 52:
6. The classroom has a comfortable,
Page 53 and 54:
Freeman (1998) conceives enrichment
Page 55 and 56:
egular classroom can also alleviate
Page 57 and 58:
• These learners should have oppo
Page 59 and 60:
learning there seems to be reluctan
Page 61 and 62:
Swiatek (2002) concludes that the S
Page 63 and 64:
Perhaps in the historical debate ov
Page 65 and 66:
The New Zealand Curriculum recognis
Page 67 and 68:
Stocktake Report to the Minister of
Page 69 and 70:
The model reflects many of the prin
Page 71 and 72:
• The establishment of learning g
Page 73 and 74:
challenging for them” (Fielder et
Page 75 and 76:
(1986) believe that if grouping is
Page 77 and 78:
EDUCATING GIFTED AND TALENTED STUDE
Page 79 and 80:
and exposure to higher level thinki
Page 81 and 82:
5. Ensure the student is equipped a
Page 83 and 84:
• A documented programme for an i
Page 85 and 86:
There are some suggestions that IEP
Page 87 and 88:
Potential Weaknesses• Time consum
Page 89 and 90:
always be concerned to protect stud
Page 91 and 92:
Similar findings were reported by J
Page 93 and 94:
Potential Strengths• Working in t
Page 95 and 96:
Kaplan (1999) outlines the followin
Page 97 and 98:
Potential weaknesses of learning ce
Page 99 and 100:
Developed specifically as a model f
Page 101 and 102:
earlier in this review of the liter
Page 103 and 104:
• A practical option for small or
Page 105 and 106:
programmes of this nature. Macleod
Page 107 and 108:
have significant but varying positi
Page 109 and 110:
• Missed instruction (Cox & Danie
Page 111 and 112:
describe American secondary schools
Page 113 and 114:
felt that instruction was more stud
Page 115 and 116:
Recommendations for Effective Pract
Page 117 and 118:
Outcomes for StudentsEarly entry is
Page 119 and 120:
difficulties, Cornell et al. (1991)
Page 121 and 122:
opportunities for acceleration and
Page 123 and 124:
Burns and Lewis (2000) conducted a
Page 125 and 126:
way, competitions allow students a
Page 127 and 128:
hundred and sixteen of these Olympi
Page 129 and 130:
her wings so that those special abi
Page 131 and 132:
programmes: establish a “definiti
Page 133 and 134:
determine what features are essenti
Page 135 and 136:
their responses (Harrison, 2003). O
Page 137 and 138:
ideas beyond the school curriculum,
Page 139 and 140:
• Narrow selection criteria inclu
Page 141 and 142:
Culture free and culture fair tests
Page 143 and 144:
In her examination of successful pr
Page 145 and 146:
potential (Torrance, 1984). Mentors
Page 147 and 148:
Provisions: ProblemsShortage of cul
Page 149 and 150:
content and context of learning is
Page 151 and 152:
concept/phenomenon, threat of isola
Page 153 and 154:
Similarly, Doidge (1990) recommends
Page 155 and 156:
cooperative team approach is helpfu
Page 157 and 158:
student outcomes is briefly discuss
Page 159 and 160:
a link between programme evaluation
Page 161 and 162:
• Community and parental contribu
Page 163 and 164:
Cathcart (1996) states that, “som
Page 165 and 166:
• Is passionate about discipline,
Page 167 and 168:
Whilst all of these are promising p
Page 169 and 170:
THE NATURE AND EXTENT OF IDENTIFICA
Page 171 and 172:
profiles or cumulative work folders
Page 173 and 174:
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 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 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: Withdrawal programmes. The ‘succe
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
Page 291 and 292: eflect the core principles of gifte
Page 293 and 294: ReferencesAdams, C., & Cross, T. (1
Page 295 and 296: Betts, G. (1985). Autonomous Learne
Page 297 and 298: Callahan, C.M., Hunsaker, S.L., Ada
Page 299 and 300: 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
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
Page 325 and 326:
Van Tassel-Baska, J. (2000). Theory
Page 327 and 328:
APPENDIX ALiterature Review Templat
Page 329 and 330:
Section 2: THEORY-BASED REFERENCES
Page 331 and 332:
APPENDIX BSchool Questionnaire20033
Page 333 and 334:
321
Page 335 and 336:
323
Page 337 and 338:
325
Page 339 and 340:
APPENDIX CInformation Sheets andInt
Page 341 and 342:
The Extent and Nature of Identifica
Page 343 and 344:
Page 345 and 346:
As compensation for your school’s
Page 347 and 348:
APPENDIX DConsent Forms335
Page 349:
show all

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

Create successful ePaper yourself

Delete template?

Save as template?