The importance of social-emotional context:

The Australasian Journal of Gifted Education, 16 (2) 35
The importance of social-emotional context: Perceptions of students, parents and teachers regarding an Extended Curriculum Program for students with high abilities
Margaret Plunkett & Leonie Kronborg Monash University
Abstract
Recent trends in a number of Australian states, including Victoria, have witnessed the expansion of ability-grouped settings for developing the talents of academically able students. This expansion has been noted in both the government and independent school sector with the Select Entry Accelerated Learning (SEAL) program now offered in more than 30 government secondary schools and various independent schools offering programs in high ability settings. Renewed interest in social-emotional issues associated with high ability is one of the reasons behind the growth of programmatic design within settings based on ability. This paper discusses the socialemotional context of an evaluative study of an ability-based Extended Curriculum Program (ECP) in an independent secondary school in Melbourne, Australia during 2005. Students, parents and teachers provided similarly positive perceptions relating to the social and emotional benefits of high ability students spending time together in relevant talent domains.
Introduction
The Extended Curriculum Program (ECP), which was developed and introduced in 1999 into Melbourne Girls Grammar School (MGGS), was largely informed by the literature and teachings of Abraham Tannenbaum, an American psychologist and gifted educator. It involved a programmatic response to individual differences, embracing Tannenbaum’s (1983, 2000) beliefs that programs for the gifted are as much an educational imperative as is the ‘common core’ for the general school population. He claims that due to their different learning needs and intellectual potential, programming for gifted students represents equal educational opportunity and, therefore, is not a luxury. Tannenbaum (1983) maintains the most effective method of meeting the needs of very able children is to adapt curriculum within abilitygrouped settings, thus ensuring a qualitatively different learning experience.
The Extended Curriculum Program was introduced gradually into this independent secondary school, which has a total enrolment of approximately 950 students across all campuses. Initially extension classes were offered only at Year 7 in English, Mathematics and Languages Other Than English (LOTE), with the intention of providing diverse groups of students an opportunity to pursue their studies at a deeper and more complex level as well as at a faster pace than was possible in the regular mixed ability classroom. Expansion in 2005 resulted in extension classes being offered from Years 7 to 10 in English, Mathematics and LOTE for students who were grouped according to relevant high abilities and aptitudes in talent domains specific to those subject disciplines.
The social-emotional context of ability grouping
While much of the early research into ability grouping has focused on cognitive elements, recent studies have begun to delve more into social-emotional as well as academic contexts. The importance of non-cognitive outcomes in evaluation studies has been supported by researchers such as Murphy (1994), Coleman (1995) and Gross (1998). Issues involving acceptance and belonging appear to be particularly pertinent when studying adolescent educational settings (Csikszentmihalyi, Rathunde & Whalen, 1993; Goodenow, 1993; Maslow, 1962; Ryan & Patrick, 2001). This is especially important when high ability students are involved, as they often demonstrate levels of emotional intensity, excitability and sensitivity that are asynchronous with both their chronological age and cognitive capacity (Lovecky, 2004; Morelock, 1996; Silverman, 1993, 1998; VanTassel-Baska, 1998).
Hoekman, McCormick and Gross (1999) argue that placement in inappropriate social contexts, where peers have dissimilar academic goals and motivational orientations, may be problematic for highly able students, particularly in early adolescence. This is a time of particular vulnerability regarding the ‘forced choice
36 The Australasian Journal of Gifted Education, 16 (2)
dilemma’ (Gross, 1989; 1994) — the choice between the drive for excellence or the attainment of intimacy — which is often negated in high ability settings. Moreover, such environments may provide little opportunity for the “high levels of self-determination, passionate engagement in areas of special interest and sense of justice” that many of these students require (Knopfelmacher & Kronborg 2002, p. 93).
According to Gross (1994), research illustrates that “when gifted students are grouped with intellectual peers, who share similar levels of emotional and social maturity, and who have like abilities and interests, the feelings of salience and difference disappear, or are severely moderated” (p. 9). Silverman (1998) has also noted that, with highly gifted children, “the greater the difference between the child’s abilities and the abilities of others in his or her social group, the greater the potential for loneliness and problems in social adjustment” and that “the vulnerability of gifted girls during junior high [secondary] school has been reported again and again in the literature” (p.157; see, also, Bell, 1989; Buescher & Higham). Yet in contrast to misperceptions that associations with other gifted students prevent gifted individuals from adjusting to the ‘real world’, educators who have observed and taught in such situations report that the opportunity to interact with likeminded others increases their self esteem and ability to relate to heterogeneous groups (Higham & Buescher, 1987; Silverman 1998).
Gifted children have been found to have more advanced social and emotional maturity than chronological peers in psychosocial spheres such as friendship patterns, social knowledge, personality and play interests (Robinson & Noble, 1991). They also tend to prefer friends who are their intellectual equal and can use their maturity as an asset to develop and nurture strong friendships (Gross, 1989; Plunkett, Harvey, & Harvey, 2001; Plunkett & Kronborg, 2004; Robinson & Noble, 1991). Yet for exceptionally gifted children the maturity gap between themselves and their chronological peers is often difficult to bridge (Janos & Robinson, 1985; Kline & Meckstroth, 1985; Silverman & Kearney, 1989). Hence, highly gifted students will especially benefit from being grouped with other intellectually able students otherwise they may find they need to gravitate towards adults and older children in order to find satisfying peer relationships (Silverman, 1998).
The rejection and isolation that gifted children may experience as a result of inadequate peer relationships tends to create stress on their family system (Silverman, 1998). According to
Kerr (1997), gifted youth have a strong need to belong, so peer relationships are very important to them. Yet due to the strong influence of peers on risky behaviours, gifted adolescents may be particularly at risk when mixing with others who may engage in negative behaviour (Kurpius, Kerr, & Harkins, 2005; Lowery, Kurpius, & Kerr, 2005). It has been suggested by Kerr and RobinsonKurpius (1999) that at-risk behaviours may assume different meanings for gifted students such that a preoccupation with body image, often resulting in eating disorders, may serve as an extension of perfectionism and high needs for achievement. Gifted adolescent females may even crave attention as the ‘best’ at being the thinnest in a misguided belief that it is better to satisfy society’s demands for an attractive body over an educated mind (Kerr & Foley-Nicpon, 2003; Robinson, Kurpius, & Kerr, 2001).
Thus it appears that due to such vulnerabilities, the social-emotional needs of gifted adolescents may require specific accommodation, which may be more likely to be appropriately provided in homogeneous settings (Coleman, 1995; Gross, 2004; Silverman, 1993).
Method
The social context of programming for high ability students provided the focus for part of the review of literature that underpinned the study of the ECP. This provided a basis for development of questions relating to socialemotional aspects associated with special provision. The study aimed to elicit a representative multi-level perspective involving the school community in relation to the socialemotional context, therefore the perceptions of students, parents, teachers and administrative leaders (such as departmental heads) were sought in relation to this aspect of the ECP.
A mixed methods approach, combining both qualitative (interview) and quantitative (survey) data collection and analysis, was utilised. The tendency for much past and current evaluation research has been to utilise a single methodological framework (Creswell, 2003; Patton 2002), yet according to Tashakkori and Teddlie (2003), a combination of methods is perfectly acceptable (and indeed preferable) in evaluation studies.
Procedure The research was conducted over a six-month period, beginning in April 2005. Interviews were conducted with 16 departmental leaders at the school over a five-week period during May/June. Parent letters and surveys were sent out during May, with responses received until the end of
The Australasian Journal of Gifted Education, 16 (2) 37
June. Students were surveyed during June, once parental permission slips had been received and collated. Teacher surveys were placed online and delivered in hardcopy during June although the completion date was extended until the end of the July school holiday break to provide extra time.
Instruments Instruments were specifically developed to obtain a range of data from the four identified stakeholder groups: departmental heads, teachers, parents and students. Instruments consisted of the following:
Departmental heads interview schedule A rather lengthy interview schedule was developed to elicit a wide range of information from Departmental heads. Interviews were conducted at the school and generally took about an hour to an hour and a half to complete. Once background details were established, questions focused on key information related to different aspects or possible effects of the ECP. Sections included: impact of the ECP on the school community; knowledge of the program including selection processes and movement within the program; staff support and development; impact on the school culture; and, final comments.
Teacher survey Teacher surveys were administered online to teachers, although some teachers chose to complete and return surveys in hardcopy. Questions related to background details; involvement in the ECP, including planning and training; teaching and learning strategies utilised in both ECP and non-ECP classes; and, the frequency of use of a variety of classroom practices associated with differentiated curriculum.
Parent survey Parents who had daughters in the ECP in 2005 and parents of VCE students from 2004 who had been in the ECP in previous years were asked for educational and occupational background information. The next section involved information on their daughters’ interests as well as the level of involvement of their daughter in the ECP. Parents were asked to elucidate their understanding of the ECP and their perceptions on possible social and academic impacts of the ECP on their child’s school experience. Parents were also asked for suggestions on possible modifications to ensure the program continued to meet the needs of their children.
Student survey(s) Two student surveys (junior and senior versions) were developed to determine the attitudes of
students towards their learning environment. Both versions contained questions relating to curricular and co-curricular involvement. The junior version, provided for Year 7-10 students, focused on current involvement in the ECP and comparisons with the environment provided in ECP and non-ECP classes. A number of quantitative scales was incorporated to measure student perceptions of their experience in their particular classes. The focus of the senior version was on reflections relating to prior involvement in the ECP.
Participants Administrative leaders – Departmental heads The senior school includes 26 leadership administrators in varying positions of responsibility, including the Principal, Head of Middle School, Director of Academic Programs, Head of subject disciplines, Director of Learning, and Head of ECP. Of these, 16 (68%) were purposefully selected according to their actual or potential involvement in the Extended Curriculum Program. The vast majority (88%) were female, 69% were over 50 years of age, 12% were between 40-49 years, and 19% were 30-39 years of age.
Teacher participants All 80 full-time and part-time teachers in the senior school were invited to participate in the study. However, it proved difficult to engage teachers despite a number of time extensions and reminder emails. Altogether 39 teachers (49% of teaching staff) participated in the project, with just under a third (31%) having some form of direct involvement in the ECP. As was the case with administrative leaders, 82% of teacher participants were females, 50% were over 50 years of age, 25% were 40-49 years, 19% were 30-39 years and 6% were less than 30 years of age.
Parent participants Letters and surveys were sent to parents of students who were currently participating or had participated in the ECP in 2004. Parents were supplied with reply paid envelopes so completed surveys could be returned directly to Monash University. Parents were also asked to provide permission for the involvement of their daughters in the evaluation. From the 200 letters sent, 90 parents returned surveys, while a further 30 provided permission for their child’s involvement but did not wish to participate themselves. While this may appear to be a low response rate, the mail-out also included parents of ex-students, who had completed Year 12 the previous year and thus were less likely to respond.
38 The Australasian Journal of Gifted Education, 16 (2)
Student participants The ECP coordinator distributed surveys to all ECP students with parental permission and who were willing to participate. One hundred and five students completed the survey, including 88 students from Years 7-10 and 17 students from Years 11 and 12. Ages ranged from 12 years and 3 months to 18 years and 3 months.
Data Analysis All data collected in parent and student surveys in addition to sections from the departmental heads’ interviews and teacher surveys was entered into SPSS (a statistical analysis software package for the social sciences). Descriptive analysis was also conducted on all suitable data and results entered into charts and tables.
Results and discussion
Social relationships/friendships of students in the ECP An important aspect of the ECP is the provision of opportunities for students with high abilities to be grouped with peers of comparable maturity and understanding, in core subjects of English, Maths and LOTE. However, students also participate in mixed ability settings for subjects such as history, science and geography. This provides many opportunities for interactions between students of differing ability levels, whilst also enabling ability grouping for ‘likeminds’, which has support as a beneficial strategy in meeting social and emotional needs of high ability students (Coleman, 1995; Gross, 1994; Murphy, 1994).
This framework was widely supported by Departmental heads, particularly those who were involved in teaching students in the ECP. Frequent comments were made in relation to the positive social relationships amongst student participants, including a strong sense of community, and mutual support of each other. A number of comments suggested that, by keeping students together, they were more likely to bond with and support each other.
A lot of the friendships were within the group. A very supportive environment as they were with people who understood them. Friendships were even maintained with those who removed themselves from the program.
They come together for classes, they work well together. Students in the ECP enjoy being in there and identify with each other.
It appeared that while friendships within the ECP were strong, students also mixed very well generally, with no apparent problems amongst students not in ECP classes.
Students in the ECP are very able, but they mix in all co-curricular activities, so they make friends right across the board.
Social behaviours of ECP students A number of Departmental heads focused on the maturity or what could be considered the advanced social and emotional development of the ECP cohort in comments such as:
More co-operative and respectful. More thoughtful, more reflective, more conscious of what happens. It was an amazing experience teaching the class, protecting the eccentricity of the students.
Far more mature. Involved in everything, highly motivated, very perceptive.
Teacher surveys were more specifically related to teaching and learning strategies, although a number of teachers commented on socialemotional aspects related to high ability. For instance, one teacher remarked on the characteristic ‘emotional intensity’ (Lovecky, 2004; Piechowski, 2003) of students with high abilities that she had observed, while another three made reference to sensitivities and high personal expectations. This could become apparent in a class of students where expectations and requirements of students’ learning have dramatically increased. This is reported in the literature as a common initial response by some highly able students after moving into a high ability environment where they no longer perceive themselves to be the most able in the class, resulting in a decline in self-esteem (Coleman, 1997; Gross, 1997; Silverman, 1993). Although their self-esteem tends to rise and stabilise over time, these students often require extra emotional and social support at this stage, thus placing extra demands on the program coordinator, teachers and parents.
Hence, at critical times, specialised knowledge and understandings are required on the part of the program coordinator, teachers and parents to ensure that necessary emotional and counselling support required of some of these students is forthcoming (Colangelo, 2003; Piirto, 1999; Robinson, Reis, Neihart & Moon, 2002; Silverman, 1993). As was evident in this study, students required individual support from the Head of the ECP (Coordinator) at various times in the academic year, some more frequently than
The Australasian Journal of Gifted Education, 16 (2) 39
others. One teacher commented on her view of highly able learners based on her experience:
Highly able learners often tend to be highly strung, over-anxious.. .they can attach too much importance to high levels of FORMAL achievement…(or there) are those less able with a particular ability in one area and unrealistic expectations of their abilities.
Another teacher indirectly related positive experiences for students with high abilities to an effective home environment, suggesting it is “often background, home influences & opportunities”, which is also supported in the literature (Colangelo, Assouline, Chen, & Tsai, 1999; Moon, Jurich, & Feldhusen, 1998; Silverman, 1993; Stremikis, 2002; TomlinsonKeasey, 1998).
Parental perceptions Parents were asked to reflect on the social context, both positive and negative, associated with their child’s involvement in the ECP. The vast majority of comments represented positive parental perceptions in relation to both academic and social outcomes. The main themes to emerge in relation to perceived social benefits included positive development in selfconfidence; strong friendships with peers who share common attitudes; and, the security of acceptance provided by being part of a group with ‘like-minded’ others. One parent noted the ‘bullying’ that her daughter had experienced at a previous school, and that has been found to be ‘pervasive’ in schools (Sunde Petersen & Ray, 2006, p.149), was non-existent for the student in this social environment:
It has been particularly great for B. to be in a cohort of students who are similarly interested in the subjects. B. suffered greatly at a previous school from “cool to be a fool” syndrome, and was bullied, excluded and called a ‘nerd’ when achieved well.
The following comments are representative of the themes that emerged in relation to social aspects associated with ECP classes:
J. loves having a broad range of friends. In junior school…felt…only 1 – 2 students she could mix with…At the school she can relax knowing…”lots like her” and readily mix with many others. Has certainly increased her range of friends. Also being part of a group helps reduce the stigma associated with being academically able.
A. has blossomed in her confidence in ECP. She used to try to hide her ability…spend a lot of time looking out the window & dreaming. Her grades have risen significantly since changing schools and moving to ECP.
H. was never happy being separated from the rest of the class at primary school. A program like ECP goes a long way to being “inclusive” rather than “exclusive”.
Association with students of similar capability and hence acceptance as intellectual peer. Fortunately, the other students at the school seem to value academic achievement and support those in extension programs.
Maintains social groupings but also introduces students to others with similar abilities, with whom they may not have otherwise engaged. A. enjoys being an able student with other able students in some classes.
Few issues were raised in relation to social concerns, although comments related to labelling and negative perceptions from mainstream students did take place.
Some negative connotations from peer group regarding those who are academic Year 7 non-ECP students made jeering comments but has settled down in Year 8.
There is a fear of being seen as a ‘nerd’. However, L. found a group of friends within that group and does not feel that she has suffered.
Student perceptions While students in Years 7-12 participated in the research, the Year 11 and 12 cohort was surveyed in relation to their perceptions about previous involvement in ECP classes as the program is based around Year 7-10 classes. Students rated their perceptions of the importance of the ECP classes within their school. As Figure 1 displays, the overall mean score of 9.1 illustrates that the student cohort perceived the ECP classes as an extremely important aspect of their school.
Students who were currently participating in ECP classes were also asked to rate their sense of belonging in each of those classes on a scale of 1 (low) to 10 (high). Figure 2 illustrates that students felt a strong sense of belonging in each class, with ratings above 7 in each instance.
40 The Australasian Journal of Gifted Education, 16 (2)
0
1
2
3
4
5
6
7
8
9
10
Mean Score
Importance of ECP classes to your school
Importance of ECP classes 9.4 8.8 9.2 9.4 9.1 8.8 9.1
Year 7 (N=16)
Year 8 (N=28)
Year 9 (N=24)
Year 10 (N=15)
Year 11 (N=10)
Year 12 (N=6)
Overall (N=99)
Figure 1. Importance of ECP classes (score out of 10)
Figure 2: Sense of belonging in ECP classes (score out of 10)
Students in years 7-10 provided responses to a series of questions relating to the academic and social climate provided in each of their ECP classes. Table 1 outlines student ratings (from a low of 1 to a high of 5) for questions relating to social context.
These figures illustrate that students in ECP classes rate their learning environments highly in terms of acceptance and respect for high ability. Shading has been used to highlight mean scores above 4, 4.5 and 5, which all indicate a high to very high level of agreement with the statement
by participants. In every instance, except in Year 8 LOTE, students rated being with likeminded others above 4, while being able to express opinions freely, rated above 4 in each class at each year level.
Overall, student survey responses indicated that being in a like-minded environment, where there was less need to hide talents for acceptance, was a major benefit. Many students commented on the difference between the ECP and the mainstream environment, even though this is a school with a reputation for encouraging
Sense of belonging in ECP classes
0
2
4
6
8
10
Rating
English 7.2 7.9 7.4 7.6 Maths 7.6 7.3 7.6 8.3 LOTE 7.4 7.3 8.5 7.8 Year 7 Year 8 Year 9 Year 10
The Australasian Journal of Gifted Education, 16 (2) 41
excellence. The following statements are representative of the student cohort.
That I am being challenged & that my classmates are all friendly & at my level. (Year 7)
I felt important & needed. (Year 7)
That everyone in the class was keen to participate & so the environment was stimulating & encouraging. (Year 8)
My favourite things are the fact that it is enjoyable & you feel welcomed. (Year 8)
It made such a difference being able to be more outspoken without feeling like I was ‘showing off’. (Year 9)
Learning at a faster pace & being able to ask questions & express my ideas where they will be appreciated and are answered fully. (Year 10)
The learning environment was great everyone was motivated to learn. The content of the extension course was stimulating, challenging & interesting. (Year 11)
ECP classes provided a bit of a haven….we could all relax our guard. (Year 12)
There were no real indications of negativity associated with the social environment in ECP classes, except for a small number of comments by Year 7 students, in relation to being perceived as ‘nerds’ by students in mainstream classes.
Table 1. Student beliefs in relation to ECP classes
Year 7 (total n=20)
Year 8 (total n=29)
Year 9 (total n=24)
Year 10 (total n=15)
IN ECP classes:
Eng Math LOTE Eng Math LOTE Eng Math LOTE Eng Math LOTE
there are students with similar ability to me
4.3 4.0 3.9 4.3 4.0 3.9 4.2 4.2 4.0 4.6 4.5 4.5
I feel accepted by classmates
4.1 4.7 4.4 4.0 4.0 4.2 4.7 4.6 4.5 4.9 4.7 4.8
It is okay to achieve
4.6 5.0 4.6 4.7 4.9 4.7 4.9 5.0 4.8 4.9 4.9 5.0
Students respect each other
4.4 4.9 4.4 4.3 4.3 4.2 4.7 4.7 4.5 4.8 4.4 4.6
Students respect teachers
3.8 4.9 4.1 3.9 4.4 4.0 4.4 4.5 4.0 4.6 3.9 4.2
High achievement is respected
4.5 4.9 4.4 4.3 4.8 4.4 4.9 4.9 4.4 4.8 4.8 4.7
I am given responsibility for my learning
4.3 4.4 4.2 3.9 4.1 3.9 4.4 4.6 4.1 4.4 4.2 4.2
I feel I am important
3.8 4.3 4.0 3.5 3.6 3.3 4.2 3.7 3.7 4.0 3.8 4.1
I enjoy being with likeminded others
4.0 4.9 4.6 4.0 4.1 3.7 4.6 4.5 4.4 4.3 4.2 4.4
I can express opinions freely
4.0 4.7 4.1 4.4 4.3 4.1 4.9 4.2 4.3 4.6 4.3 4.2
42 The Australasian Journal of Gifted Education, 16 (2)
Conclusion
The findings of the present study could assist in the understanding of a present educational dilemma regarding optimal education for highly academically able students in their talent domains. While many ability-grouped programs are introduced for academic reasons, there is a growing body of evidence to support their value in terms of social and emotional reasons. As highlighted by the previous discussion, the environment created within ECP classes appears to have provided a supportive and positive social and academic context, which satisfied the students’ social and emotional needs as well as enabling teachers to extend the students’ learning experiences. Educators, parents and, particularly, the students acknowledged the affirming experience of spending time together in an environment where behaviours associated with high ability were both recognised and valued.
References
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Address for Correspondence
Dr Margaret Plunkett Faculty of Education, Monash University Gippsland Campus Northways Rd, Churchill, VIC 3842 Email: Margaret.Plunkett@education.monash.edu.au
Leonie Kronborg Faculty of Education, Monash University Clayton Campus, Melbourne, VIC 3800 Email: Leonie.Kronborg@education.monash.edu.au
Biographical Notes
Dr Margaret Plunkett is Deputy Director of Secondary Education courses at Monash University, where she also coordinates and teaches gifted education at the undergraduate level. Her main research interests are teacher education and ability grouping, with a special focus on rural gifted. Margaret has conducted research for the Department of Education, Victoria on the SEAL program and for a range of individual schools in both Gippsland and Melbourne, evaluating gifted programming. She has presented her research at national and international conferences and has published widely in the area. Margaret is an elected Australian Delegate on the World Council for Gifted Children.
Leonie Kronborg is Co-ordinator and Lecturer of Postgraduate Programs in Gifted Education, Faculty of Education, Monash University. She coordinates psycho-educational assessments for gifted and talented children at the Krongold Centre, Monash University. Leonie was President of the Australian Association for the Education of the Gifted and Talented from 2001-2003 and is a Past President of the Victorian Association for the Gifted and Talented. She is investigating talent development in eminent Australian women as part of her doctoral studies. Her research interests focus on talent development, gifted females and curriculum for gifted students. Leonie is an elected Australian delegate of the World Council for Gifted and Talented Children.
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