Conference papers
Professional Development Initiatives for Teachers: The New Zealand Way
This presentation (PDF 6.85MB) by Ann Easter, National Coordinator for Gifted Education Advisory Support, was made to the 2007 Biennial World Conference for Gifted and Talented Children. It discusses New Zealand initiatives and the development of structures to provide for gifted and talented students in this country.
Rising Tides: Nurturing our gifted culture
The ‘Rising Tides’ national gifted and talented conference was held in Wellington, 3–5 August 2006, and was attended by over 700 delegates. This link to the conference website provides access to the final conference papers and workshop presentations.
It Takes Two to Tango
A paper about creating and maintaining positive partnerships between parents and teachers of gifted students, presented by Tracey L. Riley, PhD at the 'Inside Out: Meeting the Needs of Gifted Children Conference', April 1999.
Gardening in New Zealand
A paper about gifted students in today's schools, presented by Tracy L. Riley, PhD at the Marlborough Principals' Association Conference, August 2000. Discusses the reasons for providing appropriate educational opportunities for gifted students.
Equity with Excellence – Confronting the Dilemmas and Celebrating the Possibilities
This keynote address explores the rationale for providing appropriate educational experiences for gifted and talented students, based upon the principles of equity and excellence.
And Monday's Back to the Chalkface? A Guide for Programme Development
This address gives a step-by-step process for programme development for gifted and talented students. The steps identified are: needs analysis, programme development, programme implementation, and evaluation and revision.
Running the Gauntlet – A Gifted Māori Learner's Journey Through Secondary School
This paper presented at the 'Now is the Future' conference in Auckland, 2000, describes the barriers faced by gifted Māori students at secondary school level. Attitudes, behaviours, practices, organisational procedures, and structures that disadvantage Māori students are described and strategies for overcoming these are suggested.