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

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Troxclair, D.A. (2000). Differentiating instruction for gifted students in regular education socialstudies classes, Roeper Review, 22(3), pp. 195-199.Turner, D. & Olszewski-Kubilius, P. (2003). Parent nomination as a viable means to qualify forTalent Search. Retrieved September 1, 2003 fromhttp://www.ctd.northwestern.edu/resources/identification/parentnom.htmlTyler-Wood, T. (1991). Identification of gifted children: The effectiveness of various measures ofcognitive ability. Roeper Review, 14(2), 63-65.Udvari, S.J. (2000). Competition and the adjustment of gifted children: A matter of motivation.Roeper Review, 22(4), 212-217.United States Curriculum Council of the National Leadership Training Institute on the Gifted andTalented. (1986). Programs for the gifted and talented.University of Plymouth (2003). Distance education: Why distance learning? Retrieved September 1,2003 from http://www.fae.plym.ac.uk/tele/vidconf1.html.Urban, S. (2003). ICT a plethora of opportunities. Paper presented at the 15 th Biennial Conference forGifted Education, Adelaide, South Australia, August 1-5.Van Tassel-Baska, J. (1986a). The use of aptitude tests for identifying the gifted: The talent searchconcept. Roeper Review, 8, 185-189.Van Tassel-Baska, J. (1986b). Effective curriculum and instructional models for talented students.Gifted Child Quarterly, 30, 164-169.Van Tassel-Baska, J. (1986c). Acceleration. C. J. Maker (Ed.), Critical issues in gifted education:Defensible programs for the gifted (pp. 179-196). Rockville, MD: Aspen.Van Tassel-Baska, J. (1987). The ineffectiveness of the pull-out model in gifted education: A minorityperspective. Journal for the Education of the Gifted, 10(4), 255-264.Van Tassel-Baska, J. (1989). The disadvantaged gifted. In J. F. Feldhusen, (Ed.). Excellence ineducating the gifted. (pp. 53-69). Denver: Love.Van Tassel-Baska, J. (1992a). Educational decision making on acceleration and grouping. Gifted ChildQuarterly, 36(2), 68-72.Van Tassel-Baska, J. (1992b). Developing learner outcomes for gifted learners. ERIC Clearinghouseon Disabilities and Gifted Education (Digest #E514).Van Tassel-Baska, J. (1992c). Planning effective curriculum for gifted learners. Denver, CO: LovePublishing Company.Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners (2 nd ed). Boston: Allyn &Bacon.Van Tassel-Baska, J. (1997). What matters in curriculum for gifted learners: Reflections on theory,research, and practice. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education(2 nd ed.)(pp. 126-135). Needham Heights, MA: Allyn & Bacon.Van Tassel-Baska, J. (1998). Excellence in educating the gifted (3 rd Ed.) Denver, CO: Love.312
Van Tassel-Baska, J. (2000). Theory and research on curriculum development for the gifted. InK.A.Heller, F.J. Mönks, R. Subotnik, & R. Sternberg (Eds.), The international handbook ofgiftedness and talent (2 nd Ed.) (pp. 345-365). New York: Elsevier.Van Tassel-Baska, J. (2002). Assessment of gifted student learning in the language arts. The Journalfor Secondary Gifted Education, XIII(2), 67-72.Van Tassel-Baska (2003). Basic educational options for gifted students in schools. College of Williamand Mary.Van Tassel-Baska, J., & Brown, E.F. (2001). An analysis of gifted education curriculum models. InF.A. Karnes & S.M. Bean (Eds.), Methods and materials for teaching the gifted (pp. 93-132).Waco, TX: Prufrock PressVan Tassel-Baska, J., Johnson, D., & Avery, L. D. (2002). Using performance tasks in theidentification of economically disadvantaged and minority gifted learners: Findings fromproject STAR. Gifted Child Quarterly, 46 (2) 110-124.Van Tassel-Baska, J., Leonhard, P., Glenn, C., Poland, D., Brown, E., & Johnson, D. (1999).Curriculum review as a catalyst for gifted education reform at secondary level. The Journal ofSecondary Gifted Education, 10(4), 173-184Van Tassel-Baska, J., Patton, J., & Prillaman, D. (1991). Gifted youth at risk: A report of a nationalstudy. Reston, VA: The Council for Exceptional Children.Vars, G. F. & Rakow, S. R. (1993). Making connections: Integrative curriculum and the giftedstudent. Roeper Review, 16, (1), 48-53.Vasilevska, S. (1998). The magic of mentoring - more than just an illusion. Paper presented at theAAEGT 7th National Conference Wrest Point Casino, Hobart, Tasmania, June 17 – 20.Retrieved September 15, 2003 from http://www.tased.edu.au/tasonline/tag/aaegt7/vasil2.htmVasilevska, S. (2003). Cultural conceptions of giftedness: Examining the myths. Paper presented at the15 th World Conference Gifted 2003: A Celebration Downunder, Adelaide: August 1-5, 2003.Vaughn, V.L., Feldhusen, J.F., & Asher, J.W. (1991). Meta-analyses and review of research on pulloutprograms in gifted education. Gifted Child Quarterly, 35(2), 92-98.Vialle, W., & Quigley, S. (2002). Does the teacher of the gifted need to be gifted? Gifted andTalented International, XVII (2), 85-90.Vialle, W., Ashton, T., Carlon, G., & Rankin, F. (2001). Acceleration: A coat of many colours.Roeper Review, 24(1), 14-19.Virtual School for the Gifted. (2003). Homepage. Retrieved August 15, 2003 fromhttp://www.vsg.edu.au/Weschler, D. (1992). Weschler Intelligence Scale for Children – Third Edition (AustralasianAdaptation). San Antonio: Harcourt Brace & Co.Westberg, K.L., & Archambault, F.X. (1995). Profiles of successful practices for high ability studentsin elementary classrooms. (Research Monograph 95122). Storrs, CT: The National ResearchCenter on Gifted and Talented.313
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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
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One of the main day to day operatio
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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: Timutimu-Thorpe, H. (1988). E awhi
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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