102096 – Researching Teaching and Learning 1

Clara Dziedziczak - 18319297

Assignment 1: Engagement with an Educational Issue

There are a variety of educational issues that can have a huge impact on how students learn
and how teachers structure their lessons to cater for these differences in the classroom. A
particular challenge for teachers is catering for exceptional students, both gifted students as
well as students with emotional/behavioural disorders. It is important for teachers to know
the students and their particular learning needs so that teaching may be differentiated to
meet those particular needs (AITSL, 2014). This essay will critically analyse the study by the
study by Capern and Hammond (2014) and explore particular teacher behaviours that help
to build positive relationships with gifted students and students with emotional and
behavioural disorders. These behaviours that teachers employ can help to cater to the
diverse needs of these different students. Key applications from this study, relating to the
needs of these students will be applied to revise a learning activity within a lesson plan in
the Key Learning area of Science. These modifications will aim to better cater for these
particular students to maximise their learning and inclusion within the classroom.

Gifted students and students with emotional/behavioural disorders are a diverse group of
learners that both have different learning requirements to that of their peers. Gifted
students often have a higher intelligence and ability, high motivation to achieve in particular
areas and higher levels of creativity compared to their peers (Blass, 2014; Clarke and
Pittaway, 2014). There is a common assumption that these gifted individuals exceed the
norms in all areas of development and achievement, which is often not the case. These
students may have a heightened sensitivity and may feel as though they do not belong due
to their capabilities (Capern & Hammond, 2014). Gifted students may also be at risk of
under achievement due to feeling bored or frustrated if not challenged appropriately, as
well as experiencing psychological distress (Reid, 2014).
Students with emotional/behavioural disorders tend to display a number of social and
academic problems including issues with interpersonal relationships, depression and
learning difficulties (Ramsey, Jolivette, Patterson, & Kennedy, 2010). These issues often
manifest by these students achieving lower grades, experiencing more school failure and
having much higher drop-out rates than their peers (Capern and Hammond, 2014).
It is important to address the diverse range of issues for both gifted students and those
students with emotional/behavioural disorders to allow them to thrive academically as well
as for their social and emotional development (Blass, 2014).

As discussed in the study by Capern and Hammond (2014), there is a general consensus in
the literature, that positive relationships between students and their teachers are valuable
to all students. This is also particularly important for those with higher academic risks, such
as gifted students and those with emotional/behavioural disorders. These strong
relationships help increase student academic achievement and also play a crucial role in the
socio-emotional development of students, however reviewing the literature found that

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“students in different circumstances desire different behaviours from their teachers”
(Capern and Hammond, 2014, p. 51). Understanding what different behaviours that
students require from their teachers, is an important step in knowing what students need to
help to maximise their learning. Bartley (2014) stresses the importance of teachers having
an understanding of the needs of gifted students and how they are addressed, to ensure
that they are adequately catered for. Knowing different students’ needs is particularly
important in the Key Learning Area of Science. The year 7-10 science curriculum aims to
develop the student’s scientific understanding, knowledge of the world from a scientific
perspective and develop their interest and appreciation in finding solutions to issues
relevant to them (BOSTES, n.d). As science is quite a content based learning area, it is
important to engage and cater for students of all learning abilities to ensure that students
are being supported or extended where needed. Ensuring positive relationships are fostered
with students will help to encourage students and hope to ignite a curiosity and passion to
engage with their learning in science.

The study by Capern and Hammond (2014) highlights many important issues surrounding
the needs of gifted students and students with emotional/behavioural disorders, and how
best to develop positive relationships with these students. The background literature review
in the study is very thoroughly referenced and well researched with current literature,
drawing from a variety of different scholarly sources. It provides a detailed background to
the needs of both gifted students and students with emotional/behavioural disorders. This
research found that school students of all backgrounds and levels of ability, benefit from
quality relationships with their teachers. Particular behaviours that teachers employ are
able to help students in their wellbeing, and a variety of other areas. The study emphasises
that exceptional students have distinct needs to that of their peers and identifies that there
is a lack of empirical research that addresses how teachers can practically develop positive
and caring relationships with gifted students and students with emotional/behavioural
disorders.

Capern and Hammond’s (2014) study utilised a mixed methods approach to collect the data
from year 9 and 10 students at a Western Australia High school that offers academic
programs for gifted students as well as behaviour programs for students with
emotional/behavioural disorders. The quantitative data was obtained through surveys
distributed to 58 gifted students and to 40 students with emotional/behavioural disorders.
This survey of 70 items was complied with items from a variety of different surveys for
children and adolescents that aimed at identifying particular teacher behaviours that
conveyed high levels of support. The survey was tested for its reliability and returned a high
reliability score. Students were to rank each teacher behaviour identified in the survey with
regard to how important each behaviour was for developing positive relationships. The
survey also contained open-ended questions to obtain any further behaviours not listed
within the survey. The qualitative data was obtained through small focus groups to further

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validate the findings of the surveys and to uncover any new data. The focus groups were
quite a small sample size, containing only six participants from the gifted students and 12
participants from the students with emotional/behavioural disorders. In the focus groups
the students were asked to describe good relationship with their teachers and teacher
behaviours that addressed their academic needs, these discussions were then transcribed
and coded according to the themes that emerged from the responses. The mixed method
approach was appropriate for discussing the identified themes and teacher behaviours
identified in the survey further in the focus groups.

Capern and Hammond (2014) found that the gifted students and those students with
emotional/behavioural disorders have differing views on which behaviours were most
important in developing a positive relationship with their teachers. Gifted students
emphasised teacher behaviours that assist them in achieving academically, treating all
students with equality and fairness as well as being approachable. The results highlight a
number of practical teacher behaviours from these three categories that help to build up
positive relationships with students. Teacher attributes that build positive relationships
were also discussed including having a sense of humour, avoiding anger and a warm
demeanour. Conversely, students with emotional/behavioural disorders preferred teacher
behaviours that showed care and understanding as well as patience and support for
learning. These behaviours include a number of attributes of teachers such as their
disposition and how they relate to the students and ways of supporting student learning
though being patient and taking the time to show students one-on-one if they are having
troubles understanding their work.
The discussion section of the study focuses on conferring the particular behaviours that
each group of students valued more highly. It is highlighted that the findings from this study
are consistent with other research conducted with similar groups of students. Implications
for teaching are discussed in regards to how these behaviours may be taught to pre-service
teachers and in-service teachers to help improve relationships with these particular groups
of students. One of the limitations mentioned in the study is that it does not take into
account twice exceptional students, those that are gifted students with emotional and
behavioural disorders. It is highlighted that these students may have needs that differ from
those of both these groups. A further limitation is that there is no detail as to how these
behaviours are taught to pre-service or in-service teachers practically. This research adds
new information to the literature as to the differing behaviours that gifted students and
students with emotional/behavioural disorders desire. While quite a few of the desirable
teacher behaviours are practical things that teachers can be doing in the classroom, a
couple of the behaviours highlighted in the study are teacher attributes which may be
difficult to teach to as they are more inherent behaviours that a teacher may possess.

The selected lesson plan was developed by Cool Australia and is a Year 9 Outdoor Learning
Activity focusing on Ecosystem Connections. The lesson is split up into several parts which

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aim to help students to recognise the different levels present in an ecosystem and
understand that ecosystems are made up of interacting elements which can be affected by
changes. Part of this lesson plan also takes place outside which aims to allow students to
recognise the benefits of completing tasks in a different environment (Cool Australia, 2016).
The lesson plan is well structured and provides a guide of what to do in each part of the
lesson, however does not provide strategies for differentiated learning. To apply the finding
of the study by Capern and Hammond (2014) to this lesson plan for both gifted students and
those students with emotional/behavioural disorders there are a number of modifications
that can be made to the lesson plan. I have selected Step 1 of Part A of the lesson plan to
revise with the recommendations from the study to help build up positive relationships with
the students. For the gifted students in the class it would be important to ensure that they
are provided with resources or materials to ensure they are being appropriately challenged
and are engaged in the learning activity, and for the students with emotional/behavioural
disorders it is important to be patient with them and to provide help when needed. In step 1
of the activity (as highlighted on image 1), it is suggested that the class is split up into a
number of groups to brainstorm meanings for one of the words per group and then for each
group to share their meaning with the class. To modify this activity to ensure that both
groups of students are appropriately catered for I would firstly have the class split into small
groups of 2 or 3 students and give the students cards with the definitions and the meanings
all mixed up so the students would need to match all the correct meaning to the words and
then write up these 11 definitions onto a large sheet of paper to display around the room.
As this modification would take longer than the original activity, it would allow the teacher
an opportunity to go around to the individual groups and provide any assistance one-on-one
as needed by any students and explain further if necessary. The gifted students who may
require further extension activities can be given a textbook or if there is access to devices an
iPad or computer to look up examples of each of the definitions and add it to their poster.
This would aim to challenge the gifted students further as well as encourage all students to
participate in the activity, whilst being fun and interactive with other students. By providing
access to further resources, the students are being extended in their learning and are able
to work at their own pace and obtain information by themselves.

As discussed in the study by Capern and Hammond (2014), and throughout existing
literature, establishing positive relationships between students and teachers is beneficial for
all students. Capern and Hammond have found that gifted students and students with
emotional/behavioural disorders desire different behaviours from their teachers to that of
their peers. Although some of the behaviours identified were teacher attributes such as
having a sense of humour and a warm and pleasant demeanour, there are also a number of
practical behaviours that teachers can employ to cater for both these groups of students to
help in developing positive relationships. Even though the study by did not specifically
discuss the implications of the findings in the Key Learning Area of Science, the findings from
this study are pertinent to all teachers in different Key Learning Areas. In a science

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classroom, the implications for developing positive relationships with both gifted students
and students with emotional/behavioural disorders are important to promote student
engagement with learning and how the learning material can be differentiated to cater for
these different needs.

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Appendix
Image 1: Snapshot of activity from Lesson Plan (Cool Australia, 2016)

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References
Australian Institute forTeaching and School Leadership [AITSL]. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Bartley, V. (2014). Educators’ Attitudes Towards Gifted Students and Their Education in a Regional
Queensland School. TalentEd, 28, 24–31. Retrieved from
http://search.informit.com.au.ezproxy.uws.edu.au/fullText;dn=203814;res=AEIPT

Blaas, S. (2014). The relationship Between Social-emotional Difficulties and

Underachievement of Gifted Students. Australian Journal of Guidance and
Counselling,24(02), 243–255. doi:10.1017/jgc.2014.1

Board of Studies Teaching & Educational Standards NSW [BOSTES] (n.d) . Science K–10 (inc.
Science and technology K–6): Syllabus elements. Retrieved from
http://syllabus.bostes.nsw.edu.au/science/science-k10/syllabus-elements/

Capern, T. & Hammond, L. (2014). Establishing positive relationships with secondary gifted
students and students with emotional/Behavioural disorders: Giving these diverse
learners what they need. Australian Journal of Teacher Education, 39(4), 46–67.
doi:10.14221/ajte.2014v39n4.5

Clarke, M., & Pittaway, S. (2014). Marsh’s Becoming a Teacher (6th ed.). Australia: Pearson
Education Australia.

Cool Australia. (2016). Outdoor learning - Ecosystem connections - year 9. Retrieved from
http://www.coolaustralia.org/activity/outdoor-learning-ecosystem-connections-
year-9/?login=yes

Gall, M. D., Gall, J. P., & Borg, W. R. (2015). Applying educational research: How to read, do,
and use research to solve problems of practice (7th edition). Hoboken, New Jersey:
Pearson Education Inc.

Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010). Using choice to increase
time on-task, task-completion, and accuracy for students with emotional/behaviour
disorders in a residential facility. Education and Treatment of Children, 33(1), 1–21.
doi:10.1353/etc.0.0085

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Reid, M. (2011). Teaching Implications of Gifted and Talented Learners Within the
Mainstream Classroom. Journal of Student Engagement: Education matters, 1(1),
29–32. Retrieved from http://ro.uow.edu.au/jseem/vol1/iss1/5/

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