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The Extent and Nature of Identification and Provisions forGifted and Talented Students in New Zealand Schools26 May 2003Dear Principal and Board of Trustees ofSchoolAs part of the Ministry of Education’s initiatives for gifted and talented students, a team of researchers fromMassey University has been commissioned to investigate the extent and nature of identification andprovisions in New Zealand schools. The research has three phases: a review of the literature; a survey of allNew Zealand schools; and case studies of schools with promising provisions.The survey of all schools in New Zealand has been completed, and your school has volunteered to work withus during phase three as we examine promising practices related to the identification and provisions forgifted students. Your school was selected based upon the comprehensive procedures, identification andprovisions which have been reported, alongside the need to have a sample representative of the differenttypes of schools in New Zealand. Our purpose in this phase of the research is to gather more in-depthinformation about your school’s 5oume~ 1 to date, future plans, and the enablers and bainers to effectiveidentification and provisions. From a Ministry perspective, the information you provide will be useful inplanning future directions and initiatives in gifted and talented education. This information is ncit beingcollected as a means of assessing or judging your school.Upon confinuation of your school’s participation, the school will be visited by a member of our researchteam, at the school’s convenience, during term two, or if necessary early in term three. During the one-dayvisit, the research team member willConduct a semi-structured in-depth interview with the person(s) with responsibility for gifted andtalented education;Conduct a focus group interview with a cross-section of no more than eight teachers, after school andfor approximately one hour (These may be syndicate leaders, deans, heads of departments, orrepresentatives of your choosing.);if frasible, informally visit and observe classrooms or programmes; andlike access, and when applicable, photocopies, of any written documentation, such as policies, actionplans, registrars and so on for the purpose of document analysis.The findings from the case studies will be presented across broad themes, as opposed to individual cases. Forexample, in relation to the steps taken toward effective provisions we will analyse the responses from allcase study schools, reporting broad generalisations and themes which emerge. In this way your school willnot be named or identified in the final report.Informed consent will be requested of each staff member who is interviewed, assuring confidentiality andanonymity, as well as outlining their rights as participants. The interviews will be tape-recorded andtranscribed for analysis. We will make available the transcribed interviews for checking of accuracy andthither comment. All data will be stored in a secure location at Massey University for a period of five yearas.The findings of this research will or4y be used for the purpose of submitting a final report to the Ministry,and any other publications and presentations which may arise.332
As compensation for your school’s involvement, we will pay the cost for one-days teacher release. Once thereport is complete and available for release, a copy will be sent to your school.As a participating school, your staff 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 school’s name 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 you have any concerns about the conduct of this research, please contact Professor Sylvia VRumball, Chair, Massey University Campus Human Ethics Committee: Palmerston North, telephone 06 3505249, email S.V.Rumball@massey.ac.nz,If your school would like to serve as a case study school, please sign and return the consent form in theenclosed envelope or by fax (06-35 1-3383) no later than 3 June 2003. Should you have any questions orconcerns regarding this research, please do not hesitate to contact me.SincerelyTracy Riley, PhDProject Director333
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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
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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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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 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: The Extent and Nature of Identifica
Page 347 and 348: APPENDIX DConsent Forms335
Page 349: The Extent and Nature of Identifica
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