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New Zealand Association for Gifted Children

Subject: Education , Social Sciences


eISSN: 2324-1284



Social and Emotional Issues of Gifted Young Children
Translating theory into practice: One school’s approach to identifying Māori gifted and talented learners
The eight qualities of successful intelligence in gifted Māori students.

VOLUME 19 , ISSUE 1 (July 2015) - List of articles


Tracy Riley

DOI: 10.21307/apex-2015-002

Real Engagement in Active Problem Solving (REAPS): An evidence-based model that meets content, process, product, and learning environment principles recommended for gifted students

June Maker/ Robert Zimmerman/ Abdulnasser Alhusaini/ Randal Pease

In this article, we begin with a short discussion of teaching and learning models, then describe what we believe is an exciting new model that can be used effectively in the teaching of gifted students. The main focus of this article is on the evidence showing that it is comprehensive (i.e., it is a way to implement all the curriculum principles important in teaching gifted students), flexible (i.e., can be used with a variety of ages of students, in a variety of settings, in many cultural conte(..)

DOI: 10.21307/apex-2015-006

‘Missing out’? The potential consequences of inaccurate teacher expectations on young gifted readers’ achievement outcomes

Lynda Garrett/ Christine Rubie-Davies/ Mohamed Alansari/ Elizabeth Peterson/ Annaline Flint/ Penelope Watson/ Lyn McDonald

The present study investigated whether teachers held more accurate expectations for gifted or non-gifted students’ achievement in reading, and compared expectations for teachers involved in an intervention with those of control teachers. Participants included 275 Year 3-8 gifted students, 1413 non-gifted Year 3-8 students, and their 90 teachers within 12 schools in the three year Teacher Expectation Project (TEP). The intervention involved four days of professional development, aimed at enhancin(..)

DOI: 10.21307/apex-2015-005

Social construction of giftedness: What might that mean for early childhood teachers’ practice?

Melanie Wong

The aim of this paper is to describe early childhood teachers’ perspectives on giftedness based on data collected during research for a doctoral thesis. The perspectives of early childhood teachers in particular can reflect how the New Zealand government and society value gifted and twice-exceptional children. The data collected suggest that, from the perspectives of the early childhood teachers in this study, the New Zealand Government and teachers are not explicitly aware of the special learni(..)

DOI: 10.21307/apex-2015-008

Meet, prey, like: A study of gifted girls’ interactions with social media

Eunice Gaerlan-Price

Gifted and talented girls today struggle with similar social and emotional challenges as those in the past, but their world looks different. With the changes in the media and communication ecology, they are navigating a highly digitised and mediated social landscape. This article explores gifted teenage girls’ lived experiences of Facebook, utilising phenomenological research on the experiences of five female students in high profile leadership roles in their secondary schools. The findings sugg(..)

DOI: 10.21307/apex-2015-004

See the world through my eyes: Looking into how we can improve provision for gifted visual-spatial learners in our classrooms.

Sharon Mansfield

This article describes a collective case study of three learners who have exceptional visual-spatial abilities relative to their age peers. These abilities create potential to achieve success in areas where the capability to visualise three dimensional images contributes to a creative problem-solving mindset. Literature reviewed to background the investigation topic suggested that characteristic differences in the way these learners process information can create barriers to successful classroom(..)

DOI: 10.21307/apex-2015-007

The eight qualities of successful intelligence in gifted Māori students.

Melinda Webber

This article describes the eight qualities of successful intelligence demonstrated by gifted Māori students who attended schools in one tribal area (Te Arawa) in Rotorua, New Zealand. The article will illustrate the ways, throughout history, that Te Arawa have conceptualised, and successfully utilised, their successful intelligence in the service of themselves, their whānau (family) and their hapu and iwi (sub-tribe and tribal communities). Firstly, this article explains the long history of gift(..)

DOI: 10.21307/apex-2015-001

Translating theory into practice: One school’s approach to identifying Māori gifted and talented learners

Emma Scobie-Jennings

This is the second in a series of articles which discuss how we can recognise, develop and utilise the potential of Māori gifted and talented students through providing education which acknowledges and caters for Māori conceptions of giftedness and talent. Through a culturally responsive gifted and talented education programme, Māori learners who demonstrate (or have the potential to demonstrate) high levels of ability in areas recognised as valuable in Māori conceptions of giftedness and talent(..)

DOI: 10.21307/apex-2015-009

To act or not to act? Academic acceleration worked in the past, so what’s the current hold-up in New Zealand?

Janna Wardman

Despite a review of the literature showing the success of accelerative practices on academic and social outcomes, full-year acceleration is rarely implemented in New Zealand schools. The literature suggests that it is perceptions based on myth, rather than an examination of the evidence of published studies, which have hampered the adoption of full-year acceleration as a strategy for gifted students. This article begins by giving an understanding of the various forms of acceleration and a brief (..)

DOI: 10.21307/apex-2015-010

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