1. Reading
between
the
lines:
Comparisons
between
teacher
expecta7ons
for
young
gi;ed
and
talented
readers,
and
self-‐percep7ons.
Lynda
Garre+,
Chris1ne
Rubie-‐Davies,
Annaline
Flint,
Penny
Watson
&
Lyn
McDonald,
The
University
of
Auckland,
New
Zealand
l.garre+@auckland.ac.nz
WCGTC
20th
Biennial
World
Conference
2013
2. Teacher
expecta1ons
Student
learning
opportuni1es
are
at
the
of
the
teacher
expecta1on
issue
WCGTC
20th
Biennial
World
Conference
2013
3. Appropriate
teacher
expecta1ons
and
learning
opportuni1es
for
giTed
and
talented
students
A
recognised
need
for…
-‐
teacher
accuracy
in
assessment
within
a
par1cular
talent
area
(Hodge
&
Kemp,
2006)
-‐ teacher
training
in
recognising
specific
giTed
behaviours
(Siegle,
Moore,
Mann
&
Wilson
,
2010)
…and
the
associated
danger
of
‘teacher
–developed’
concep1ons
of
giTedness
(Speirs
Neumeister,
Adams,
Pierce,
Cassady
&
Dixon,
2007).
-‐
WCGTC
20th
Biennial
World
Conference
2013
4. Research
ques1ons
• Are
teachers’
expecta1ons
more
accurate
for
giTed
or
non-‐giTed
students
in
reading?
• What
personal
beliefs
(self-‐concept,
mo1va1on)
predict
the
likelihood
that
students
are
giTed
or
non-‐giTed
in
reading?
WCGTC
20th
Biennial
World
Conference
2013
5. Methodology-‐
Par7cipants
1688
students
/89
teachers/
12
schools
• GiTed
readers-‐
275
Non-‐giTed
readers
-‐
1413
• Total
students:
Gender
821
boys
(48.6%)
867
girls
(51.4%)
• GiTed
readers:
Gender
113
boys
(41.1%)162
girls
(58.9%)
• Socioeconomic
level
GiTed
-‐93.5%
(mid-‐high)
Non-‐giTed
–
76.7%
(low-‐mid)
WCGTC
20th
Biennial
World
Conference
2013
ETHNICITY
:
TOTAL
SAMPLE
713
(42.2%)
NZ
European
ETHNICITY:
GIFTED
SAMPLE
151
(54.9%)
NZ
European
312
(18.5%)
Maori
64
(23.3%)
Asian
258
(
15.3%)
Pasifika
22
(8.0%)
Maori
259
(15.3%)
Asian
16
(
5.8%)
Pasifika
146
(
8.7%)
‘Other’
22
(
8.0%)
‘Other’
7. SELF
CONCEPT
reading
self-‐concept
“Work
in
reading
is
easy
for
me.”
“I
learn
things
quickly
in
reading.”
peer
rela1ons
self-‐
concept
“
I
get
along
with
kids
easily.”
“Most
other
kids
like
me.”
academic
self-‐concept
“I
am
good
at
all
school
subjects.”
“Work
in
all
school
subjects
is
easy
for
me.”
personal
self-‐concept
“I
am
easy
to
like.”
“A
lot
of
things
about
me
are
good.”
MOTIVATION
performance
goal
orienta1on
“I
really
want
to
show
others
that
I
am
good
at
reading.”
perceived
competence
“Compared
to
other
subjects,
I
am
beBer
at
reading.”
self-‐efficacy
“I
am
sure
that
I
can
learn
everything
the
teacher
teaches
in
reading
this
year.”
mastery
goal
orienta1on
“It’s
important
to
me
that
I
learn
a
lot
of
new
skills
in
reading
this
year.”
intrinsic
value
“I
find
working
on
reading
acFviFes
interesFng.”
u1lity
value
“I
will
use
reading
in
many
ways
when
I
grow
up.”
a+ribu1on
“Being
brainy
is
more
important
than
trying
hard
for
doing
well
in
school.”
*
WCGTC
20th
Biennial
World
Conference
2013
9. Results
1.
Rela1onships
between
teacher
expecta1ons
and
student
achievement
for
giTed
and
non-‐giTed
students
Teachers
were
less
accurate
in
their
expectaFons
of
giKed
students
than
non-‐giKed
students
.(
Non-‐gi'ed:
n
=
1398,
r
=
.35,
p
<
.001
GiTed
students:
n
=
273,
r
=
.26,
p
<
.001.
30.5%
(n
=
84)
very
much
above
average
levels
38.2%
(n
=
105)
moderately
above
average
levels,
19.3%
(n
=
53)
just
above
average,
9.8%
(n
=
27)
average,
1%
(n
=
3)
just
below
average,
.3%
(n
=
1)
moderately
below
average
.7%
(n
=
2)
very
much
below
average.
Students
classified
as
giKed
were
almost
1.5
Fmes
as
likely
to
have
high
teacher
expectaFons
for
their
achievement.
WCGTC
20th
Biennial
World
Conference
2013
10. Implica1ons
A
case
of
‘short-‐sightedness?
Teacher
pre-‐occupa1on
with
the
needs
of
non-‐
giTed
readers?
Could
the
‘deficit’
orienta1on
have
been
more
generalised?
WCGTC
20th
Biennial
World
Conference
2013
11. Were
they
fully
aware…?
Above average ability
General
e.g., word comprehension
word fluency
verbal reasoning
Specific
e.g. making up / illustrating stories
finding connections
Task commitment
Long attention span
Voracious reading -fun / preferred
activity
Spontaneous reading of materials to
prove/disprove points.
Selects high-level reading
materialsCreativity
Originality in thinking re author’s
choice of plot, setting, character etc
Very different and more advanced
interpretations of readings than their
classmates.
See novel connections between
similar themed texts.Vosslamber, (2002), p. 5
12.
Results
2.
Rela7onships
between
personal
beliefs
for
gi;ed
and
non-‐gi;ed
students
SELF-‐CONCEPT
FACTORS
MOTIVATION
FACTORS
Peer
self-‐concept
Perceived
competence
Reading
self-‐concept
Self-‐efficacy
Academic
self-‐concept
Mastery
goal
orienta1on
Personal
self-‐concept
Performance
goal
orienta1on
Intrinsic
value
U1lity
value
a+ribu1on
WCGTC
20th
Biennial
World
Conference
2013
13.
Results
2.
Rela7onships
between
personal
beliefs
for
gi;ed
and
non-‐gi;ed
students
a.
Self-‐concept
The
strongest
predictor
for
giTed
students
was
reading
self-‐concept
(odds
ra1o
of
1.75)
GiTed
students
more
likely
to
report
strong
academic
self-‐concept
(odds
ra1o
of
1.39
).
The
higher
student
peer
self-‐concept
was
the
less
this
predicted
being
giTed
(odds
ra1o
of
.73).
Reading
and
academic
self-‐concept
were
more
predic1ve
of
being
giTed
than
reading
achievement.
WCGTC
20th
Biennial
World
Conference
2013
14.
Results
2.
Rela7onships
between
personal
beliefs
for
gi;ed
and
non-‐gi;ed
students
b.
Mo7va7on
• Perceived
competence
was
a
stronger
predictor
of
being
giTed
than
reading
achievement
(odds
ra1o
of
1.61).
• Perceived
competence
in
reading
was
more
predic1ve
of
being
giTed
than
reading
achievement.
Strong
beliefs
in
the
student’s
own
capabili1es
were
more
indica1ve
of
students
being
giTed
than
their
actual
achievement.
WCGTC
20th
Biennial
World
Conference
2013
15. Implica1ons
Could
high
levels
of
self-‐confidence
enhance
learning
opportuni1es
for
young
giTed
readers?
• GiTed
students
may
be
more
resilient
and
less
vulnerable
to
teachers’
expecta1ons
than
non-‐giTed
students.
• Young
giTed
readers
who
present
with
a
willingness
to
learn
may
encourage
teachers
to
enhance
their
learning
opportuni1es
(Hunsaker,
Neilsen
&
Bartle+,
2010).
Appropriate
learning
opportuni7es
and
high
teacher
expecta7ons
enhanced
and
sustained
mo7va7on
and
self-‐concept
WCGTC
20th
Biennial
World
Conference
2013
16. Reading
between
the
lines:
Comparisons
between
teacher
expecta7ons
for
young
gi;ed
and
talented
readers,
and
self-‐percep7ons.
Lynda
Garre+,
Chris1ne
Rubie-‐Davies,
Annaline
Flint,
Penny
Watson
&
Lyn
McDonald,
The
University
of
Auckland,
New
Zealand
l.garre+@auckland.ac.nz
WCGTC
20th
Biennial
World
Conference
2013