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Items in bold are freely accessible online. You may be able to access other publications via the National Library of New Zealand, the Ministry of Education library, the New Zealand Association for Gifted Children Library or inter-loan them through your local public library service. This is a growing collection of NZ gifted education resources. It is by no means exhaustive.

Find a broken link or an incorrect citation? Want to add a resource to the list? Please let us know. If wishing to add an item to this list, please email the full details of the item/s to be added to giftednz@gmail.com including a link where the item may be accessed, and putting ‘NZ Publication for website’ in the subject line of the email.

New Zealand Journal Articles and Theses

Ballam, N. D. (2013). Defying the Odds: Gifted and Talented Young People from Low Socioeconomic Backgrounds (Thesis, Doctor of Philosophy (PhD). University of Waikato, Hamilton, New Zealand.

Ballam, N. (2015). “Let’s all hold hands together and cross the line together!”: Competition and gifted learners. Set: Research Information for Teachers, no.1, 42.

Ballam, N. (2016). To sir, with love: Messages for educators from gifted financially disadvantaged young people. Australasian Journal of Gifted Education, 25(1), 5-17.

Bate, J., Clark, D., & Riley, T. (2012). Gifted Kids Curriculum: What do the students say? Kairaranga, 13(2), 23-28.

Bevan-Brown, J. (2009). Identifying and providing for gifted and talented Mäori students. APEX: The New Zealand Journal of Gifted Education, 15(1), 6–20.

Bevan-Brown, J. (2012). Digging deeper, flying higher. APEX: The New Zealand Journal of Gifted Education, 17(1).

Bevan-Brown, J., Berryman, M., Huhana, H., Macfarlane, S., Smiler, K., & Walker, T. (2015). Working with Māori children with special education needs: he mahi whakahirahira. Wellington, New Zealand: NZCER Press.

Bicknell, B. (2008). Gifted students and the role of mathematics competitions. Australian Primary Mathematics Classroom, 13(4), 16.

Bicknell, B. (2014). Parental roles in the education of mathematically gifted and talented children. Gifted Child Today, 37(2), 83–93.

Bicknell, B., & Riley, T. (2012). The role of competitions in a mathematics programme. APEX: The New Zealand Journal of Gifted Education, 17 (1).

Bicknell, B., & Riley, T. (2013). Gifted and talented education in New Zealand schools: A decade later. APEX: The New Zealand Journal of Gifted Education, 18(1), 1-16.

Bicknell, B., & Riley, T. (2013). School transition and mathematically gifted students. Gifted and Talented International, 28(1/2), 133-148.

Biddick, M. (2009). Cluster grouping for the gifted and talented: It works! APEX: The New Zealand Journal of Gifted Education, 15(1), 78–86.

Blackett, R., & Webb, J. (2011). The social-emotional dimension of giftedness: The SENG support model. Australasian Journal of Gifted Education, 20(1), 5-13.

Brough, C. (2007). Nurturing talent through curriculum integration. Kairaranga,8(1), 8-12.

Brown, S., Butler, P., & Osborne, R. (2013). Students’ perceptions of learning, post-school options and status in two elite athlete programmes. APEX: The New Zealand Journal of Gifted Education, 18(1).

Cathcart, R. (2005). They’re not bringing my brain out : understanding and working with gifted and talented learners. Auckland, New Zealand: Hodder Education.

Cathcart, R. (2009). New Zealand update. Australasian Journal of Gifted Education, 18(1), 61.

Cathcart, R. (2010). Differentiation made practical : lessons to satisfy gifted learners, their classmates and teachers. Invercargill, New Zealand: Essential Resources.

Cathcart, R. (2011). Thinking about Pakeha and Māori and gifted children. Australasian Journal of Gifted Education, 20(1), 61-63.

Cathcart, R. (2014). Will this history have a future?: Building gifted provision for New Zealand – and a dilemma for the future. Australasian Journal of Gifted Education, 23(1), 45-59.

Centre of Excellence for Research in Inclusive Education. (2013). Inclusive education : perspectives on professional practice. Auckland, New Zealand: Dunmore.

Chellapan, L., & Margrain, V. (2013). “If you talk, you are just talking. If I talk is that bragging? Perspectives of parents with young gifted children in New Zealand. APEX: The New Zealand Journal of Gifted Education, 18(1).

Christensen-Needham, V. (2010). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. (Thesis, Master of Teaching and Learning). University of Canterbury, Christchurch, New Zealand.

Coster, E. (2011). Operation Houndstooth Gifted learners develop social and moral reasoning skills within a social capital framework. (Thesis, Master of Teaching and Learning). University of Canterbury, Christchurch, New Zealand.

Cutler, S., Riley, T., MacIntyre, B., Bicknell, B. (2010). Mentoring: A symbiosis putting new life into learning. Australasian Journal of Gifted Education, 19(2), 49-58.

Dean, J. (2011). A profile portraying a contemporary young gifted child. APEX: The New Zealand Journal of Gifted Education, 16(1).

Dediu, A. (2015). Tall Poppy Syndrome and its effect on work performance. (Thesis, Master of Education (MEd)). The University of Canterbury,Christchurch, New Zealand.

Delaune, A. (2016). Emotional, social and relationship development for gifted and talented children in early childhood education. He Kupu, 4(4).

Delaune, A. (2015). Gifted education for infants and toddlers in Aotearoa New Zealand: An insight into exemplary practice. (Thesis, Master of Education (MEd). University of Canterbury, Christchurch, New Zealand.

Delaune, A., & Tapper, L. (2015). The well-being of gifted young children: Perceptions, pedagogy, and governance. He Kupu, 4(2).

Dillon, L. (2011). Gifted adolescents: Addressing the ‘who am I?’ question. Australasian Journal of Gifted Education, 20(1), 28-37.

Education Review Office. (2008). Schools’ provision for gifted and talented students.

Education Review Office. (2008). Schools’ provision for gifted and talented students: Good practice.

Edwards, K. (2008). The learning experiences and preferred educational strategies of children who have been identified as gifted with ADHD. Australasian Journal of Gifted Education, 17(2), 15-22.

Edwards, K. (2008). The learning experiences and preferred teaching strategies of children who have been identified as Gifted with ADHD (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand.

Edwards, K. (2009). Misdiagnosis, the recent trend in thinking about gifted children with ADHD. APEX: The New Zealand Journal of Gifted Education, 15(1), 29–44.

Edwards, K. (2011). Beyond the controversy of the labels: gifted/ ADHD: the learning experiences and preferred teaching strategies of children who have been identified as gifted with ADHD. Saarbrücken, Germany: LAP Lambert Academic Publishing.

Faaea- Semeatu, T. (2011). Celebrating gifted indigenous roots. In W. Vialle (Eds.).Giftedness from an Indigenous Perspective (pp. 116-122). Australia: Australian Association for the Education of the Gifted and Talented

Faaea-Semeatu, M. (2015). Pasifika Transformers – more than meets the eye. Set: Research Information for Teachers, no.1, 34.

Ferguson, M. (2007). From Policy to Practice: How are Schools Catering for Gifted and Talented Students? (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand.

Fraser, D. (2013). Keeping gifted education on the agenda: Interview with Professor Roger Moltzen. APEX: The New Zealand Journal of Gifted Education, 18(1).

Frengley-Viapuna, I., Kupu-MacIntyre, L., & Riley, T. (2011). Successful Tongan students in New Zealand: Default or design? Kairaranga, 12(2), 42-51.

Gaerlan-Price, E. (2015). Meet, prey, like: A study of gifted girls’ interactions with social media. APEX: The New Zealand Journal of Gifted Education, 19(1).

Garrett, L., & Moltzen, R. (2011). Writing because I want to, not because I have to: Young gifted writers’ perspectives on the factors that “matter” in developing expertise. English Teaching: Practice and Critique, 10(1), 165-180.

Garrett, L., Rubie-Davies, C., Alansari, M., Peterson, E., & Flint, A. (2015). “Missing out”? The potential consequences of inaccurate teacher expectations on young gifted readers’ achievement outcomes. APEX: The New Zealand Journal of Gifted Education, 19(1).

Godber, K. (2012). The life-worlds of elite young athletes: A lens on their school/sport balancing act. APEX: The New Zealand Journal of Gifted Education, 17(1), 161–178.

Godber, K. (2012). Policy, practice and performance. Do the P’s add up?: A fictional account of a staffroom conversation. New Zealand Physical Educator, 45(2), 8-11.

Hannah, J., James, A., Montelle, C., & Nokes, J. (2011). Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299–312.

Hickey, F. (2015). Searching for a place to belong: a narrative study of parental perspectives of gifted children’s learning environments (Thesis, Master of Education (MEd)). Massey University, Palmerston North, New Zealand.

Hurford, L. H. (2013). ‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators. (Theses, Master of Education (MEd)). University of Canterbury, Christchurch, New Zealand.

Hornby, G., & Witte, C. (2014). Ability grouping in New Zealand high schools: Are practices evidence-based? Preventing School Failure: Alternative Education for Children and Youth, 58(2), 90–95.

Hornby, G., Witte, C., & Mitchell, D. (2011). Policies and practices of ability grouping in New Zealand intermediate schools. Support for Learning, 26(3), 92–96.

King, L. G. (2009). The Importance of Failing Well: An Exploration of the Relationship between Resilience and Academic Achievement (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand.

Horsley, J. (2012). Teacher catalysts: Characteristics of teachers who facilitate high academic success. Australasian Journal of Gifted Education, 21(1), 23-31.

Lewis, T. (2015). An investigation into the classroom interactions of twice-exceptional students in comparison to their typically developing peers. (Thesis, Master of Education (MEd)). The University of Canterbury, Christchurch, New Zealand.

McAllum, R. A. (2010). A Problem Based Approach to Hidden Giftedness: Revealing the ‘Me’ Behind the Mask. (Thesis, Master of Teaching and Learning). University of Canterbury, Christchurch, New Zealand.

Macfarlane, A. (Ed.). (2010). Above the clouds: identifying and nurturing Māori students of promise = Ka rewa ake ki ngā kapua. Chirstchurch, New Zealand: University of Canterbury.

Macfarlane, A., & Moltzen, R. (2005). Whiti ki runga! Gifted and talented Māori learners. Kairaranga, 6(2), 7-9.

Maker, J., Zimmerman, R., Alhusaini, A., & Pease, R. (2015). Real Engagement in Active Problem Solving (REAPS): An evidence-based model that meets content, process, product, and learning environment principles recommended for gifted students. APEX: The New Zealand Journal of Gifted Education, 19(1).

Mansfield, S. (2015). See the world through my eyes: Looking into how we can improve provision for gifted visual-spatial learners in our classrooms. APEX: The New Zealand Journal of Gifted Education, 19(1).

Margrain, V. (2006). In the eye of the beholder: Parent, teacher and researcher assessment in a study of precocious readers. Kairaranga, 7(2), 5-10.

Margrain, V. (2010). Narratives of young gifted children. Kairaranga, 11(2), 33-38.

Margrain, V. (2011). Assessment for learning with young gifted children. APEX: The New Zealand Journal of Gifted Education, 16(1).

Margrain, V., & Farquhar, S. (2012). The education of gifted children in the early years: A first survey of views, teaching practices, resourcing and administration issues. APEX: The New Zealand Journal of Gifted Education, 17(1), 1–13.

Margrain, V., Lee, S., Farquhar, S. (2013). Education of gifted young children: Contingency of views on first-hand experiences and conception of giftedness. APEX: The New Zealand Journal of Gifted Education, 18(1).

Margrain, V., Murphy, C., & Dean, J. (2015). Giftedness in the early years: Informing, learning and teaching. Wellington, New Zealand: NZCER Press.

Mazza-Davies, L. L. (2008). Personalising Learning: Exploring the principles and processes of the IEP for young, gifted readers (Thesis, Master of Special Education (MSpEd)). The University of Waikato, Hamilton, New Zealand.

Miller, G. O. (2015). Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement (Thesis, Doctor of Philosophy (PhD)). University of Waikato, Hamilton, New Zealand.

Moltzen, R. (2005). Realising potential: investigating the life stories of gifted New Zealand adults (Thesis, Doctor of Philosophy (PhD)). University of Waikato, Hamilton, New Zealand.

Monaco, T., Eichenold, D., Kasper, V., Gonzales, C. V., Jackson, S., Earle, M., & Bisaillon, E. M. (2009). Teachers identify and support at-risk gifted students in the regular classroom. APEX: The New Zealand Journal of Gifted Education, 15(1), 21–28.

Moore, E. (2011). Walking the talk to musical creativity. APEX: The New Zealand Journal of Gifted Education, 16(1).

Munn, I. (2016). Teachers and Twice-exceptional Students in New Zealand: The Search for a Teacher Who “Gets It”. (Thesis Master of Professional Studies (MProfStuds). The University of Auckland, Auckland, New Zealand.

Needham, V. (2012). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. APEX: The New Zealand Journal of Gifted Education, 17(1).

Newton, C. (2009). Professional learning, knowledge and practice and the identification of gifted students in New Zealand primary schools. (Thesis, Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand.

O’Brien, J. (2014). How do interprofessional practice teams work together to identify and provide for gifted students with multiple exceptionalities? (Thesis Master of Educational Psychology (MEdPsych). Massey University, Palmerston North, New Zealand.

Page, A. (2006). Three models for understanding gifted education. Kairaranga,7(2), 11-15.

Radue, L. (2009). The forgotten children. APEX: The New Zealand Journal of Gifted Education, 15(1), 45–55.

Riley, T. (2011). Competitions for showcasing innovative and creative talents. Gifted & Talented International, 26(1&2), 63–70.

Riley, T., & Moltzen, R. (2010). Enhancing and Igniting Talent Development Initiatives: Research to Determine Effectiveness.

Riley, T. 1., & Moltzen, R. (2011). Learning by doing: action research to evaluate provisions for gifted and talented students. Kairaranga,12(1), 23-31.

Riley, T., Sampson, C., White, V., Wardman, J., & Walker, D. (2015). Connecting like-minded learners through flexible grouping. Set: Research Information for Teachers, no.1, 25.

Riley, T., & White, V. (2016). Developing a Sense of Belonging Through Engagement with Like-Minded Peers: A Matter of Equity. New Zealand Journal of Educational Studies, 51(2), 211-225.

Rubie-Davies, C., & Rawlinson, C. (Eds.). (2008). Challenging thinking about teaching and learning. New York, Nova Science Publishers.

Russell, V., & Riley, T. (2011). Personalising learning in secondary schools: Gifted education leading the way. APEX: The New Zealand Journal of Gifted Education, 16(1).

Sampson, C. (2013). Social and emotional issues of gifted young children. APEX: The New Zealand Journal of Gifted Education, 18(1).

Scobie-Jennings, E. (2015). Translating theory into practice: One school's approach to identifying Maori gifted and talented learner. APEX: The New Zealand Journal of Gifted Education, 19(1).

Scobie-Jennings, E. (2013). An investigation into the identification of Māori gifted and talented students in mainstream schools. APEX: The New Zealand Journal of Gifted Education, 18(1).

Tapper, L. (2014). ‘Being in the World of School’. A Phenomenological Exploration of Experiences for Gifted and Talented Adolescents. (Thesis, Doctor of Philosophy (PhD)). University of Canterbury, Christchurch, New Zealand.

Tapper, L. (2012). Conceptions of giftedness in a global, modern world: Where are we at in Aotearoa New Zealand, 2012? APEX: The New Zealand Journal of Gifted Education, 17(1).

Tapper, L., & Abbiss, J. (2015). Finding a “fit”: Gifted and talented adolescents’ identity negotiations. New Zealand Journal of Educational Studies, 50(2), 255–268.

Tapper, L. & Riley, T. (2015). Turning rhetoric in reality. Education Review: Sector Voices,34-35.

Tweedale, C., & Kronborg, L. (2016). What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school? Gifted and Talented International, 30(1-2), 6-18.

Wardman, J. (2009). Secondary teachers’, student teachers’ and education students’ attitudes to full year academic acceleration as a strategy for gifted students. Australasian Journal of Gifted Education, 18(1), 25-36.

Wardman, J. (2014). Full-year acceleration at high school: parents support the social and emotional challenges of their children. Gifted & Talented International, 29.

Wardman, J. (2015). To act or not to act? Academic acceleration worked in the past, so what’s the current hold-up in NZ. APEX: The New Zealand Journal of Gifted Education, 19(1). (Not listed in the contents of 19(1). External link

Wardman, J., & Hattie, J. (2012). Administrators’ perceptions of full-year acceleration at high school. Australasian Journal of Gifted Education, 21(1), 32-41.

Webber, M. (2009). Gifted and proud: On being academically exceptional and Maori. In P. Whitinui (Ed.),  Kia tangi te tītī: permission to speak: successful schooling for Māori students in the 21st century : issues, challenges and alternatives (pp. 227-241). Wellington, New Zealand: New Zealand Council for Educational Research.

Webber, M. (2015). The eight qualities of successful intelligence in gifted Maori students. APEX: The New Zealand Journal of Gifted Education, 19(1).

Wellisch, M., Brown, J., Taylor, A., Knight, R., Berresford, L., Campbell, L., & Cohen, A. (2011). Secure attachment and high IQ: Are gifted children better adjusted? Australasian Journal of Gifted Education, 20(2), 23-33.

Westerbeke, L. (2014). A safe path: Giftedness in the early years. Early Childhood Folio, 18(1), 9.

White, V. & Riley, T. (2017). Advancing early childhood educators’ access to professional learning in gifted and talented education. NZ International Research in Early Childhood Education Journal, Special Issue: Early Childhood Teachers and their Work, 20(2), 34-49.  

Whitinui, P. (Ed.) (2011). Kia tangi te tītī: permission to speak: successful schooling for Māori students in the 21st century: issues, challenges and alternatives. Wellington, New Zealand: NZCER Press.

Wong, C. (2009). Gifted Individuals with Asperger’s: A Discourse Exploration of ‘Being an Aspie’. (Thesis, Masters of Education (MEd)), Victoria University, Wellington, New Zealand.

Wong, M. (2015). Social construction of giftedness: What might that mean for early childhood teachers practice. APEX: The New Zealand Journal of Gifted Education, 19(1).

Older General Publications

The Extent, Nature and Effectiveness of Planned Approaches in New Zealand Schools for Identifying and Providing for Gifted and Talented Students, Riley et al., 2004

National Administration Guidelines: Amendments, Ministry of Education, 2003

 

All links are now checked, correct and updated @ 11/10/18

NEW ZEALAND PUBLICATIONS AND RESEARCH

 
 
 
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