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

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Rawlinson, C. (1999). Teachers’ recognition of children with special abilities: A change in direction!Paper presented at the NZARE/AARE, Melbourne, Nov/Dec. Retrieved February 2, 2003from http://www.tki.org.nz/r/gifted/pedagogy/rawlinson_e.php.Ray, J. (1997) The gifted student in the regular classroom: A survey. Tempo, 17 (4), 18-20.Raywid, M.A. (1990). Separate classes for the gifted? Education Digest, 56(3), 68.Reid, N. (1989). Contemporary Polynesian conceptions of giftedness. Gifted Education International,6 (1), 30-38.Reid, N. (1990). Identifying the culturally different gifted in New Zealand. APEX 3 (3), 3-10.Reid, N. (1991). Gifted and disadvantaged in New Zealand. In B. Wallace and H.B. Adams (Eds.),World perspectives on the gifted disadvantaged. Bicester, England: AB Academic Publishers.Reid, N. (1992). Correcting cultural myopia. In E. Le Sueur (Ed.), Proceedings of the Guiding theGifted Conference, July 6-7th (pp. 49-63) Auckland: Conference Publishing Limited.Reid, N. A. (1993). Progressive Achievement Test of Mathematics: Teachers Manual (Revised).Wellington: NZCER.Reid, N. (1996). Evaluation of programmes. In D. McAlpine, & R. Moltzen (Eds.), Gifted andtalented: New Zealand perspectives (pp. 377-390). Palmerston North: ERDC Press.Reid, N. A., & Elley, W. B. (1991). Progressive Achievement Tests of Reading: Teachers Manual(Revised). Wellington: NZCER.Reid, N. A., Johnston, I. C., & Elley, W. B. (1994). Progressive Achievement Test of ListeningComprehension: Teachers Manual (Revised). Wellington: NZCER.Reis, S. M., Gentry, M., & Maxfield, L. R. (1998). The application of enrichment clusters to teachers’classroom practices. Journal for the Education of the Gifted , 21(3), 310-334.Reis, S.M., Kaplan, S.N.., Tomlinson, C.A., Westberg, K.L., Callahan, C.A., & Cooper, C.R. (1998).Equal does not mean identical. Educational Leadership, November, 74-77.Reis, S.M., & Renzulli, J.S. (2003). Curriculum compacting: A systematic procedure for modifying thecurriculum for above average ability students. RetrievedSeptember 10, 2003 fromhttp://www.sp.uconn.edu/~nrcgt/sem/semart08.htmlReis, S.M., & Westberg, K.L. (1994). The impact of staff development on teachers’ ability to modifycurriculum for gifted and talented students. Gifted Child Quarterly, 38(3), 127-131.Reis, S.M., Westberg, K.L., Kulikowich, J., Caillard, F., Hebert, T., Plucker, J., Purcell, J.H., Rogers,J.B., & Smist, J.M. (1993). Why not let high ability students start school in January? Thecurriculum compacting study. Storrs, CT: The National Research Center on the Gifted andTalented, University of Connecticut.Reis, S.M., Westberg, K.L., Kulikowich, J.M., & Purcell, J.H. (1998). Curriculum compacting andachievement test scores: What does the research say? Gifted Child Quarterly, 42 (2), 123-129.Renzulli, J.S. (1977). The Enrichment Triad Model: A guide for developing defensible programs forthe gifted and talented. Mansfield Center, CT: Creative Learning Press.304
Renzulli, J.S. (1986). Systems and models for developing programs for the gifted and talented.Mansfield Center, CT: Creative Learning Press.Renzulli, J.S. (1987). The positive side of pull-out programs. Journal for the Education of the Gifted,10(4), 254-253.Renzulli, J.S. (1994). Schools for talent development. Mansfield Center, CT: Creative Learning Press.Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-fiveyear perspective. Journal for the Education of the Gifted. 23(1), 3-54. Retrieved April 29,2002 from http://www.sp.uconn.edu/~nrcgt/sem/semart14.html.Renzulli, J.S. (2001a). Gifted education in the new century: Identification and programming issues.The Australasian Journal of Gifted Education, 10(1), 23-32.Renzulli, J. S. (2001b). Students and standards plus: A good idea or a new cage? Journal ofSecondary Gifted Education, 12, (3), 139-140.Renzulli, J.S. (2003). Parent and peer ratings in the identification process. Retrieved September 1,2003 from http://www.sp.uconn.edu/~nrcgt/sem/peeridpr.html.Renzulli, J.S., Gentry, M., & Reis, S.M. (2003). Enrichment clusters: A practical plan for real-world,student-driven learning. Mansfield Center, CT: Creative Learning Press.Renzulli, J.S., Leppien, J.H., & Hays, T.S. (2000). The Multiple Menu Model: A practical guide fordeveloping differentiated curriculum. Mansfield Center CT: Creative Learning Press.Renzulli, J.S., & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive plan foreducational excellence. Mansfield Center, CT: Creative Learning Press.Renzulli, J.S., & Reis, S.M. (1986). The triad reader. Mansfield Center, CT: Creative Learning Press.Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide foreducational excellence (2nd Ed.). Mansfield Center, CT: Creative Learning Press.Renzulli, J. S., & Reis, S. M. (2000). The schoolwide enrichment model. K. A. Heller, F. J. Mönks, R.J. Sternberg, & R. F. Subotnik (Eds), International handbook of giftedness and talent (pp.367-382). Oxford: Elseiver Science Ltd.Renzulli, J.S., & Reis, S.M. (2002). The Schoolwide Enrichment Model executive summary. RetrievedJanuary 13, 2002 from http://www.sp.uconn.edu/~nrcgt/sem/semexec.htmlRenzulli, J.S., & Reis, S.M. (2003). The Schoolwide Enrichment Model: Developing creative andproductive giftedness. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education (3 rdEd.) (pp. 184-203). Boston: Allyn & Bacon.Senate Select Committee on the Education of Gifted and Talented Children (1998). Report. Retrieved1 June 2003 from http://www.alphalink.com.au/~drednort/ssc.html.Richardson, T. M., & Benbow, C. P. (1990). Long-term effects on the social-emotional adjustment ofmathematically precocious youths. Journal of Educational Psychology, 82(3), 464-470.Riley, T.L. (1996). Curriculum models: The framework for educational programmes. In D. McAlpine,& R. Moltzen (Eds.), Gifted and talented: New Zealand perspectives (pp. 185-200).Palmerston North: ERDC Press.305
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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
Page 123 and 124:
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
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IdentificationDuring the in-depth i
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1. A talent detector form that asks
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The process in one school for the i
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Have an established gifted register
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Withdrawal programmes. The ‘succe
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It’s actually releasing children
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Difficulties. Providing for gifted
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Knowing that Mäori kids like team
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To counteract the previously mentio
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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: Plunkett, M., & Harvey, D. (1995).
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
Page 347 and 348: APPENDIX DConsent Forms335
Page 349: The Extent and Nature of Identifica
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