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19 Enabling cultures for acceleration: Gifted girls in single-sex secondary schools in New Zealand

Research has demonstrated that there are barriers to the implementation of academic acceleration as an educational intervention and that gifted girls have special needs. The study focused on acceleration and its effectiveness and provisions provided for gifted girls. Perceptions of teachers, parents or caregivers, and students were sought from three case study schools, different in type, socioeconomic decile, and size. Research instruments included online surveys, focus group, and individual interviews. Effectiveness of provision was attributed to the school’s cultures of learning, excellence and challenge, and the culture of care and well-being. Flexibility, consultation and student choice were key factors.

Author(s):

Margaret Crawford
margaret.crawford@xtra.co.nz

New Zealand

Margaret Crawford completed a Doctorate of Education in 2016 through Massey University, Manawatū, New Zealand. Her thesis focused on acceleration and gifted girls in single-sex girls’ schools which offer secondary education (Years 9-13, ages 13-18) in New Zealand. Prior qualifications included Masters of Educational Administration (Hons), Masters of Arts (Hons) in English and a Diploma in Teaching. She was awarded a Woolf Fisher Fellowship for excellence in the teaching of English. As a researcher, secondary teacher and parent of gifted children she has learnt and believes that every student has the right to learn something new each day.