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What factors influence these understandings? How are the understandings of students, parents and teachers similar or different? What are the implications for educators and teachers and for student outcomes? 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(Reis and McCoach, 2000) T=  b    V]8Xx$ T #  ? 33"G)' p\(  \ \ j "1?Text Box 2"~xPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!mxdrs/shapexml.xmlWmo"7^#'r-\Q?̮\6o$SR*H,c<33æl%Wx9gd6Wf㏓Y3ɅFVzW]_1,6[I{S6q'*VC 2g@i}*ڜ [6[`&z1(UiU8pć]_M¶Ё^LKB BDk+ N=#@)!Č|KET&cVNtۓUܽE%uIV2 T%>VS݋iVpG@x^L,Eg,8rYLt7vB˅/ܹ%VXqTxF244PA.-M)i3`6[ le Ɲ,^^"ԍqvMw?܃ uOE<􈰡eJJ=.>1Mh23CN-"Ql!U-̉8h\hh$CB]+bP7v-H&I`No){EI@!lRUZrGrhjM-ǫ;%4g | Jnqp^ƀIqjJٽ\[ ?e=`q2-K##-M/ @߈Ĭ HͣuMRF9 xT/݃{|ltbv XNMu[17k=4>j>ql/?Nxb#4Rcd#4Xux#ڽ ŗۯPK!;7drs/downrev.xmlDMK@@a7IAcE+EouNk<71Pw i\uDL4H",7s? X62-YSߓcvb14R<9˲RZ_hUKim}i^̆ߥad|yhLT[~~ `Lp2PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!mx+drs/shapexml.xmlPK-!;7idrs/downrev.xmlPKm@%$Dd___PPT11D<   hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography @___PPT10  WThe Problem of Definition What is underachievement and who makes that decision anyway? N ( 2> 2(<$C$W  V]8Xx' \ j+"1?Text Box 3"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!#Xdrs/downrev.xmlLN1FMxfL.D7RbzEXxq;l7/m] LΗX FB06NvpI)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!Cdrs/downrev.xmlDj@@ eFЦb-/0N.t/aw_Їq g8h(;Y\uS "&twJ6LJ_܁cjK\,PAR_H,ƙ1}x /,F.,;ZiR} 97ŏR/BٟҰ)5W\eWesM~N0& xõLAPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!Cdrs/downrev.xmlPK  P$Dd___PPT11D<   hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography @___PPT10  3How does your school define a gifted underachiever?44 2 $$'$3  V]8Xx$ \ #  ? 33___PPT10+0fD' = @B D' = @BA?%,( < +O%,( < +Da' =%(%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*\%(++0+\ ++0+\ ++0+\ +"' zr`.( ct " ` ` r _ж_ж?Rectangle 3`L___PPT11,   hdman` Arial&Monotype Typography 0___PPT10 X   V]8XxX `  xQ%0e0e?Rectangle 2C   NERO Report on Schools Provision for Gifted and Talented Students. June 2008 1. Evaluation report 2. Good practice report http://www.tki.org.nz/e/community/gifted H N)- ))  !)B} (   }$ ` #  ? 33"' dm( H dM d  x"0e0e?Rectangle 2`}   /A discrepancy between ability and performance? 0 0 /  d  x0e0e?Rectangle 3 `  p  Underachievement is a discrepancy between a child s school performance and a child s ability. If children are not working to their ability in school, then they are underachieving. (Rimm, 1997)  An underachieving gifted student is someone who has shown exceptional performance on a measure of intelligence and who, nevertheless, doesn t perform as well as expected for students of the same age on school related tasks. (Clark, 1993)T      V]8Xx$ d #  ? 33"' hd( ȸ hV h  x"0e0e?Rectangle 2`}   :Parent Participants Comments   h F"?Text Box 3Pp|<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 < & when you don t do your best, when you don t achieve to, at the level you can. Um, if you are happy with minimal work, the lowest level that is acceptable..  C  V]8Xx` h Fh"?Text Box 4  |<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 ^  2A  V]8Xx` h FͶ?Text Box 5 @Z |<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 ^  2A  V]8XxH h F8v$?Text Box 6` |<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 F I think you ve got to look at it from whether it s perceptions of others or perception from self. And it s achieving less than either what you think you re capable of, or achieving less than what others assess you to be capable of.. " 2C  V]8Xx$ h #  ? 33"' JBl(  lh l  x "0e0e?Rectangle 2`}   >Teacher Participants Comments.  &   l  x"0e0e?Rectangle 3P `  " They do the work but they just sort of dash it off quite quickly and do enough to satisfy the teacher but actually they re not reaching their potential. They re capable of so much more&  P Z Z Z  V]8Xx` l F?Text Box 4"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!6uqdrs/downrev.xmlDJ1E!M*tѵiBAZfv$k;̗őRv1hN M4.t7w r`4)rqy1Sq_:k`Kj)sccā6&Ir[*^8Гs5lvc63:;_jX,_իᖩW #9\(i@e rPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!6uqdrs/downrev.xmlPK  PP$Dd___PPT11D<   hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography @___PPT10   Because I ve seen it and that s how you know. You see evidence of it and that s how you know because you ve done it there, you ve done it there, so why are you not doing it here and here and here? 6 2A  V]8Xx$ l #  ? 33___PPT10+ksDO' = @B D ' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*l%(+8+0+l +"' xpp,(  p p  xX2%0e0e?Rectangle 2@0    ( My analogy, ah, like a very superb car, but without really decent steering you know, it was very& very shaky on the steering, so they had, had huge amounts of ability, but had very little structure in order to potentiate that ability.  $ $ p #  ? 33"@' t(  t\ t H3?Rectangle 2 |<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 X I guess the first example I can think of was that in my class this year, because they re gifted and talented, & if they don t succeed in end of year exams. Like I ve got one boy this year who I ve just correlated all the results. Um he is well below everybody else in the class, so he is definitely not achieving, whereas from that, the reason he s put in that class, there s a reason why, okay.  & so for all boys, end of year exams in term four is a really good you know indicator . ,  C"n y V]8Xx$ t #  ? 33"'8p$ L D x ( F x- x  xذe0e0e?Rectangle 2`}   a Questions????     x  xx"0e0e?Rectangle 3pPpf  > When does underachievement end and achievement begin? <;    ?>   V]8Xx x F?Text Box 4"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!drs/downrev.xmlDMk1E DZFZ Z7='o&&vs-zgٙb2K0uPƷORFO`1a|-+*s*Sa|ɚrƖwsƗ4՟o'6[>tk)X>?˱ QJd4e|Q{LWl)PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!drs/downrev.xmlPK $D |<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 lDoes a student suddenly become an underachiever or is there a time period before we can attribute the label?m 2m l  V]8Xx$ x #  ? 33 ___PPT10+D' = @B DD' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*x%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*xD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*x+8+0+x +"' {7( cf ,   x40e0e?Rectangle 2`}   ` Questions???        xH(0e0e?Rectangle 3  [ If you can be an underachiever, can you also be an overachiever and is that OK or not? ^[  $ $  $ $$\  V]8Xx$  #  ? 33"!' *"( 9(R   p"1?Text Box 2pt$D |<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 Z A  V]8Xx  j01?Text Box 3"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!p"Jdrs/downrev.xmlDMO0DHk+qN+@[A N~\z[m^ۤ)G3z7[ ֈ|h+3ĕ- =5ǤBڝyC6"A8+ UCuĩ;:o1k=9Ͳ\Zl9=4Ѳ >7ϓUfZO}bVf4<=4ۡX}_ԫVP÷z!Wm29PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!p"Jdrs/downrev.xmlPKp $D P___PPT110(   hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography 8___PPT10 * No one can overachieve. Overachievement is a term created by lazy people. (Girl, 16) . 2NC A  V]8Xxc  jCx1?Text Box 4"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!m@drs/downrev.xmlDJ@a;inVJ/$m`NO+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*+p+0+ ++0+ +"m'   (     x"0e0e?Rectangle 2 @`    iIf a student is doing poorly in Maths but exceptionally well in English, is she an underachiever or not? j j&h  $  #  ? 33"' &0(  7   x%0e0e?Rectangle 2P   kChoosing to underachieve? ( z   xh0e0e?Rectangle 3P  FBe aware that underachievement can be content and situation specific.G GF  V]8Xx  H"?Rectangle 4`|<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 i Student may be achieving in one content area but not others Situational underachiever Selective consumerj! j  i V]8Xx$  #  ? 33"' @i( X" ;   ~X%0e0e?Rectangle 1026`}   iDefensive Characteristics     ~t%0e0e?Rectangle 1027p0  Dependent  ask for help frequently, complain teachers don t like them, don t take initiative. Slow, cautious. Dominant  argue with teachers, blame teachers or parents, insist on doing things their own creative way, see school as irrelevant. Fast, impulsive. (Rimm, 2006)@ ZB Z5 F  V]8Xx$  #  ? 33"' 6.P( } X   x"0e0e?Rectangle 2`}   $Dependent and Dominant Manipulations,% $$$    x\0e0e?Rectangle 3    HDependent Help me Nag me Protect me Feel sorry for me Love me Shelter me&I   ?H  V]8Xx   x>0e0e?Rectangle 4s `  rDominant Admire me, praise me Do not criticize me Disagree with me Give me See my difference How far can I push? 2s   hr  V]8Xx$  #  ? 33"X' `( X%"zSmM $   x0e0e?Rectangle 2@P   XGirl, 13   H  HW?Rectangle 3`,|<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 D Well like usually I find I leave lots of homework to the last minute which seems to be a little bit, quite too much. But um [laughs] sort of just panic and can t concentrate and then usually I get my dad to help me on it  stuff. ,  C   V]8Xx$  #  ? 33";' p( (" C   xXN0e0e?Rectangle 7p   w'Some Issues related to Underachievement( (' |  c $A ?3Q (    0A ?s `M (  $  #  ? 33" }' ( + '   x(%0e0e?Rectangle 2`}   [ Competition    j   xh%0e0e?Rectangle 4 `  Used to being winners through school Recognised for being the best Underachievers lost confidence that they can be winners Gifted students may define success as getting an  A and failure as any mark lower than this. (Rimm, 2006; Berger, 2006) \   +    V]8Xx$  #  ? 33"N ' ( xմ" 4   x%0e0e?Rectangle 2`}   hBruce Wayne (boy, 13) ( .  H({?Rectangle 3`d___PPT11D<   hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography @___PPT10  ` I like getting ranked really high and um I don t think I told you this um but my mum went to the parent-teacher evening and um she was talking with my Science teacher and um she said something about  he said something about me being like the top person in our class for Science  so I went like yes! L0  )C C C 1  V]8Xx$  #  ? 33"*' ~(  :   ~.0e0e?Rectangle 1026`}   hAutumn Ashes (girl,13) (   N $?Rectangle 1027|<___PPT11   hdman` Arial&Monotype Typography 0___PPT10  It s kind  I kind of find it really annoying that everyone kinda, you have to like try and beat everyone when really you just& like I hated playing sports at school because it was all competitive and I just really wanted to kind of get out there and learn how to play a game and have fun without the whole competitiveness of it. L LC L  V]8Xx$  #  ? 33"' xp,( 9 &   x(d0e0e?Rectangle 2`}   Z Motivation       xd0e0e?Rectangle 3 `  jDesire to succeed but no effort  unrealistic goals. Don t see school as useful, purposeful. Not always  cool to be smart Gifted students can refuse to work for high marks aloneJ5  (  W   V]8Xx$  #  ? 33"" ' v(  2   x%0e0e?Rectangle 2`}   fMr Bubbles (boy, 13) (   HX"?Rectangle 3 P___PPT110(   hdman` Arial&Monotype Typography    hdman` Arial&Monotype Typography 8___PPT10 b He, um, was not happy about getting into an extension class because he felt that, um, all his friends, all his other friends, they didn t and he didn t want to be, like, the one and only, and he didn t want to get that name, a nerdy name.  And, um, he went to see him and said, look, he just, he said, I clash with Miss L. and he says and I want to put in, be put into a normal class. He didn t want to be in a streamed class. <  CC   V]8Xx$  #  ? 33"S' (  7   xy20e0e?Rectangle 2^   kHubert Cumberdale (girl,13)  0  H>}?Rectangle 30`|<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 ,< So I don t mind it  I like getting compliments, and when someone says  oh you re really smart , or  you re really good at hockey , or  you re really good at this , I like it and I m like, oh cool, but I m not like really modest about it. I mean not really boasty about it, but yeah.  C H      { V]8Xx$  #  ? 33"' A9( (6 )   x"0e0e?Rectangle 2`}   ] Self-efficacy      x($0e0e?Rectangle 30  L Am I smart enough to do this? Linked to low motivation and self concept Related to how well performed in the past Believe that abilities are fixed and don t change  Z&   V]8Xx$  #  ? 33"' E=( Rectan !   x0e0e?Rectangle 2 `   U Self-efficacy (    x 30e0e?Rectangle 3p  rDon t believe they can be gifted  imposter syndrome Sometimes battle with perfectionism and are overly idealistic. Their fear of failure may interfere with achievement in school tasks.   V]8Xx$  #  ? 33"' NF(  0   xh:0e0e?Rectangle 2N   dHubert Cumberdale  (   Hcg?Rectangle 3 o|<___PPT11   hdman` Arial&Monotype Typography 0___PPT10 Yeah. 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