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There is limited research in New Zealand and overseas that examines the experiences of gifted learners in like-minded groups, though, anecdotally, we know that a primary argument for specialist programmes is a purported benefit for gifted learners to engage in such like-minded groupings. There is very little research to substantiate these claims and the hope is that this study will provide us with a greater understanding of how these opportunities contribute to academic, emotional and social development of gifted and talented students. This study examines opportunities for like-minded grouping in the most commonly reported provisions used in New Zealand, the mainstream classroom and withdrawal programmes, and will address a need for more research on grouping of gifted learners. Furthermore, it will provide an opportunity to explore the perspectives of gifted learners, their teachers and parents regarding the importance of like-minded interactions. The study will also explore the opportunities and challenges of transitions into secondary school and out of the one-day-a-week programme in relation to like-minded peer relationships.
Vanessa White, postgraduate student at Massey University
Janna Wardman, University of Auckland
Deborah Walker, New Zealand Centre for Gifted Education
Page authorised by Director, Institute of Education
Last updated on Monday 11 February 2019