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

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Boswell, R. (2003b). Possible indicators of and provisions for Mäori gifted learners – A discussiondocument. Auckland: Team Solutions.Bowd, A. (2003). Identification and assessment of gifted and talented youth particularly in northern,rural and isolated communities. Lakehead University: Center for Educational Excellence andChildren with Special Needs.Boyd, L.N. (1992). The needs assessment – who needs it? Roeper Review, 15(2), 64-67.Braggett, E. (1994). Developing programs for gifted students. A total-school approach. Victoria:Hawker Brownlow.Braggett, E. (1998a). The regular classroom teacher: The weak link in gifted education? RetrievedAugust 1, 2003 from http://www.tased.edu.au/tasonline/tag/aaegt7/braggett.htmBraggett, E. (1998b). Gifted and talented and their education. In A. Ashman, & J. Elkins (Eds.).Educating children with special needs (3rd ed.), pp. 279-281. Sydney: Prentice Hall.Braggett, E.J., & Moltzen, R.I. (2000). Programs and practices for identifying and nurturing giftednessand talent in Australia and New Zealand. In K.A.Heller, F.J. Mönks, R. Subotnik, & R.Sternberg (Eds.), The international handbook of giftedness and talent (2nd Ed.) (pp. 779-797).New York: Elsevier.Brighton, C.M. (2001). Stronger together than apart: Building better models through collaboration andinterconnection. Journal of Secondary Gifted Education, 12(3), 163-166.Brody, L., & Benbow, C. (1987). Accelerative strategies: How effective are they for the gifted? GiftedChild Quarterly, 31, 105-110.Brody, L. E., & Stanley, J. C. (1991). Young college students: Assessing factors that contribute tosuccess. In W. T. Southern, & E. D. Jones (Eds.), The academic acceleration of gifted children(pp. 102-132). New York, NY: Teachers College Press.Brown, J.H. (2001). REACHing our gifted children. Tall Poppies, 26(1), 6-8.Brown, L.L. (1993). Special considerations in counseling gifted students. School Counselor, 40(3),184-190.Burns, H., & Lewis, B. (2000). Dual-enrolled students’ perception of the effect of classroomenvironment on educational experience. The Qualitative Report, 4(1/2). Retrieved October 15,2003 from http://www.nova.edu/ssss/QR/QR4-1/burns.htmlCallahan, C.M. (1993). Evaluation programs and procedures for gifted education: Internationalproblems and solutions. In K.A. Heller, F.J. Mönks, & A.H. Passow (Eds.), Internationalhandbook of research and development of giftedness and talent. Oxford: Pergamon Press.Callahan, C.M. (2001a). Fourth down and inches. Journal of Secondary Gifted Education, 12(3), 148-157.Callahan, C.M. (2001b). Beyond the gifted stereotype. Educational Leadership, 59 (3), 42-46.Callahan, C. (2001c). Evaluating learner and program outcomes in gifted education. In F.A. Karnes &S.M. Bean (Eds.), Methods and materials for teaching the gifted (pp. 253-300). Waco, TX:Prufrock Press.284
Callahan, C.M., Hunsaker, S.L., Adams, C.M., Moore, S.D., & Bland, L.C. (1995). Instruments usedin the identification of gifted and talented students. University of Virginia: The NationalResearch Center on the Gifted and Talented.Callahan, C.A., & Moon, T.R. (2003). Measuring important instructional outcomes for gifted students.Retrieved December 5, 2003 fromhttp://teach.virginia.edu/gifted/projects/NRC/projects/nagc/NAGC-03-Performance%20Assessments.pdfCallahan, C. M., Tomlinson, C. A., Hunsaker, S. L., Bland, L. C., & Moon, T. (1995). Instruments andevaluation designs used in gifted programs (Research Monograph 95132). Storrs, CT: TheNational Research Center on the Gifted and Talented, University of ConnecticutCampbell, J.R., Wagner, H., & Walberg, H.J. (2001). Academic competitions and programs designedto challenge the exceptionally able. In K.A. Heller, F.J. Mönks, R. Subotnik, & R. Sternberg(Eds.), The international handbook of giftedness and talent (2 nd Ed.) (pp. 523-535). NewYork: Elsevier.Carter, K., & Kuechenmeister, N. (1986). Evaluating the consequences of participating in a giftedpull-out program. Journal for the Education of the Gifted, 9, 265-275.Casey, K.M., & Shore, B.M. (2000). Mentors’ contributions to gifted adolescents’ affective, social,and vocational development. Roeper Review, 22(4), 227-231.Castellano, J. A. & Diaz, E. I. (Eds.). (2002). Reaching new horizons. Gifted and talented educationfor culturally and linguistically diverse students. Boston: Allyn and Bacon.Cathcart, R. (1994). They’re not bringing my brain out. Auckland: REACH Publications.Cathcart, R. (1996). Educational provisions: An overview. In D. McAlpine & R. Moltzen (Eds.).Gifted and talented: New Zealand perspectives. (pp. 121-138). Palmerston North: ERDCPress.Cathcart, R. & Pou, N. (1992). The gifted child who is Mäori. NZAGC Gifted Children Their Future:Our Challenge, 17 (3), 13-17.Charlton, J. C., Marolf, D. M., & Stanley, J. C. (2002). Follow-up insights rapid educationalacceleration. Roeper Review, 24(3), 145-151.Chessman, A. (2003). Policy development and practice – the New South Wales experience. Paperpresented at the 15 th Biennial World Conference on Gifted and Talented. Adelaide, 1-5August.Clark, B. (1997). Growing up gifted (5 th ed.) Columbus: Macmillan.Clark, B. (2002). Growing up gifted (6 th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.Clark, G., & Zimmerman, E. (2002). Tending the special spark: Accelerated and enriched curricula forhighly talented art students. Roeper Review, 24(3), 161-168.Clarke, A. (2001). Early identification of gifted students and catering for them in the early stages ofkindergarten. Primary Educator (7)1, 21-29.285
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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
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Table 12. Formal Identification by
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The frequencies for this section ar
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Table 17. Identification Methods: C
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Table 19. Identification Methods: S
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Summary: Formal Identification of G
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Table 24. Community-Based Provision
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Table 25. School-based Provision by
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Provisions: Intellectual/Academic.
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Table 31. Provisions: Gifted and Ta
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primary schools are making schoolwi
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Resource provision, staffing, is a
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Case StudiesTo add richness to this
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7. Measures to ensure identificatio
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Table 36. Profile of School A.Overa
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intelligences, inquiry learning, an
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School B’s JourneyThis full prima
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Table 38. Profile of School C.Overa
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included. Teachers chose which acti
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School D’s JourneyWhile it is dif
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Table 40. Profile of School E.Overa
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isks. As part of this inclusive phi
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School F’s JourneyPrior to the pr
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Table 42. Profile of School G.Overa
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School electives and the annual sch
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School H’s JourneyThe gifted and
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School I’s JourneyThe journey for
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Table 45. Profile of School J.Overa
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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
Page 291 and 292: eflect the core principles of gifte
Page 293 and 294: ReferencesAdams, C., & Cross, T. (1
Page 295: Betts, G. (1985). Autonomous Learne
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: The Extent and Nature of Identifica
Page 345 and 346: As compensation for your school’s
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APPENDIX DConsent Forms335
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The Extent and Nature of Identifica
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