Tracy Riley

An Examination of Self-Concept in Academically Gifted Adolescents: Do Gender Differences Occur?.

This study examined the self‐concept of a small group of academically gifted adolescents in New Zealand, with the aim of exploring gender differences. Using the Tennessee Self‐Concept Scale: 2, a sample of 40 male and female 15–18 year old students participated. Results indicated gender differences: males scored higher than females on most dimensions with the exception of Self‐Criticism, Moral Self‐Concept, and Inconsistent Responding. Additionally, the mean score was higher for males than females. Results indicate gender differences do occur in some New Zealand gifted adolescents and warrant the need for further research in this area.

Internet Investigations: Solving Mysteries on the Information Superhighway.

The following is the fourth in a series of columns on meeting the social and emotional needs of gifted students where I provide a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Many of the ideas are equally applicable to gifted students and students of average ability.

Taking Stock: An Investigation into the Identification of and Provisions for New Zealand’s Gifted and Talented Students

Abstract This article describes the process and findings of a recent Ministry of Education-funded study investigating the identification of and provisions for gifted and talented students in New Zealand. To best determine the extent, nature and effectiveness of provision for gifted and talented students, and in doing so, ensuring accordance with the Government’s core principles for gifted and talented education, this research is comprised of three key elements: a review of the literature which explains the theory and research informing effective practice; findings of a survey of a representative sample of approximately half the schools in New Zealand; and case studies of ten schools which enable a closer examination of promising practices, as well as provide insight into the enablers and barriers for New Zealand schools in the development and implementation of gifted and talented education. The study concluded that while New Zealand is making progress in the field of gifted education, its development is hampered by a lack of New Zealand-based research and the continuing need for professional development at pre- and in-service levels.

Determining and Analyzing Public Support for Gifted Education.

Statewide support for gifted education was assessed through a public opinion telephone survey. Results from the poll and suggestions for replicating the model are given. Public relations strategies are discussed in reference to information gleaned from this type of assessment of public support for gifted education.

Demonstrating Creativity in the Arts through Competitions

Painting, singing, dancing, drawing … what do these have in common? Each one allows for creative expression and, when enjoyed, enhances creative development. Furthermore, these are areas of the fine and performing arts in which competitions for youth abound. Students with creative potential can demonstrate their abilities through participation in a wide array of competitions. This article discusses the connections between creativity and competitions, and shares with readers a sampling of competitions that might entice secondary students to maximize their creative abilities.

Competitions for Showcasing Innovative and Creative Talents.

Abstract Competitions are recommended for identifying and providing for the exceptional talents of young people. Competitions have been a cornerstone of gifted education, putting talents to the test by enabling gifted students to showcase their abilities and receive acknowledgement and recognition for their talents. Competitions have been noted as “a training ground for excellence” (Riley & Karnes, 2007, p. 146), but also as “breeding grounds for problems with equity” (p. 151); however, there is support for the facilitation of competitions in schools or for individuals or teams of students. This article explores the literature on competitions, including issues of equity and excellence. It concludes that excellence with equity can be achieved for talented competitors through thoughtful, well-planned facilitation by schools and teachers, and provides step-by-step guidance for practitioners wanting to implement competitions in their gifted programmes. The article also highlights and details many of the international competitions that challenge and celebrate creativity and innovation, providing a description of each competition, contact details, entry criteria, costs, and prizes.

Diving In and Exploring Curricular Frameworks: The New Zealand Marine Studies Centre Programme

The New Zealand Marine Studies Centre has developed a programme for secondary gifted and talented students offering hands-on science in the real world. These programmes are designed to include elements of the Enrichment Triad Model (ETM), specifically the three types of enrichment, and, to a lesser degree, some aspects of the Schoolwide Enrichment Model (SEM). By applying the principles of the curricular models to the real-world context of marine studies, gifted and talented students are encouraged to know, think, act, and feel like a scientist working with a team. The transferability of the principles of enrichment teaching and learning in different settings, for different populations of students, and across different delivery models requires continual evaluation and dissemination.

A tribute to Professor Roger Moltzen, 2014 Te Manu Kotuku award recipient.

It is my great pleasure to acknowledge the service and contributions of Prof Roger Moltzen as the 2014 recipient of the Te Manu Kotuku Award. In 2012, the Board of giftEDnz: The Professional Association for Gifted Education introduced a national award, the Te Manu Kotuku Award, given in recognition of the recipients outstanding service and contribution to the education and development of the gifted and talented children and young people of Aotearoa New Zealand. Roger is the second recipient of the award, which was also granted to Associate Jill Bevan-Brown in 2012. They both provide a legacy of leadership and service to education in Aotearoa New Zealand.

School Transition and Mathematically Gifted Students

Abstract This study addresses school transition in New Zealand for 15 students identified as mathematically gifted and talented. The findings are drawn from a two-year study that included student, parent, and teacher perspectives, and an examination of school policies, programs, and practices. Students felt well prepared for the transition although not all students experienced a smooth transition. Some schools practised tabula rasa or fresh start and this impacted on curriculum continuity, academic achievement, and social-emotional well-being. The main source of support for the transition was from their friends—commonly like-minded peers. School support systems were limited and students were not explicitly taught coping strategies. Several implications for managing successful school transitions are proposed.

Guiding Our Gifted and Talented Students: One Nation’s Story

Abstract In April 2000, the New Zealand Ministry of Education published a handbook, Gifted and Talented Students: Meeting Their Needs in New Zealand Schools, which was distributed to all primary, intermediate, and secondary schools throughout the country. This handbook is the first publication of its nature since 1972 and demonstrates the Ministry’s growing awareness of and commitment to the special needs of gifted and talented students. The authors were contracted by the Ministry to write the handbook, which serves as guidance in development and implementation of policies and programs for gifted and talented students. This article shares the process of development and future directions for gifted education in New Zealand.