As a refereed journal, the aim of APEX is to disseminate essays, research reports and critical comments in the broad
field of gifted and talented children.
Volume 12 Number 1 1999.
MAORI STUDENTS WITH SPECIAL ABILITIES -
The concept of special abilities from a Maori perspective differs markedly to that of a Pakeha/European view of giftedness. Despite recent trends toward a more inclusive and broadened concept ofgiftedness, a prevailing utilitarian attitude seems to be reflected in educational policy and practice. Reid (1992) states that individuals with exceptional talents, which can be utilised in the service of technological progress, economic advancement and computer "know-how", are highly prized by New Zealand's dominant culture. This is in direct contrast to a holistic view ofgiftedness in Maori culture where inter-personal relationships and aspects of spirituality are highly prized and emphasised. It is purported that Maori do embrace these goals, yet also incorporate notions of manaakitanga and whanaungatanga into their concept ofgiftedness... more
FOCUSING A LENS ON THE PARTNERSHIP BETWEEN SOCIAL STUDIES AND GIFTED EDUCATION PICTURE THIS....
Imagine a regular year one and two class: a group of children discussing what their mum does best and how they are responsible for helping her; another group reading about culturally diverse families from an independent reading box; children at the computer publishing their family story; finally a group of gifted children completing their contract at the 'Families in Space' Learning Centre. Such are the organisational dynamics needed to meet the needs of the gifted in social studies in the regular classroom...more
PROVIDING FOR RURAL CHILDREN WITH SPECIAL ABILITIES IN NEW ZEALAND -
"Each school and classroom [in New Zealand] is likely to have students with special abilities" (Education
Review Office, 1998, p.43). Identifying and providing for these students in any school may be fraught with
issues and problems; attempting to do so in a small rural school could transform these same issues and
problems into seemingly insurmountable obstacles. In addition to the problems shared with their urban
counterparts the rural school, on its own, has to also overcome a quite different set of problems due to the
difficulties created by its geographical position. As a consequence New Zealand's rural children with special
abilities are the forgotten 'poor relations' in our education system...
COMPETITIONS: ONE SOLUTION FOR MEETING THE NEEDS OF NEW ZEALAND'S GIFTED STUDENTS -
In the recently released report by the Education Review Office (1998) regarding provisions for gifted students in
New Zealand, one of the recommendations for strategies to develop talent is participation in national and international
competitions. Competitions have long served as a cornerstone for gifted programmes and practices. In fact, Renzulli (1994)
recognizes an array of competitions as special enrichment programmes amongst a continuum of services in his practical
plan for total school improvement. In New Zealand, they are but one viable option which schools should contemplate in
meeting the New Zealand Curriculum Framework goals of recognizing, respecting, and responding to individual needs
regardless of different abilities...
NEW HORIZONS – SCHOOL-BASED CHANGE IN GIFTED EDUCATION - Gifted education is a controversial area of education throughout the world. Australian culture does not exalt the virtues of intellectual giftedness (Gross, 1995). Equality of outcomes is a pervasive philosophy and ingrained in an allegedly egalitarian society, similar values to those found in New Zealand. Thus if we hold the proposition that all children have gifts and talents, then we have to agree with the argument that schools need to develop organisational and pedagogical strategies that are inclusive. Hence, automatically all gifted children are catered for...
moreCONNIE HOLZ, CARMEL M DEIZMANN, & JAMES J WATTERS
LEARNING CHARACTERISTICS OF GIFTED STUDENTS: IMPLICATIONS FOR INSTRUCTION AND GUIDANCE -
Contrary to what most people believe, a gifted mind is not necessarily able to find its own way. Although gifted students possess exceptional capabilities, most cannot excel without assistance. They need assistance academically, but they also need assistance emotionally through understanding, acceptance, support and encouragement ...
WILL THE IMPOSTERS PLEASE STAND UP? -
The Imposter Phenomenon was first identified and written about by Dr. Pauline Rose Clance in 1985. It is experienced by many high-achievers who know an internal feeling of intellectual phoniness. They maintain a stance that they are not capable or bright despite the fact that by external measures this belief is patented not true. This phenomenon is now widely recognised...
THE 1998 ERO REPORT, WORKING WITH STUDENTS WITH SPECIAL ABILITIES:
IF ERO WANTS A DEBATE, LET'S START ONE! -
Think a minute. The year is 1972. It's a significant date in history. Can New Zealand' advocates for gifted children remember why? Perhaps you recall the following: the Munich Olympic Games were disrupted by Arab terrorism ... Northern Ireland' "Bloody Sunday"... Labour leader Norman Kirk unseated the National Party ... Nixon visited China and Russia... Britain entered the common market... French Connection won Best Picture... Best Actor and Actress were Gene Hackman and Jane Fonda... the Dallas Cowboys won the SuperBowl... Bobby Fischer beat Boris Spassky for the world chess title ... The Godfather was released ... Jesus Christ Superstar made it to the stage in Greece ... NZ's Equal Pay Act was passed... and the NZ Department of Education released its last report on gifted children!...
YOUNG, GIFTED AND LIVING IN NEW ZEALAND -
As we approach the end of the millennium it is obviously an appropriate time to review the education of the gifted in
Aotearoa/New Zealand. This review focuses on a number of key issues that have characterised our attitudes and approaches
to the education of gifted students in this country. How our society responds to these in the future will have a
significant bearing on the place afforded gifted education in the next century. To those of us who have a commitment to
advancing the cause of the gifted, it is important that we understand the attitudes and actions that have constrained
our movement forward, and to take opportunities to challenge these in an informed and intelligent manner. However, it
is equally important to identify and celebrate the positive changes that have occurred, especially in the last decade,
and to constructively build on those.