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 [email protected]
WCGTC 20th Biennial World Conference 2013
Teacher expecta1ons
Student learning opportuni1es are at the of the teacher expecta1on issue
WCGTC 20th Biennial World Conference 2013
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
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
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’
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
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
Methodology-‐ Procedures
Teachers Students
WCGTC 20th Biennial World Conference 2013
Happened at around the same 1me
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
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
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 materials
Creativity 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
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
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
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
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
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 [email protected]
WCGTC 20th Biennial World Conference 2013
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