ERIC ED437778: The National Research Center on the Gifted and Talented (NRC/GT) Newsletter, 1996.

35 Pages·1996·0.88 MB·English

by  ERIC

DOCUMENT RESUME
ED 437 778
EC 307 626
AUTHOR
Gubbins, E. Jean, Ed.; Siegle, Del, Ed.
The National Research Center on the Gifted and Talented
TITLE
(NRC/GT) Newsletter, 1996.
National Research Center on the Gifted and Talented, Storrs,
INSTITUTION
CT
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
PUB DATE
1996-00-00
34p.; Newsletter published biannually.
NOTE
CONTRACT
R206R50001
AVAILABLE FROM
NRC/GT Newsletter, University of Connecticut, The National
Research Center on the Gifted and Talented, 362 Fairfield
Road, U-7, Storrs, CT 06269-2007. Tel: [phone]; Fax:
860-486-2900; For full text: http://www.gifted.uconn.edu/.
Collected Works
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JOURNAL CIT
The National Research Center on the Gifted and Talented;
Win-Spr 1996
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Ability Identification; Creativity; *Educational Methods;
DESCRIPTORS
Elementary Secondary Education; *Gifted; *Grouping
(Instructional Purposes); Information Sources; Minority
Group Children; Research and Development; *Teacher
Attitudes; *Theory Practice Relationship
*National Research Center on Gifted and Talented
IDENTIFIERS
ABSTRACT
Two newsletters from the National Research Center on the
Gifted and Talented (NRC/GT) include the following major articles:
(1)
"Everything You Need To Know about the NRC/GT: Web Site, Videos, and Texts"
"A. Harry Passow: Scholar and Friend"
(E. Jean Gubbins);
(E. Jean Gubbins
(2)
and Joseph S. Renzulli);
"Learning How New Teachers Relate to Academic
(3)
Diversity in Mixed Ability Classrooms" (Carol Ann Tomlinson);
"Total
(4)
School Cluster Grouping: An Investigation of Achievement and Identification
of Elementary School Students" (Marcia Gentry);
"Valuing, Identifying,
(5)
Cultivating, and Rewarding Talents of Students from Special Populations"
(David St. Jean);
"NRC/GT through the Year 2000 (E. Jean Gubbins);
(6)
(7)
"Still Searching..." (Julie D. Swanson);
"A Tribute to Paul F. Brandwein"
(8)
(E. Jean Gubbins and Joseph S. Renzulli);
"Extending the Pedagogy of
(9)
Gifted Education to All Students" (Sally M. Reis and others);
(10)
"Stimulating Student Creativity: A Review of 'Creativity in the Classroom'"
(Bruce N. Berube). (Individual papers contain references.)
(DB)
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from the original document.
The National Research Center on the
Gifted and Talented, 1996.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
ATIONAL RESOURCES INFORMATION
ICED
CENTER (ERIC)
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Minor changes have been made to
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Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy,
BEST COPY AVAILABLE
National Research Center on the Gifted and Talented
Storrs, CT.
2./
ational
H
Research
Center
Gifted
on the
What You'll Find In This. Issue...
Tribute to A. Harry Passow
4
Tand
Dealing With Academic Diversity
6
alented
Cluster Grouping Research
Special Populations
12
University of Connecticut
City University of New York, City College
Stanford University
University of Virginia
Yale University
111111011111MMIIIIIIIIIIMINIMENEINERIMINEMIMIMIIIINIMIIIIIMIIINIMMI11111111111
Everything You
the Republic of Singapore and the
for Modifying Curriculum for High
second from Leeville, South Carolina.
Ability Students (Reis, Burns, &
Need to Know
People are eager for more information
Renzulli, 1992) to subsequent ones on
about the research findings and the
The Explicit Teaching of Thinking
About the NRC/GT:
educational opportunities to further
Skills: A Six-Phase Model for
their own knowledge and expertise.
Curriculum Development and
Web Site, Videos,
The NRC/GT web site contains our
Instruction (Burns, 1993), Curricular
mission statement, abstracts of all our
Options for "High-End" Learning
and Texts
publications to date, our products list,
(Gavin et al., 1994), and Enrichment
E. Jean Gubbins
text of the Winter 1996 newsletter,
Clusters: Using High-End Learning to
names and addresses of the
University of Connecticut
Develop Talents in all Students (Gentry,
participating universities and research
Storrs, CT
Reis, Renzulli, Moran, & Warren,
teams, and links to home pages posted
1995), we showcased classrooms as
WE ARE KNOWN AS THE
by the University of Connecticut, City
students and teachers experimented
National Research Center
University of New YorkCity College,
with strategies to promote the talents of
on the Gifted and Talented
Stanford University, University of
young people. Videotape footage
(NRC/GT). With all the technology
Virginia, and Yale University. Through
recorded the steps to reducing the
available, however, we are essentially
these links you may learn about
repetition of mastered curriculum,
an international center. Our research is
features of each university such as
defining and infusing thinking skills in
conducted in the United States and
academics, admissions, cultural events,
multiple content areas, applying the
soon finds its way all over the world.
and sports.
strategies of curriculum differentiation,
Recently, Dr. Siamak Vahidi created a
and designing and implementing
Technology makes information readily
web site (www.ucc.uconn.edu/
enrichment clusters for a schoolwide
available using a few keystrokes. If
-wwwgt) for the University of
focus on talent development. If you
connecting to the NRC/GT by
Connecticut, highlighting the NRC/GT,
still need to know more about the
ConfratuteSummer Institute on the
computer keystrokes is not an option
NRC/GT, we have that information
for you, consider accessing our
Gifted and Talented, Three Summers
available, too.
Program, and a new projectUConn
videotape collection. During the first
five years of the Center, we developed
Mentor Connection. All of these
Just over a year ago, we assembled our
a series of videotapes to keep you
programs and opportunities for
research teams and held our first
informed of our research results and to
administrators, teachers, and students
conference entitled "Building a Bridge
have a common purposetalent
provide you with concrete examples of
Between Research and Classroom
development. The interest in talent
translating research into classroom
Practices in Gifted Education" to
practices. From our first live videotape
development is universal. Our first
provide people with another venue for
on Curriculum Compacting: A Process
contact on the new web site was from
(continued on page 2)
3
ARC
Gir
Gifted students should be assessed
provide services to students. (Scott
(continued from page 1)
more than just identified. With Hunsaker)
first-hand information on the latest
identification you answer one
research findings. As presenters
Looking at the strengths of students is a
question: Is the child gifted or
discussed their work with hundreds of
change in mind-set for some of us
not? You get a yes/no answer.
practitioners, two film crews and a host
because much of our earlier training as
Assessment is more
of NRC/GT staff members conducted
teachers centered on looking at the
comprehensive and thorough and
interviews with several researchers. We
deficiencies of skills among students.
tells us not only whether the child
asked our researchers to reflect on their
Now we realize that a focus on
is gifted, but in what ways he/she
work and synthesize findings related to:
strengths allows us to enhance students'
is gifted so that we can meet not
abilities and work towards eliminating
nontraditional assessment;
only academic needs, but social,
deficiencies by engaging them in the
high potential, high risk learners;
emotional, and psychological
curriculum.
challenging learning opportunities;
needs as well.
and
We need to arrange opportunities
A multi-dimensional assessment system
professional development.
within the curriculum for young
should be created including information
people to engage in hands-on
The videotape module entitled The
from parents, teachers, students, and
explorations in topics of their
National Research Center on the Gifted
peers.
interest so that we can see talents
and Talented: Reaching the Destination
emerge. (Jann Leppien)
The multi-dimensional assessment
(Gubbins, 1995) provides topical
must be comprehensive and
commentaries from our researchers.
When the focus on talents is not the
defensible, and it must inform
The module is designed for teacher
primary philosophy of the school,
instruction. Identification,
trainers or as a self-study approach.
students' strengths may not emerge.
teaching, and evaluation should be
Previewing the tape and reviewing the
Sally M. Reis comments:
regarded as integral links to
presentation guidebook provides a
improving the educational
We investigated the experiences of
quick overview of the major topics.
opportunities for high potential,
college age students with learning
Segments of the presentation guidebook
high risk learners. (E. Jean
disabilities. Most had been very
are followed by discussion questions
Gubbins)
bright in elementary school and
and selected resources. Scanning the
had not been identified for gifted
discussion questions aids you in
Designing and developing a multi-
programs. ..or programs for
deciding which findings you would like
dimensional assessment system
.. .
learning disabled students.
learn more about. The presentation
requires careful review and
Their brightness was enough so
guidebook serves as transparency
consideration of potential instruments
that they could do well on most of
masters to share with audiences or as
that reflect the goals and objectives of
the tests for learning disabilities....
print resources.
the programs and services. The
instruments should not be restricted to As the students got older, the
A sample of topical comments will
pencil and paper tests implemented learning disability became more
hopefully spur further discussions
pronounced. .. . They oftentimes
during a single session.
among practitioners as you plan,
did not gain the compensation
develop, implement, and evaluate
We see a combination of new
strategies they would have needed
programs and services for students with
instruments and new techniques.. .
had they been participating in a
known and emergent talents. The topic
which involves people looking at
programthey started to have
of nontraditional assessment is of
children over a longer period of
more problems in school.
primary importance under the Jacob K.
time trying to get involved in
Javits Gifted and Talented Students
bringing out the talent that's there, High potential, high risk learners can
Education Act. How would you
actually eliciting talent as much as
sometimes be overlooked unless we
describe your present approach to
identifying talent. (Carolyn
incorporate multi-assessment
screening and identifying potentially
Callahan) procedures and use the curriculum to
gifted and talented students? Do you
elicit the skills and abilities.
We need to take a proficiency
have a comprehensive, defensible
view, take a look at the strengths
The talents of high potential, high
approach that is sensitive to the student
risk learners will be unveiled by
within cultures, take a look at the
populations of your district? Donna
enriching the tapestry of the
strengths of students, and find
Ford, University of Virginia, reminds
curriculum. The emphasis
reasons within those strengths to
us:
4
change for teachers. We need to
policy, program organization, and
becomes more than just talent
recognitionit is talent
management.
provide teachers with time to make
these changes. (Jeanne Purcell)
development. (E. Jean Gubbins)
Following this synthesis of the
Changing instructional approaches and
Carol Tomlinson notes that creating
research, we provide readers with
providing curricular options requires
challenging learning opportunities can
abstracts of over 50 publications and
be accomplished in many ways such as
time:
accompanying guidelines,
pre-assessing students' skills,
recommendations, or conclusions.
Time has to be built in so that
amplifying learning opportunities,
These briefing sheets offer a concise
people can make the changes
providing choices for students, and
format for readers as you search for the
personally before they can make
differentiating professional
most pertinent research-based findings
the changes with respect to their
development opportunities.
to improve and enhance your programs
instruction. (Deborah Burns)
and services for students with known
The easiest way to build in
Providing time and opportunities for
and emergent talents. We will continue
relevance and challenges in
professional development and follow-
to provide practitioners with
curriculum is to give young people
up opportunities with peer coaches
information about the NRC/GT through
some opportunity to select the
results in more effective adoption and
our web site, videos, and texts as we
work that they would like to
implementation of new strategies.
proceed with our research agenda
pursue, ordinarily in the form of a
Definite differences between the
through the year 2000.
project that leads to a product or
quality of teacher training and actual
some kind of service. (Joseph S.
practice have been documented:
References
Renzulli)
Burns, D. E. (1993). The explicit teaching
Teachers who are successful in
of thinking skills: A six-phase model for
Working with students' strengths and
using differentiated strategies have
curriculum development and instruction
interests helps us to consider responses
been shown how to make
[videotape and handbook]. Storrs, CT:
to questions such as:
University of Connecticut, The National
modifications versus told how to
Research Center on the Gifted and Talented.
make modifications. (Karen
What is the level of challenge in
Gavin, M. K., Gubbins, E. J., Guenther, D.
Westberg)
our curriculum?
R., Neu, T. W., Reis, S. M., Robinson, G., Siegle,
What documentation exists that
D., Schuler, P., & Vahidi, S. (1994). Curricular
We continually try to show
options for "high-end" learning [videotape and
describes the challenge level of our
practitioners how to translate research
handbook]. Storrs, CT: University of
curriculum?
findings into practices. With our multi-
Connecticut, The National Research Center on
In what ways can we differentiate
media approach, we reach our target
the Gifted and Talented.
the curriculum to offer more
audiences. Another text resource also
Gentry, M., Reis, S. M., Renzulli, J. S.,
challenging learning
Moran, C., & Warren, L. (1995). Enrichment
lends itself to providing you with
environments?
clusters: Using high-end learning to develop
"everything you need to know about
talents in all students [videotape and handbook].
the NRC/GT": Developing the Gifts
To make changes in screening and
Storrs, CT: University of Connecticut, The
and Talents of All America's Students:
National Research Center on the Gifted and
identification procedures and curricular
NRC/GT 1990-1995. This monograph
Talented.
options requires professional
Gubbins, E. J. (1995). The National
summarizes the scope of the NRC/GT
development opportunities for
Research Center on the Gifted and Talented:
and synthesizes the findings and
administrators and teachers.
Reaching the destination. [videotape and
themes across studies and
presentation guidebook].
Storrs, CT: University
So much of our training in the past
commissioned papers. The findings
of Connecticut, The National Research Center on
as classroom teachers has been
and themes complement the topical
the Gifted and Talented.
prescription and didactic teaching
commentaries by our researchers from
Gubbins, E. J., St. Jean, D., Berube, B., &
strategies. We need to work with
Renzulli, J. S. (1995). Developing the gifts and
the videotape described above entitled
talents of all America's students: NRC/GT 1990-
teachers to move the model of
The National Research Center on the
1995. Storrs, CT: University of Connecticut,
teaching to involve the children
Gifted and Talented: Reaching the
The National Research Center on the Gifted and
to engage them in exploration.
Destination by focusing on:
Talented.
(Jann Leppien)
Reis, S. M., Burns, D. E., & Renzulli, J. S.
characteristics and identification;
(1992). Curriculum compacting: A process for
special populations;
We are asking teachers to think of
modifying curriculum for high ability students.
program impact, options, and
students in terms of academic
[videotape and handbooks].
Storrs, CT:
outcomes;
abilities, interests, and style
University of Connecticut, The National
professional development; and
Research Center on the Gifted and Talented.
preferences. This is a tremendous
NRC
G/T
5
NRC
G/T
A
A. Harry Passow
learners before some of us even
educational program of the school
realized the importance of these issues.
system and not as an appendage or
Scholar and
a luxury. (Passow, 1979, pp. 447-
In 1979, Dr. A. Harry Passow served as
451)
the editor of The Gifted and the
Friend
Talented: Their Education and
Harry's words and wisdom offered us
E. Jean Gubbins
Development, The Seventy-eighth
guidance in designing and developing
Joseph S. Renzulli
Yearbook of the National Society for
programs when they were published
the Study of Education. He assembled
University of Connecticut
almost two decades ago, and they
a team of scholars to prepare chapters
Storrs, CT
continue to hold promise for the vision
on nurturing and educating students
of what could or should be.
THE FIELD OF EDUCATION
with high abilities. In a closing chapter
Fortunately, in many schools around
often reflects the ebb and flow
entitled "A Look Around and a Look
the world, these generalizations and
of ideas of scholars and
Ahead," Harry delineated some
principles are practiced regularly
practitioners, which at first blush sound
generalizations and principles that
because they represent the best of
new or cutting edge. Then we realize
could have been written in response to
educational research and practice.
the ideas can be traced back to earlier
educational issues of the 1990s. A few
Harry knew and understood the
viewpoints so well constructed they
statements illustrate the prophetic
educational milieu of advantaged and
stood the test of time. Studying the
relevance:
disadvantaged students in urban,
evolutionary ideas results in a sense of
suburban, and rural environments. His
A design for a curriculum for the
admiration and respect for the person
first-hand knowledge of schools and his
gifted and talented should provide
who penned the earlier thoughts. Dr. A.
communications with educators paid
for differentiation of goals,
Harry Passow was such a person whose
off tenfold as he wove his visions for
content, instructional strategies,
ideas make us proud to have known
schools into his many writings.
resources, and evaluation.
him as a scholar and friend. Dr.
Passow died March 28, 1996, and his
The desired
We were honored to
personal and professional legacies to
balance
have Harry
the world are immeasurable. We
between basic
collaborate with
treasure our encounters with him,
general
The National
whether they were face-to-face
education and
Research Center on
meetings, telephone conversations, or
specialized
the Gifted and
reading the numerous books and
education in
Talented on several
articles by such an incredible
the program for
monographs. He
wordsmith.
gifted and
called us one day to
talented
talk about a policy
Harry's many gifts and talents were
students should
study. He collected
evidenced in initial encounters with
determine the
legislative and
him. Just listening to him tell a story
selection of
regulatory
made you realize that he was destined
content and
documents, as well
to write. His words and ideas flowed
instructional
as resource books,
so gracefully. He captured your
strategies.
from 49 states and
attention with his gentle demeanor,
reviewed them for
sound grasp of relevant research, and
Various gifts
explicit and implicit
keen perspectives from experiences.
and talents emerge, can be
policy statements regarding the
Over 40 years ago, Harry talked about.
identified, and can be nurtured at
education of gifted and talented
issues that sound so current in the field
different developmental levels.
children. He wanted to know if we
of gifted and talented education in the
Gifted and talented students need
were interested in publishing a
1990s. He was acutely aware of the
access to a variety of "teachers"
importance of developing the talents of
summary of his study. We were thrilled
instructors, mentors, counselors,
with his request because we knew the
young people, studying the scholastic
and role models.
underachievement among bright quality of his review process and
Programs for the gifted and
students, determining the effects of
recognized how valuable such a
ability grouping, and opening
talented must be viewed as an
document would be to practitioners and
integral part of an ongoing
opportunities for disadvantaged
legislators. Harry, as the lead author,
6
of the Research on Ability Grouping."
presented us with a research study on
Harry's dedication to equity and
He reviewed research findings and
State Policies Regarding Education of
excellence in schools will be witnessed
discussions dating back to the 1920s
the Gifted as Reflected in Legislation
for generations because of his extensive
and summarized the difficulties in
and Regulation (1993), highlighting
professional legacy. In an article for
generalizing from the research. He
critical elements of program planning
Gifted Education International
noted that the problems of equating and
such as:
(Volume 10) entitled "Families and
synthesizing research findings stem
Communities: Essential Resources for
philosophy or rationale;
from the following:
Nurturing Giftedness and Talent," he
definitions of gifted and talented;
reminds us that
The studies vary considerably in
identification procedures;
scope of aim and purpose.
differentiated curriculum and
The school is the catalyst for talent
The studies differ in the number of
instruction;
identification and talent
students, the number of groups,
counseling and support services;
development. (Passow, 1995, p.
and the size of the classes
and
55)
involved.
program evaluation.
The studies differ in their
In many ways, Dr. A. Harry Passow
Harry continued his collaborative work
durationranging from a semester
was a catalyst for the field of gifted and
with the NRC/GT by co-authoring
or less to a year or more.
talented education. With his gentle
monographs that present historical,
The studies differ in the adequacy
manner and incredible wisdom, he
philosophical, and contemporary
of the selection bases and the
guided us for decades. His words will
perspectives on two major issues in the
means of matching experimental
always be with us and our personal
field: identification and assessment.
and control groups.
memories of him over the years will
Dr. Mary M. Frasier and Jaime H.
The studies differ in the
remain in our hearts.
Garcia of the University of Georgia and
"treatment"i.e., the
A Tribute
Dr. A. Harry Passow produced the
differentiation of curricula and
following monographs that will
methods of teaching.
Carolyn R. Cooper
continue to influence discussions and
The studies differ in the
Project HIGH HOPES
directions in the field for decades to
deployment of teachers in various
Hamden, CT
come:
groups.
A. Harry Passow promulgated a gentler
The studies differ in the
Frasier, M. M., & Passow, A. H. (1994).
belief about the nature of giftedness. He
Toward a paradigm for identifying talent
instruments and techniques used in
stated in Essays on the Intellect, ASCD
potential. Storrs, CT: University of
(1985):
evaluating changes in students.
Connecticut, The National Research Center
The studies have generally failed
What educators and psychologists
on the Gifted and Talented.
recognize as giftedness in children is
to assess the effects of grouping on
really potential giftedness, which
Frasier, M. M., Garcia, J. H., & Passow, A.
teachers and administrators.
denotes promise rather than
H. (1995). A review of assessment issues in
(Passow, 1962, pp. 285-288)
fulfillment and probabilities rather
gifted education and their implications for
than certainties about future
identifying gifted minority students. Storrs,
accomplishments.
Harry's analytical approach did not
CT: University of Connecticut, The
National Research Center on the Gifted and
How high these probabilities are in
involve meta-analysis, best evidence
any given case depends on the match
Talented.
synthesis, or calculation of effect sizes.
between a child's budding talents and
However, he certainly critiqued the
Harry never shied away from critical
the kinds of nurturance provided.
research and made us realize that the
educational issues; he always
Harry Passow believed unequivocally that
issue was one of what goes on in the
what we challenge children to think about
approached them with the sense of an
must be substance that will nurture their
group that makes the differencenot
historian, the intellect of a philosopher,
talent. He believed in offering children
the grouping practice. Harry
and the analytical skills of a researcher.
high-quality experiences to enrich their
recognized the importance of research
In the past few years, there has been a
lives.
and practice throughout all of his
considerable amount of discussion
It's been said that progress comes from
sticking your neck out. Standing on one or
writings. As readers, we continue to
about grouping practices. Some people
two giants' shoulders doesn't hurt, either.
come away with a sense that he really
thought it was a new issue; others
Harry, please let us stand on your
clarified the issue. What an incredible
realized that it was cycling back into
shoulders for a while. We can think of no
one who has embodied these ideals more
gift he has shared with all of us who
the education scene. In 1962, Harry
fully. Help us experience even a fraction of
keep returning to his words for future
prepared an article for Educational
the gentle humanness that was you. We
directions!
Forum (Volume 28) entitled "The Maze
will miss you, friend. Shalom!
NRC
G/T
BEST COPY AVAILABLE
NRC
S
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placements. In the third phase of the
Learning How New Teachers
study, a few novices from all three
Relate to Academic Diversity in
groups (no intervention, workshop, and
workshop plus coach) were followed
Mixed Ability Classrooms
into their first year of full-time
teaching. The study used both
Carol Ann Tomlinson
qualitative and quantitative design. All
University of Virginia
participants were observed at least
Charlottesville, VA
three times during a given phase and
interviewed after each observation. In
IN A BURGEONING NUMBER
addition, the novices and their
of classrooms around the country,
cooperating teachers completed pre and
heterogeneous grouping of students
flexibility of novice teachers in
post student-teaching surveys designed
is the order of the day, and general
breaking entrenched patterns of
to assess their beliefs and practices
classroom teachers find themselves
educational practice.
related to academic diversity.
unsure of how to adjust instruction in
While much research exists on how
response to the readiness levels,
Key Findings From the
novice teachers make the transition
interests, and learning profiles of
Preservice Study
from college or university into full time
students who differ widely in those
Findings from the study yielded a wide
teaching, little research has been done
ways. Research tells us that teach-to-
array of insights and implications for
on how novices come to understand
the-middle instruction still prevails in
teacher educators as well as for public
and address the needs of academically
our schools and that few veteran
school leaders. Among many findings
diverse learners during the earliest
teachers are predisposed to differentiate
that merit consideration are the
stages of teaching. The University of
instruction (that is, to modify what and
following:
Virginia site of The National Research
how they teach) for students who differ
Center on the Gifted and Talented
Novices in all three groups reported
significantly from the norm.
recently concluded a 3-year project
that they received little
If it is the case that experienced
entitled Preservice Teacher Preparation
encouragement to differentiate
teachers find it difficult to make
in Meeting the Needs of Diverse
instruction for academically diverse
changes in their practice so that they
Learners, studying how novice teachers
learners from their teacher
can establish classrooms with
grow in their early attempts to think
education programs, university
appropriately differentiated curricula,
about and plan for students who are
supervisors, or cooperating
we might hypothesize that our best
gifted, learning disabled or remedial, in
teachers. While the novices
hope for addressing academic diversity
the context of general classrooms.
typically took a survey course on
in heterogeneous settings lies in novice
exceptional learners, they most
teachers who may possess both state-
Research Design
often recalled the course to be an-
of-the-art training and the flexibility
The Preservice Study was conducted
exceptionality-a-week with little
necessary to establish classrooms with
through six university sites in four
practical value in the field.
varied avenues to learning. Yet a
states. During the baseline phase of the
Cooperating teachers often
strong body of research indicates that
study, novices received no intervention.
cautioned the novices to be sure to
prospective teachers leave teacher
During phase two of the study, one
"keep all of the students together,"
education programs with relatively the
group of novices participated in a day-
even when the novices proposed
same set of beliefs about teaching with
long problem solving workshop
more instructionally responsive
which they entered these programs. In
focused on helping participants think
plans.
part, teacher education programs
about and plan for learning needs of
The novices' images of schooling
appear unable to reshape novice
academically diverse learners. A
were ill-suited to differentiating
teachers' views of schooling because of
second group of phase two novices
instruction. As they saw it,
the power of the images of teaching
took part in the same workshop and
curriculum was about coverage
and learning that formed during the
were then assigned a curriculum coach
with teachers telling and students
dozen or more years of schooling
whose role was to continue to mentor
absorbing and repeating
beginning teachers encountered prior to
their thinking about responding to
information that is largely factual in
formal teacher education. This
academic diversity in their classrooms
nature. Everyone was allotted the
research calls into question the
throughout their student-teaching
same amount of time to complete
8
the "fine motor skills" of
teaching in which there was more
the same tasks. Assessment came
than a single "content," more than a
at the end of learning to "see who differentiation (e.g., creating tasks
got it." Grading was according to a
single time allotment, or more than
at varied levels of complexity,
a single assessment, regardless of
managing multiple groups in a
standardized yardstick.
the diversity of the student
classroom).
Images of advanced or gifted
population.
Teacher education programs need
learners and struggling or learning
Novices in the intervention groups
to coach cooperating teachers in
disabled/remedial learners were
how to differentiate instruction (or
persisted in their beliefs that
limited and limiting, and were often
learners vary in need and that an
at least the need to do so), so that
intertwined with compliance.
effective teacher will modify
the experienced teachers facilitate
Asked to describe advanced and
instruction based on those varying
(or are at least open to) modifying
struggling learners, the novices
needs. Non-intervention novices,
instruction in ways responsive to
noted that gifted learners "do what
on the other hand, quickly
academically diverse populations.
I ask them to do" and "do it
jettisoned differentiation as a goal,
Public schools need to establish for
happily." Struggling learners
often noting that it was unrealistic.
novices (and other staff) a core
misbehave, "can't stay on task,"
Intervention novices also made
expectation that teachers
"don't want to work."
more attempts to differentiate
appropriately address varied
The novices appeared to have a
readiness levels, interests, and
instruction than did their non
shallow well of instructional
learning profiles in mixed ability
strategies from which to draw.
intervention counterparts.
classrooms.
Lecture and worksheets dominated.
School leaders need to provide for
Some Implications From the
Even in the early grades, it was
novices in-school models of and
Study's Findings
common for all learners to
coaching in creating and applying
complete the same activities or
The role of a novice teacher is complex
differentiated curricula,
learning centers.
and demanding. In the virtual absence
establishing and managing
The single "alternative"
of either images of differentiated
differentiated classrooms, flexible
instructional strategy common
classrooms or persistent encouragement
time use, alternative assessment,
across many of the novices and
to develop the skills of differentiation,
and grading patterns that support
sites was cooperative learning. The
it was easy for the novice teachers in
individual growth.
preservice teachers often spoke
this study to succumb to the
Public schools need to provide
about cooperative learning in ways
standardizing effects of schools. If we
novice teachers help in
that clearly delineated the academic
want to encourage novice teachers to
establishing reasonable long and
haves from the academic have nots,
move away from one-size-fits-all
short term goals for professional
referring frequently to the students
teaching, this study suggests that we
growth, consistent encouragement
who "cannot learn" but who can at
will need to do a better job than we are
and support in achieving the goals,
least be aided by the students "who
currently doing, both at the university
and recognition of growth
already know it." A number of the
and public school level.
throughout the early stages of
novices discussed the benefits and
Teacher education programs need
teacher development.
relief they felt in having "junior
to make differentiated instruction a
teachers" to help them with their
The Preservice Study indicates that if
key component of all pedagogical
role as instructor.
the needs of academically diverse
and practical experiences for all
In the framework of overwhelming
prospective teachers.
learners, including the gifted, are to be
standardization in their images of
met in the regular classroom, much
Teacher education programs need
schooling as well as in the realities
work needs to be done with preservice
to ensure that prospective teachers
of the classroom, the novices were
level teachers. We must establish a
are developing the "gross motor
frustrated by advanced and
sense of need for teachers to be
skills" of teaching (e.g.,
struggling learners. Gifted learners
responsive to varied learner needs,
understanding key concepts of a
already know what is to be covered
discipline, developing tasks that
perceptions and practices related to
prior to instruction, "but they can't
curriculum and instruction. This, of
foster student meaning-making,
sit still, so I have to find fillers for
course, will require prolonged support
teacher as facilitator, on-going
them." Struggling learners "can't
and commitment at the university and
assessment of student
get it" in the time allotted, "but at
understanding, reflective practice)
school levels for long-term
least I expose them to it." There
that are most likely later to lead to
development in differentiation.
was a virtual absence of images of
The National Research Center on the Gifted and Talented
7
page
1996 Spring Newsletter
9
NRC
. -
6
G/T
identification and achievement on
only six studies could be located that
Total School
students in a small, rural, mid-western
examined the effects of ability
school district that was purposefully
grouping on gifted students in schools
Cluster Grouping:
selected because of its innovative use
that used a cluster grouping model
An Investigation
of cluster grouping. Cluster grouping
(Hoover et al., 1993; Ivey, 1965;
in this district begins in grade 3 and
LaRose, 1986; Long, 1957; Simpson &
of Achievement
continues through grade 5, with a
Martinson, 1961; Ziehl, 1962). All of
yearly, flexible identification process
these studies were concerned with the
and Identification
beginning at the end of second grade
effects of cluster grouping on gifted
that includes information from
students, and none examined the effects
of Elementary
teachers, parents, and achievement
on students of other achievement
tests. Within this program, some
levels. Additionally four of these
School Students
students are identified on the basis of
studies are over 30 years old and may
Marcia Gentry
their academic achievement and
not apply to current educational
performance as high achieving, and
settings. Cluster grouping is commonly
University of Connecticut
placed together in a classroom with a
suggested as a programming option for
Storrs, CT
gifted students (Balzer & Siewert,
teacher who modifies curriculum and
instruction to meet the academic needs
1990; Brown, Archambault, Zhang, &
OF
CLUSTER GROUPING
of these students. Other students are
Westberg, 1994; Davis & Rimm, 1985;
students for instructional
identified as above average, average,
Kulik & Kulik, 1991; LaRose, 1986;
purposes is a programming
low average, low, or special education
McInerney, 1983; New York State
strategy that can be used to meet the
for placement in heterogeneous
Dept. of Education, 1982; Renzulli,
needs of high achieving and gifted
classrooms, in which students are
1994; Rogers, 1991; Winebrenner &
students in the regular classroom. It
flexibly grouped and regrouped for
Delvin, 1991) when, in fact, very little
has gained popularity in recent years
instructional purposes. There are five
evidence exists regarding its impact on
due to heterogeneous grouping policies
these students, and no existing research
classrooms per grade level and each
and financial cutbacks that have
year one classroom has the cluster of
examines the impact of cluster
eliminated special programs for gifted
high achieving students, with the
grouping on all students (Hoover et al.,
and talented students (Purcell, 1994).
remainder of this class comprised of
1993). It is surprising that since so
Cluster grouping has been defined as
average, low average, and low
many professionals advocate the use of
the intentional placement of a group of
achieving students. The other four
cluster grouping, so little research
high achieving or gifted students in an
classrooms each have a heterogeneous
actually exists regarding its
otherwise heterogeneous classroom
effectiveness. A need clearly exists for
mix of students who achieve at above
with a teacher who has both the
average, average, low average, and low
empirical and qualitative evidence
background and willingness to provide
levels. Additionally, two of these
concerning the effects of cluster
appropriate challenges for these
classrooms have clusters of special
grouping, not only on high achieving
students (McInerney, 1983). Research
students, but on other students as well.
needs students who receive Title 1
indicates three major benefits exist to
assistance in math and reading, or who
cluster grouping. First, gifted students
Rationale for Cluster Groupinc
receive assistance from a special
interact with their intellectual peers as
The rationale for the total school cluster
education teacher-consultant. By
recommended by Rogers (1991), as
grouping used by the school that this
arranging classes in this manner, each
well as their age peers on a regular
study investigated is based upon the
heterogeneous classroom has a group
basis. Second, cluster grouping
following issues discussed in the
of above average achieving students,
provides services for gifted students
literature:
and the use of resource personnel is
without additional cost to the school
The program is cost effective.
maximized.
district. Third, recent research has
Cluster grouping often exists in
demonstrated that cluster grouping
Background of the Study
schools which can not afford
facilitates ongoing programming for
General Background
additional personnel for a gifted
gifted or high achieving students in the
and talented program. Hoover et
Several analyses of studies regarding
regular classroom (Hoover, Sayler, &
ability grouping in elementary schools
al. (1993), LaRose (1986), Rogers
Feldhusen, 1993).
(Kulik, 1992; Kulik & Kulik, 1984,
(1991), Rogers and Span (1993),
This study examined the effects of a
1985, 1992; Rogers, 1991; Slavin,
and Winebrenner and Delvin
cluster grouping program on the
1987) have been completed; however,
(1991) suggested that cluster