How high ability students perceived the practice of influential teachers

Jenny Horsley

doi:10.26686/nzaroe.v0i19.1560

Authors

Jenny Horsley Victoria University of Wellington

DOI:

https://doi.org/10.26686/nzaroe.v0i19.1560

Keywords:

Teachers and Teaching

Abstract

In 2005, acting on advice received from the Scholarship Reference Group, the New Zealand government introduced re-designed New Zealand Qualifications Authority Scholarship Awards. One goal of these awards was to help motivate students to strive to develop and display excellence. Distribution was aimed at approximately 3 percent of students studying at Level 3 National Certificate of Educational Achievement with this proportion consistent with the level many consider to be ‘gifted and talented’ learners. This article identifies secondary school students’ perceptions of those factors they perceive to have facilitated their success in New Zealand Qualifications Authority Scholarship. Results show that effective teachers of gifted students demonstrate personal and professional characteristics that facilitate high academic success.

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Author Biography

Jenny Horsley, Victoria University of Wellington

Jenny Horsley is a lecturer in the School of Pedagogy and Psychology at Victoria University of Wellington. Her current research includes identifying the factors which high ability students perceive to facilitate their success, and student experiences of dual or early enrollment at New Zealand universities.

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