| dc.description.abstract | 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. | en_US |
