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

Tracy Riley

Gifted and Talented International, 2005, vol. 20, issue 2, 38-49

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.

Date: 2005
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DOI: 10.1080/15332276.2005.11673452

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