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The Extent and Nature of Identification and Provisions forGifted and Talented Students in New Zealand SchoolsINFORMATION SHEETFOCUS GROUP INTERVIEWAs part of the Ministry of Education’s initiatives for gifted and talented students, a team of researchers from MasseyUniversity has been commissioned to investigate the extent and nature of identification and provisions in New Zealandschools. The research has three phases: a review of the literature; a survey of all New Zealand schools; and case studiesof schools with promising provisions.The survey of all schools in New Zealand has been completed, and your school has agreed to work with us during phasethree as we examine promising practices related to the identification and provisions for gifted students. Your school wasselected based upon the comprehensive procedures, identification and provisions which have been reported, alongsidethe need to have a sample representative of the different types of schools in New Zealand. Our purpose in this phase ofthe research is to gather more in-depth information about your school’s ‘journey’ to date, future plans, and the enablers andbathers to effective identification and provisions. From a Ministry perspective, the information you provide will beuseful in planning future directions and initiatives in gifted and talented education. This information is not beingcollected as a means of assessing or judging you or your school.As a member of the teaching staff of your school, we would like to invite you to participate in a focus group interview.The interview will be conducted t school for approximately one hour. The purpose in the focus group interview is togain a further understanding of your school’s organisational strategies, identification procedures and provisions forgifted and talented students. During the focus group interview, the following themes will be explored• the schoolwide philosophy regarding the education of gifted and talented students;• the level of schoolwide involvement in the organisation and administration of gifted and talented education;• the promising practices, and enablers and barriers to those, in relation to identification and provisions; and• the identification of and provisions for potentially overlooked gifted and talented students (Le., Maori,culturally diverse groups, underachievers, etc).The findings from the case studies will be presented across broad themes as opposed to individual cases. In this wayneither you nor your school will be named or identified in the final reportThe interview will be tape-recorded and transcribed for anal)S; hence, your participation indicates your consent to beaudiotaped We will make the transcribed interview available to the school for checking of accuracy and furthercomment All data will be stored in a secure location at Massey University for a period of five years. The findings of thisresearch will only be used for the purpose of submitting a final report to the Ministry, and any other publications andpresentations which may arise. Once the report is complete and available for release, a copy will be sent to your school.As a participant, you have the right to:• Decline to participate;• Decline to answer any particular questions;• •Withdraw from the study;• Ask any questions about the study at any time during participation;• Provide information on the understanding that your name, or that of your school, will not be used;• Ask for the audiotape to be turned off at any time during the interviews.This research project adheres to the Code of Ethical Conduct for Research, Teaching and Evaluations; however, if youhave any concerns about the conduct of this research, please contact Professor Sylvia V Rumball, Chair, MasseyUniversity Campus Human Ethics Committee: Palmerston North, telephone 06 350 5249, emailS.V.Rumball@massey.ac.nz. If you have any questions or concerns regarding your involvement in this research, pleasecontact the Project Director, Dr Tracy Riley on 06 350 5799 extension 8625 or T.L.Riley@massey.ac.nz.330
The Extent and Nature of Identification and Provisions forGifted and Talented Students in New Zealand SchoolsFocus Group InterviewThe interview will begin with an overview of the research, including an explanation of the purpose andprocedures for the focus group interview. Participants’ rights will be outlined and informed consent gainedprior to the start of the interview.1. What is your school’s philosophy towards the identification and education of gifted and talentedstudents?2. In terms of the organisation and administration of your school’s identification and provisions forgifted and talented students, what opportunities have been given for schoolwide involvement? (i.e., Havestaff been directly involved in the formulation and implementation of the school’s policy? Have staff hadopportunities for professional development? Have staff been involved in consultative decision-makingprocesses regarding identification and provisions?)3a. What are the most promising practices your school has in place for identifying gifted and talentedstudents? In other words, what do you do ‘really well’?What factors have contributed to the development and implementation of these practices?b. What are the bathers or difficulties in identifying gifted and talented students? How have, or might,those be overcome?4a. What are the most promising practices your school has in place for meeting the needs of gifted andtalented students (i.e., provisions)? In other words, what do you do ‘really well’? What factors havecontributed to the development and implementation of these practices?b. What are the bathers or difficulties in providing for the needs of gifted and talented students? Howhave, or might, those be overcome?5. Please describe the measures your school has in place to ensure gifted and talented Maori children,and those from other underrepresented groups (i.e., cultural, socioeconomic, with disabilities,underachievers, gender, ctc), are identified and provided for appropriately. What measures have been mosteffective? Have there been bathers and if so, how have those been overcome?6. Is there anything else you would like to discuss in relation to your school’s identification of andprovisions for gifted and talented students?331
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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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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
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cluster programme, as well as press
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not all students could participate,
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levels of schooling, and overall or
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The rationale for professional read
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DiscussionThe purpose in this resea
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Schoolwide organisation of gifted a
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inclusive nature of giftedness and
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provisions in their procedures. Mee
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ConclusionsThis section of the rese
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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 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: 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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