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    The social-emotional needs of twice-exceptional learners in primary schools : perspectives of children and parents : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, Auckland, New Zealand
    (Massey University, 2019) Bailey, Trudy
    Twice-exceptional children typically have unique and complex social-emotional needs that accompany their gifted abilities and disabilities/disorders. A review of the twice-exceptional research reveals that very few studies have explored the social-emotional needs of these unique learners, particularly in the context of New Zealand. This study aimed to bridge this gap in the research, generating some valuable insights into the social-emotional needs of twice-exceptional learners and how they are being met in primary schools across New Zealand. The study explored the social-emotional needs of six twice-exceptional children (ages 6 to 11 years) from their perspectives and lived experiences, giving twice-exceptional children and their parents a much-needed voice. A qualitative case study design was employed, and purposive sampling techniques used. Semi-structured interviews with the twice-exceptional children and their parents, as well as a document review, formed the data for this research. The interview narratives were used to create individual case stories for the twice-exceptional children, and broad thematic analysis was conducted across the cases. The findings revealed commonalities across the case stories, as well as unique experiences. Although some positive school experiences were highlighted, the participants mostly shared negative school experiences and teacher interactions, and minimal support or accommodations for the academic or social-emotional needs of the twice-exceptional children in this study. Additionally, the findings show the pivotal role that parents play in identifying and advocating for their children’s needs, and the continued lack of awareness about twice-exceptionality among educators in New Zealand primary schools.
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    Play patterns and behaviours of young children who are gifted in an early childhood setting : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2005) Murphy, Caterina
    This thesis begins to address a gap in early childhood research in New Zealand by exploring how young children who are gifted play in an early childhood setting. In this study, data were generated from two young gifted children and five teachers, in one early childhood centre in the North Island of New Zealand. The children, both boys, were nominated by teachers as being intellectually and affectively gifted. A qualitative approach using case study methodology was utilised in order to describe, explain and understand (Yin, 1994) their play patterns and behaviours. Methods chosen were observation, interviews and document analysis. Findings showed that these children had advanced knowledge and language, were perfectionists and could experience frustration during play. They were found to be highly imaginative children with an interest in abstract or conceptual thinking and ideas. Co-incidentally, both were ambidextrous. The children were highly curious with a love of learning, but boredom could be experienced. They exhibited a heightened interpersonal awareness and advanced sense of humour during play. Five play preferences were identified. These children enjoyed open-ended play, pretend play, solitary play and rules-oriented play. They also preferred their play not to be disrupted by noise, centre routines and transitions. Their interactions during play were explored. They preferred to interact with the teacher during play and they were observed ignoring or repelling their peers. When they did engage socially, dominance, leadership and competition were elements of that play. This study has implications for early childhood teachers. Firstly, there is a need to understand the phenomenon of giftedness. Secondly there is the need to notice the characteristics of giftedness during play and recognise them as such. Finally, there is the need to respond by offering additional play support. The writer suggests that as early childhood teachers are a significant element of the gifted child's curriculum, that teachers can co-construct learning in meaningful ways which cater for the ease and speed of learning (Gagne, 2004) of the gifted child.
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    Students' perspective of a mathematics extension programme designed with special interest in history : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics) at Massey University
    (Massey University, 2006) Nettleship, Eve
    The current Mathematics in the New Zealand Curriculum (Ministry of Education, 1992) includes the development of mathematical talent as a major aim of mathematics education. In catering for the individual needs of all students, the document emphasizes that students with exceptional ability in mathematics must be extended and are not expected to repeat the work they have already mastered. Talented students should be exposed to broader, richer, and more challenging mathematical experiences, should be allowed to investigate whole new topics, and work at a higher conceptual level. Despite a growing awareness among secondary school teachers of the needs of mathematically gifted and talented students in the New Zealand secondary school classrooms, there are few exemplars of how mathematics programmes can be adapted for class groups of talented students. This study involves an investigation based on student perceptions of a mathematics programme that build on specific interest of a whole class group of students. The aim of this qualitative exploratory case study, undertaken in an urban secondary school for girls, was to seek students' views on a Year 10 mathematics extension programme. As part of their Year 10 general extension programme, they participated in mathematics extension and studied history as their chosen option. While all students in this class were academically talented and high achievers in their core subject areas, not all of them were equally talented, or equally interested in mathematics. The mathematics extension programme, designed by their mathematics teacher (the researcher), specifically integrated their interest in history. Data was generated from student self-evaluation questionnaires at the beginning of the course, and student questionnaires and focus-group interviews at the end of the course. Students' written and verbal responses were analyzed and then conclusions drawn. The findings suggested that by approaching mathematics from a historical point of view and thereby building on their common interest, the programme of study facilitated the development of mathematical talent and supported students in developing interest and a positive disposition towards mathematics.
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    An appraisal of a project for academically gifted children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education
    (Massey University, 1968) Forrest, Athol
    The study which is the basis of this thesis is part of a project for the education of gifted children which had its inception in the deliberations of the Palmerston North Institute for Educational Research in the late 1950s. For a period of 7 years a committee, specially set up for the purpose, has organised a series of 'enrichment' programmes for groups of gifted children from Std 4 through to Form II. A complete review of the whole project is being undertaken by Mr K. McIlroy who is the secretary of the Committee for the Education of Academically Gifted Children, but this particular study was designed to provide some objective evaluation of a programme being provided for one group over a two year period. This necessitated the selection of a control as well as an experimental group, both of which were given a series of tests and rating scales at the beginning and the end of the period of study. By comparing the amount and direction of change in scores from the pre-test to the post-test situation it was anticipated that some conclusions could be made about the effectiveness of this particular enrichment programme. The results of this analysis seem to indicate quite clearly that, as far as can be determined by the instruments used, the programme had no significant effect on the experimental group as a whole compared with the control. Consequently it would be well worth considering ways of educating the gifted other than those used in this Palmerston North project. In addition to the analysis of the data obtained from the series of tests an attempt has been made to review some of the extensive literature on the gifted as it relates to the objectives and procedures of this local programme. In the light of some of the current writings in this field and as a consequence of the findings of this study some attempt has been made to make constructive suggestions about any future developments in this area.
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    A students' perspective of the effect of withdrawal programming in New Zealand primary schools : a thesis presented in partial fulfillment of the requirements for the degree of Masters in Education at Massey University
    (Massey University, 2006) Walsh, Corinne Louise
    Gifted and talented students have a voice and their own perceptions of their involvement in programmes aimed at catering for their unique abilities. This study examines withdrawal programmes within New Zealand primary schools from the participating students' perspectives. This research makes a valuable contribution to this limited research in this field and provides useful information and recommendations for teachers of primary schools when planning to implement withdrawal programmes aimed at catering for the needs of our gifted and talented children. The study concluded that: • In the schools studied for the purposes of this research the teachers had a crucial role to play in identifying these gifted and talented children. While all three schools identified with a broad notion of giftedness and talent their identification procedures were not consistent with this broad notion, incorporating teacher nomination as a primary means. • Each withdrawal programme was very unique to each particular school and the majority of all children interviewed spoke in very positive terms about their involvement in the withdrawal programmes. The majority of the children found the withdrawal programme fun and commented on the provision of choice and opportunities that weren't offered back in the regular classroom. • It can not be concluded from this research that withdrawal programmes are a viable and valuable tool in relation to meeting the educational needs of these children. The question remains that while one can plan for enrichment in a withdrawal programme, one must question whether the programme is actually challenging and extending the abilities of these children. Unless we provide rigorous programmes for our gifted and talented students the talents and abilities of these children will be wasted. These children are our future and we need to be providing programmes that challenge and extend their current abilities so that these children can realise and achieve to their full potential in our society. These children have special gifts and talents and deserve the right to an education that meets their needs and challenges their abilities to allow them to achieve to this full potential, and be successful members of our society in the future.
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    Gifted and talented education in Aotearoa New Zealand : a primary school perspective : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2016) Wallace, Jami Kimbrough
    This research explores the state of gifted and talented education in New Zealand following the 2008 change in government and consequent shift in educational priorities. This case study examines the provision of gifted and talented education in a full, co-educational primary school in a provincial area. Data gathered from a variety of stakeholders indicate that, in its recent history, the school’s provision varied considerably – from applying a structured, whole-school approach to lacking official policies and practices, to re-establishing school-wide provision. Provision was dependent on management priorities that often echoed national priorities that took the focus off of gifted and talented learners. These findings suggest that if national priorities do not explicitly include gifted and talented learners along with learners with special educational needs, then these students may be left vulnerable as schools shift their focus elsewhere. Recommendations for further research and effective provision of gifted and talented education are included.
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    Exploring the expectations and experiences of students, ex-students and parents/caregivers of a sport academy programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2005) Erueti, Bevan
    This case study explored the expectations and experiences that past and current students and parents/caregivers have of a secondary school sport academy programme. These programmes have become increasingly common in the New Zealand secondary school system and are diverse in operation and philosophical underpinning. Yet, despite their popularity, they remain relatively unexplored in terms of the experiences of young people who participate in them. Current members of a secondary school sport academy programme were interviewed, together with parents/caregivers and a limited number of ex-students. The director and implementers of the programme were also interviewed. Furthermore, observations were completed and documentation gathered on the sport academy programme. Information collated was analysed using multiple data sources that included a combination of quantitative methods in relation to the questionnaires and qualitative strategies for the interviews, observations and documentation. Analysis revealed that the sport academy was just one of a number of experiences contributing to a member's sporting achievement. Improvement in academic attitude and effort was also not significant. This was almost certainly due to the current selection criteria, as many of the participants had demonstrated athletic and academic talent prior to applying. Investigation of the expectations of the current and ex-members and their parents/caregivers showed that some of these had not been met, including components noted in the sport academy documentation. A career in a student's chosen sport was not perceived to be a motive to be a part of the programme, but the camaraderie and similarities students shared being athletically gifted, were perceived as important reasons to participate. Self-confidence was an additional positive outcome. A number of concerns were raised by this research. Both the students and the parents/caregivers indicated that they would like NCEA qualifications established as part of the academic curriculum within the sport academy programme. Furthermore parents/caregivers preferred more involvement and communication with the sport academy director. Results from the study support the contention that sport academy programmes are viable vehicles for those identified as athletically gifted.
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    Searching for a place to belong : a narrative study of parental perspectives of gifted children's learning environments : a thesis presented in partial fulfilment of the requirements of the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Hickey, Francesca
    Gifted children have unique social, emotional and learning needs, which if not met may result in negative effects on their emotional well-being. The aim of this study was to understand the experiences of nine primary school age gifted children within their New Zealand learning environments and to examine how these experiences affected their emotional well-being. A narrative research design was used to generate stories, based on interviews with their parents, of the children’s experiences in their learning environments. The overarching theme, present in all the parents’ accounts, was that a sense of belonging within the learning environment was vital to the well-being of their children. On the occasions when the children felt that they did not belong within their learning environment their emotional well-being suffered. A sense of belonging was found to occur when the children’s social, emotional and learning needs were catered for. Advocacy by the parents and appropriate pedagogy of the classroom teachers were fundamental to ensuring that this sense of belonging was nurtured. Recommendations stemming from this study include the provision for the training of pre-service and in-service teachers in recognising and responding to the needs of gifted children.
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    Creating kakala : gifted and talented Tongan students in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education, Massey University
    (Massey University, 2007) Frengley-Vaipuna, Ingrid
    This thesis is an ethnographic case study investigation of two gifted and talented young Tongan women in New Zealand secondary schools. A motivation for the study was the researcher's personal and professional involvement with Tongan communities and a deep fascination for this rich and complex culture. The other motivating factors came from a yearning to see all gifted and talented students in New Zealand better catered for, and especially those from cultural minorities who, for many complex reasons, can be overlooked in our present education system. A literature review considered two broad areas. 'The Tongan Way' considered issues related specifically to the way Tongans live their lives in New Zealand and elsewhere, while 'Gifted and Talented' explored Francoys Gagne's differentiated Model of Giftedness and Talent as well as the situation for gifted and talented minority students and gifted and talented education in New Zealand. The review found no evidence of studies of gifted and talented Tongan students in New Zealand. The following research questions guided the research: * What gifts and talents are valued by Tongan communities? * What catalysts operate in the development of Tongan students' talents? - At school? At home? In the community? Are any of these culturally specific? - How are the intrapersonal characteristics of giftedness exhibited within Tongan culture? A case study approach was used to explore these questions. Two young Tongan women in Year 13 at different schools were selected as the central participants, one born in Tonga and one New Zealand-born. These students were interviewed and, during the initial interview, they nominated other participants. Such 'snowball sampling' ensures the researcher and participants are partners in the research process. In Pasifika research, as in all cross-cultural research, ethical considerations are particularly important. Culturally appropriate methodology was developed including the use of a metaphorical framework developed by Tongan academic and poet Dr. Konai Helu Thaman. This was particularly important as the researcher was Pālangi and credibility within the Tongan community was needed for the research to have any kind of validity or purpose. Advice from Tongans was sought in all stages of the research from the initial proposal to the dispersal of the finished manuscript. Data was gathered from interviews, questionnaires, observations, and documents. This was coded and presented according to the emerging themes of opportunities, achievement and leadership, personal qualities, motivation and identity. The 'Tongan Way' was explained in depth as this influenced all aspects of the research. A descriptive account was given of the schools and the biographical details of the central participants. Data was analysed and interpreted in various ways including poems constructed from the voices of participants, diagrams and recommendations for schools. Recommendations for further research included longitudinal studies with a larger sample in order to move beyond the limitations of the research as well as revisiting the effects of culturally specific catalysts since they may change over time.
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    Acceleration in mathematics : students' perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Educational Studies (Mathematics) at Massey University
    (Massey University, 2000) Rawlins, Peter Leslie Charles
    This study examines accelerate programmes in mathematics within New Zealand secondary schools from the participant students point of view. Focus group interviews and questionnaires were used to gather information from students about their acceleration experiences in four state secondary schools. An analysis of the data gathered reveals that for many students, the opportunity to study one or more Bursary subjects earlier than their age cohort is seen as a motivational factor for participation in acceleration programmes. This opportunity allows them to either broaden their subject base at the Bursary level, or to repeat a subject and try and improve on their marks, perhaps securing a Scholarship. Not all students have long-term goals, however and many students appreciate the immediate challenge of working one year ahead of their normal age cohort. Contrary to fears identified by educational practitioners, this research does not support the commonly held belief that students who are accelerated will suffer from undue stress that may hinder their social and emotional development. Participants perceive that inclusion in the acceleration programme has not affected their friendship base and they report being comfortable being in classes with older students. Students perceive that they have a normal adolescent social and emotional development. Coupled with these findings is the fact that, almost without exception, participants felt that participation in an acceleration programme had been beneficial to their learning needs. No significant problems with compacting the curriculum or gaps in knowledge were identified by the majority of students in the research sample. Overall, this study demonstrates students' endorsement of acceleration programmes. Acceleration is perceived as a viable and valuable tool for meeting the educational needs of gifted and talented students within New Zealand secondary schools. It should be remembered, however, that acceleration is not the only tool available and schools are urged to develop individual, cohesive and flexible programmes to meet the needs of this very varied group.