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2013 WCGTC Presentation: Reading Between the Lines

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  • 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 specic 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%) Pasika 22 (8.0%) Maori 259 (15.3%) Asian 16 ( 5.8%) Pasika 146 ( 8.7%) Other 22 ( 8.0%) Other
  • 6. Methodology- Measures Teacher expecta1on survey Student achievement in reading h+p://e-as+le.tki.org.nz/ Student ques1onnaire (SDQ-1; Marsh,1990) WCGTC 20th Biennial World Conference 2013
  • 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-ecacy I am sure that I can learn everything the teacher teaches in reading this year. mastery goal orienta1on Its important to me that I learn a lot of new skills in reading this year. intrinsic value I nd 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
  • 8. Methodology- Procedures Teachers Students WCGTC 20th Biennial World Conference 2013 Happened at around the same 1me
  • 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 classied 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 decit 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 authors 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-ecacy 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 students 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-condence 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.g