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

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Schiever, S. W., & Maker, C. J. (1991). Enrichment and Acceleration: An overview and newdirections. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (pp. 99-110).Needham Heights, MA: Allyn & Bacon.Schiever, S. W., & Maker, C. J. (2003). New directions in enrichment and acceleration. In N.Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (3 rd ed). (pp. 163-173).Boston, MA: Allyn & Bacon.Schuler, P.A. (1997). Cluster grouping coast to coast. National Research Center on Gifted andTalented Newsletter, Spring. Retrieved September 15, 2003 fromhttp://www.sp.uconn.edu/~nrcgt/news/winter97/wintr974.htmlSchumacker, R. E., & Sayler, M. (1995). Identifying at-risk gifted students in an early college entranceprogram. Roeper Review, 18(2), 126-129.Schwizer, V. (1994). A rich offering of enrichment programs. European Education, 26(3), 64-65.Seney, R. (2001). The process skills and the gifted learner. In F.A.Karnes & S.M. Bean (Eds),Methods and materials for teaching the gifted (pp. 159-180). Waco, TX: Prufrock Press.Shields, C.M. (1995). A comparison study of student attitudes and perceptions in homogeneous andheterogeneous classrooms. Roeper Review, 17 (4), 234-238.Shields, C.M. (1996). To group or not to group academically talented or gifted students? EducationalAdministration Quarterly, 32 (2), 295-323.Shields, C.M. (2002). A comparison study of student attitudes and perceptions in homogeneous andheterogeneous classrooms. Roeper Review, 24(3), 115-120.Shore, B.M., & Delcourt, M.A.B. (1996). Effective curricular and program practices in giftededucation and the interface with general education. Journal for the Education of the Gifted,20(2), 138-154.Siegle, D. (1998). An independent study model for secondary students. NRC/GT Newsletter (7 tharticle). Retrieved October 10, 2003 fromhttp://www.sp.uconn.edu/~nrcgt/news/spring98/sprng987.html.Silverman, L.K. (1995). Highly gifted children. In J.L. Genshaft, M. Bireley, & C.L. Hollinger (Eds.),Serving gifted and talented students. A resource for school personnel (pp. 217-240). Pro-Ed:Texas.Silverman, L. (2003). The false accusations of elitism. Retrieved August 1, 2003 fromhttp://www.gifteddevelopment.com/Articles/False%20accusation%20of%20elitism.htmlSisk, D. A. (1979). Acceleration versus enrichment: A position paper. In W. C. George, S. J. Cohn, &J. C. Stanley (Eds.), Educating the gifted: Acceleration and enrichment (pp. 236-238).Baltimore, MD: John Hopkins University Press.Sisk, D. (2003). Maximizing the high potential of minority economically disadvantaged students. In J.F. Smutny (Ed.). Underserved gifted populations. Responding to their needs and abilities.(pp.239-260). New Jersey: Hampton Press, Inc.Slavin, R.E. (1987). Ability grouping and student achievement in elementary schools: A best-evidencesynthesis. Review of Educational Research, 57, 293-336.308
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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
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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
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additional funds for competitions,
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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: Robinson, A. (1991). Cooperative le
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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