4.3.9 What Helps or Hinders the Achievement of Academically Talented Secondary School Boys?

This presentation explores how society, schools and teachers, family, and students’ own intrapersonal characteristics have impacted the academic achievement of 93 intellectually gifted and academically talented New Zealand in year nine (American and Australian grade 8) secondary school boys. This mixed methods study is particularly pertinent given that the most recent annual report of the New Zealand Qualifications Authority (2018) 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
giftedconsultingnz@gmail.com
Gifted Consulting
New Zealand

Graeme Miller has a long time passion for gifted education and has a PhD in education. He is currently in the third year of undertaking post-doctoral research related to intellectually gifted and academically talented secondary school boys. Most of Graeme’s career has involved teaching in primary schools, 23 years of which have been as principal. From 2006 to 2013, he was Dean of Advanced Learning Programmes at Hamilton Boys’ High School. In addition to relief teaching in both primary and secondary schools from 2015 to the present time, Graeme currently works as a consultant in gifted education.