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Cathcart, Rosemary – Australasian Journal of Gifted Education, 2018
In the absence of any one single internationally accepted definition of giftedness, New Zealand has officially opted to advise schools to develop their own definitions. How wise is this for a policy? Can we come closer to a definition that is sound in terms of research and that also reflects what is uniquely and essentially New Zealand? This paper…
Descriptors: Foreign Countries, Academically Gifted, Definitions, Educational Policy
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Merrotsy, Peter – Australasian Journal of Gifted Education, 2017
It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related…
Descriptors: Foreign Countries, Academically Gifted, Student Needs, Educational Policy
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Wardman, Janna – Australasian Journal of Gifted Education, 2016
Although there is a plethora of research evidence in support of the benefits of acceleration, the voices of parents are seldom heard in the literature around outcomes from full-year acceleration. This retrospective study reports on the views of the parents (N = 16) of a group of New Zealand students (N = 12) who were accelerated a full year in…
Descriptors: High School Students, Acceleration (Education), Parent Attitudes, Program Effectiveness
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Jolly, Jennifer L. – Australasian Journal of Gifted Education, 2015
Working from an agenda of school improvement, Australia's implementation of National Assessment Program: Literacy and Numeracy (NAPLAN) in 2008 and the MySchool website in 2010 appears strongly influenced by the mechanisms that have driven the reform/accountability movement in the United States and the United Kingdom (Lingard, 2010; Polsel, Dulfer…
Descriptors: Foreign Countries, High Stakes Tests, Academically Gifted, Talent