Skip to main content
SpringerLink
Log in

Being of Like-Mind: Giftedness in the New Zealand Context

  • Living reference work entry
  • First Online:
Handbook of Giftedness and Talent Development in the Asia-Pacific

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Gifted and talented learners in New Zealand are identified by their special abilities and qualities, across a range of areas, often by classroom teachers who make an effort to serve their needs in regular classrooms. The opportunity for learning with other like-minded peers is most commonly facilitated in within-class ability groups or withdrawal or pull-out programmes; as an example, the New Zealand Centre for Gifted Education (NZCGE) provides a 1-day-a-week programme, MindPlus, for intellectually and creatively gifted children. Gifted and talented students are said to benefit from learning with like-minds, but there is limited research investigating what it means to be like-minded or how like-minds perceive the benefits and challenges of learning together. A mixed methods study, using student surveys, individual interviews and focus group discussions, probed perceptions of like-mindedness, as a basis for students working with the researcher to co-construct the implications for practice. Students most often referred to ‘thinking’ as the common denominator of like-mindedness, with their like-minded peers described as other gifted students, family members and their specialist teachers. The perspectives of participants in this study support the important connections between how and what one thinks, in relation to their peers, particularly in contexts for learning. Engaging with like-minded peers afforded these gifted students not only opportunities for learning but also a sense of belonging and the chance to learn more about managing self, relating to others, participating and contributing. Implications for practice include the need for ability grouping for learning and socialisation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Adams-Byers, J., Whitsell, S. S., & Moon, S. (2004). Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7–20.

    Article  Google Scholar 

  • Barber, C., & Woodford Wasson, J. (2014). A comparison of adolescents’ friendship networks by advanced coursework participation status. Gifted Child Quarterly, 59(1), 23–37.

    Article  Google Scholar 

  • Bate, J., & Clark, D. (2013). Like minds learning well together. Set: Research Information for Teachers, 1, 49–57.

    Google Scholar 

  • Berlin JE, (2009) It’s All a Matter of Perspective: Student Perceptions on the Impact of Being Labeled Gifted and Talented. Roeper Review 31(4):217–223

    Article  Google Scholar 

  • Blackett, J. (2006). Investigating best practice in guidance and counselling for gifted students in New Zealand schools. Unpublished Masters dissertation, Massey University, Palmerston North, New Zealand.

    Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.

    Article  Google Scholar 

  • Burney, V. (2008). Applications of social cognitive theory to gifted education. Roeper Review, 30(2), 130–139.

    Article  Google Scholar 

  • Chin, C., & Harrington, D. (2009). InnerSpark: A creative summer school and artistic community teenagers. Gifted Child Today, 32(1), 14–22.

    Article  Google Scholar 

  • Clark, D. (2009). Student voice: Perceptions of the Gifted Kids programme alumni, 2000–2007. Unpublished Master’s thesis, Massey University, Palmerston North, New Zealand.

    Google Scholar 

  • Croft, L.J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G.A. Davis (Eds.), Handbook of Gifted Education (3rd ed.; pp. 558–571). Boston: Allyn and Bacon.

    Google Scholar 

  • Eckstein, M. (2009). Enrichment 2.0: Gifted and talented education for the 21st century. Gifted Child Today, 32(1), 59–63.

    Article  Google Scholar 

  • Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs: Principles and practices. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4097839/pdf/hesr0048-2134.pdf

  • Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The Qualitative Report, 20(9), 1408–1416. Retrieved from http://tqr.nova.edu/wp-content/uploads/2015/09/fusch1.pdf

    Google Scholar 

  • Gemert, L. V., & Bear, P. (2018). Friendship 101. Retrieved from https://www.us.mensa.org/learn/gifted-youth/insights-into-gifted-youth/making-friends/

  • Graffam, B. (2006). A case study of teachers of gifted learners: Moving from prescribed practice to described practitioners. Gifted Child Quarterly, 50(2), 119–131.

    Article  Google Scholar 

  • Gross, M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11(4), 189–194.

    Article  Google Scholar 

  • Gross, M. U. M. (2002). “Play Partner” or “Sure Shelter”: What gifted children look for in friendship. The SENG Newsletter, 2(2). Retrieved from http://sengifted.org/play-partner-or-sure-shelter-what-gifted-children-look-for-in-friendship/

  • Handel, M., Vialle, W., & Ziegler, A. (2013). Student perceptions of high-achieving classmates. High Ability Studies, 24(2), 99–114.

    Article  Google Scholar 

  • Harrison, C. (2005). Young gifted children: Their search for complexity and connection. Exeter, Australia: Inscript.

    Google Scholar 

  • Hertberg-Davis, H., & Callahan, C. (2008). A narrow escape: Gifted students’ perceptions of advanced placement and International Baccalaureate programs. Gifted Child Quarterly, 52(3), 199–216.

    Article  Google Scholar 

  • Hertberg-Davis, H., & Callahan, C. (2009). A narrow escape: Gifted students’ perceptions of Advanced Placement and International Baccalaureate programs. Gifted Child Quarterly, 52(3), 199–216.

    Google Scholar 

  • Hughes, G. (2010). Identity and belonging in social learning groups: The importance of distinguishing social, operational and knowledge-related identity congruence. British Educational Research Journal, 36(1), 47–63.

    Article  Google Scholar 

  • Jung, J., Barnett, K., Gross, M., & McCormick, J. (2011). Levels of intellectual giftedness, culture, and the Forced-Choice Dilemma. Roeper Review, 33(3), 182–197.

    Article  Google Scholar 

  • Kesner, J. E. (2005). Gifted children’s relationships with teachers. International Education Journal, 6(2), 218–223. Retrieved from https://files.eric.ed.gov/fulltext/EJ854973.pdf

  • Kindermann, T. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203.

    Article  Google Scholar 

  • King, E. W. (2005). Addressing the social and emotional needs of twice exceptional students. Teaching Exceptional Children, 38(1), 16–20.

    Article  Google Scholar 

  • Levine, M., & Cox, D. (2005). Teaching war and violence to the like-minded. Peace Review, 17, 247–259.

    Article  Google Scholar 

  • Lovett, P. (2011). Solutions for Jay and other underrepresented gifted minority students. Gifted Child Today, 34(1), 55–59.

    Article  Google Scholar 

  • Matthews, D., & Kitchen, J. (2007). School-within-a-school gifted programs. Gifted Child Quarterly, 51(3), 256–271.

    Article  Google Scholar 

  • McAlpine, D., & Reid, N. (1996). Teaching observation scales for children with special abilities. Wellington, New Zealand: NZCER.

    Google Scholar 

  • Ministry of Education. (2012). Gifted and talented students: Meeting their needs in New Zealand schools. Retrieved from https://gifted.tki.org.nz/assets/Gifted-and-talented-students-meeting-their-needs-in-New-Zealand-Schools.pdf

  • Mondoni, N., Nagar, S., Shannigrahi, S., Gupta, R., Dey, K., Goyal, S., & Nanavati, A. (2014). Like-minded communities: Bringing familiarity and similarity together. World Wide Web, 17(5), 899–919.

    Article  Google Scholar 

  • Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping. Gifted Child Quarterly, 51(4), 330–341.

    Article  Google Scholar 

  • Netz, H. (2014). Gifted conversations. Gifted Child Quarterly, 58(2), 149–163.

    Article  Google Scholar 

  • New Zealand Education Review Office. (2008). Schools’ provisions for gifted and talented students: Good Practice. Wellington, New Zealand: Education Review Office.

    Google Scholar 

  • New Zealand Ministry of Education. (2012). Gifted and talented students: Meeting their needs in New Zealand schools. Wellington, New Zealand: Published for the Ministry of Education by Learning Media.

    Google Scholar 

  • Olszewski-Kubilius, P., Lee, S.-Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199–216.

    Article  Google Scholar 

  • Post, G. (2017). Social emotional learning and the gifted child. Retrieved from https://giftedchallenges.blogspot.co.nz/2017/09/social-emotional-learning-and-gifted.html

  • Reichenberg, A., & Landau, E. (2009). Families of gifted children. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 873–883). Dordrecht, Netherlands: Springer.

    Chapter  Google Scholar 

  • Riley, T. (2011). Teaching gifted students in the inclusive classroom. Waco, TX: Prufrock Press.

    Google Scholar 

  • Riley, T. (2015). Thinking along the same lines. SENGVine, April. Retrieved from http://sengifted.org/archives/articles/thinking-along-the-same-lines. Accessed 1 Feb 2016.

  • Riley, T., Sampson, C., Wardman, J., & Walker, D. (2015). Connecting like-minded learners through flexible grouping. SET, 1, 25–33.

    Google Scholar 

  • 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, 211–225.

    Article  Google Scholar 

  • Sanderson, E., & Greenberger, R. (2010). Evaluating online programs through a gifted lens. Gifted Child Today, 34(3), 42–53.

    Article  Google Scholar 

  • Wolf, N., & Chessor, D. (2011). The affective characteristics of gifted children: Can peer victimization make a difference? Australasian Journal of Gifted Education, 20(1), 38–52.

    Google Scholar 

  • Wood, S. (2010). Best practices in counseling the gifted in schools: What’s really happening? Gifted Child Quarterly, 54(1), 42–58.

    Article  Google Scholar 

  • Wormald, C. (2017). Should gifted students go to a separate school? Retrieved from https://theconversation.com/should-gifted-students-go-to-a-separate-school-71620

Download references

Author information

Authors and Affiliations

  1. Massey University, Palmerston North, New Zealand

    Tracy Riley

Authors
  1. Tracy Riley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tracy Riley .

Editor information

Editors and Affiliations

  1. School of Education, UNSW Australia, Sydney, NSW, Australia

    Susen R. Smith

Section Editor information

  1. Faculty of Education, The University of Waikato, Waikato, New Zealand

    Roger Moltzen

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Riley, T. (2019). Being of Like-Mind: Giftedness in the New Zealand Context. In: Smith, S. (eds) Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3021-6_5-1

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-3021-6_5-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-3021-6

  • Online ISBN: 978-981-13-3021-6

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation