dc.contributor.author |
Easton, V |
en |
dc.contributor.author |
Gaffney, Janet |
en |
dc.contributor.author |
Wardman, Janice |
en |
dc.date.accessioned |
2017-03-30T03:19:53Z |
en |
dc.date.issued |
2016-12 |
en |
dc.identifier.citation |
Australasian Journal of Gifted Education, December 2016, 25 (2), 34 - 51 |
en |
dc.identifier.issn |
1323-9686 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/32387 |
en |
dc.description.abstract |
The study investigated New Zealand primary school teachers’ understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers’ selection and interpretation of writing samples. Findings from this study indicated that, did not use the school’s policy guidelines on gifted and talented students. Teachers offered similar meanings of giftedness and talent; utilized a narrow range of behaviours in the identification process and relied upon assessment data and teaching experience in decision making. Minimal in-class provisions were available to lift their achievement. Teachers identified many challenging aspects in teaching talented writers. This small-scale study reinforces the need for, and importance of, continuing professional development regarding the teaching of talented young writers in primary schools. |
en |
dc.language |
English |
en |
dc.publisher |
AAEGT - Australian Association for the Education of the Gifted and Talented |
en |
dc.relation.ispartofseries |
Australasian Journal of Gifted Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.aaegt.net.au/?page_id=736 |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
“I need to do better, but I don’t know what to do”: Primary teachers’ experiences of talented young writers |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.21505/ajge.2016.0014 |
en |
pubs.issue |
2 |
en |
pubs.begin-page |
34 |
en |
pubs.volume |
25 |
en |
dc.description.version |
VoR - Version of Record |
en |
pubs.author-url |
http://search.informit.com/documentSummary;dn=418830372167416;res=IELHSS%3E |
en |
pubs.end-page |
51 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
540586 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2016-09-01 |
en |