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

More documents

Recommendations

Info

Literature Review:The Extent, Nature and Effectiveness of Planned Approaches in New ZealandSchools for Identifying and Providing for Gifted and Talented StudentsDetails of Publication:AuthorTitleJournalYear/Volume/issue Number/PagesPublisher/LocationCountry of OriginInstitutional AffiliationKey Themes:Section 1: RESEARCH-BASED REFERENCESResearch Questions/Aims:Target Population for Provision (ie, age, area of giftedness):Identification Methods Used:Nature of Provision:Research Design/Methodology (i.e., type of research, numbers involved, length of research, etc):Measures of Student Outcomes Used (Cognitive, Social/Emotional, Cultural, Creative):Findings:Recommendations for Effective Identification and Provision (both stated & inferred):316
Section 2: THEORY-BASED REFERENCES AND REPORTS OF PROVISIONMain Focus:Target Population for Provision (i.e., age, area of giftedness):Approaches to Identification and Provision:Aims in Relation to Enhanced Cognitive, Social/Emotional, Cultural and Creative StudentOutcomes:Recommendations for Effective Identification and Provision (both stated and inferred):OVERALL RATING317
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 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 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: APPENDIX ALiterature Review Templat
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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?