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3.10.1 Elements that help or hinder the achievement of academically gifted and talented secondary school boys

This presentation explores how society, schools and teachers, family, and students' own intrapersonal characteristics have impacted the academic achievement of 31 academically gifted and talented New Zealand secondary school boys (American and Australian, Grade 8). The mixed-methods pilot study is particularly pertinent given that the most recent annual report of the New Zealand Qualifications Authority (2016) shows a clear divergence in achievement between males and females in the upper secondary school. Overall, the most significant trends in the study's findings relate to schools. These, and the other strong trends, will be discussed.

Author(s):

Graeme Miller
millers@vodafone.net.nz

New Zealand

Biography: Graeme Miller has a long-time passion for gifted education. He is an experienced educator. Prior to 2006 Graeme was a teacher/principal in eight different primary schools in both the North and South Islands of New Zealand. From 2006 to 2013 Graeme was the Dean of Advanced Learning Programmes at Hamilton Boys' High School where he oversaw the academic programmes of over a thousand boys. In 2014 and 2015 Graeme was a full time PhD student at the University of Waikato. After two years of day-relief teaching, he is currently Acting Principal of Waipa Christian School (a primary school).