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Abstract
This study addresses school transition in New Zealand for 15 students identified as mathematically gifted and talented. The findings are drawn from a two-year study that included student, parent, and teacher perspectives, and an examination of school policies, programs, and practices. Students felt well prepared for the transition although not all students experienced a smooth transition. Some schools practised tabula rasa or fresh start and this impacted on curriculum continuity, academic achievement, and social-emotional well-being. The main source of support for the transition was from their friends—commonly like-minded peers. School support systems were limited and students were not explicitly taught coping strategies. Several implications for managing successful school transitions are proposed.
Additional information
Notes on contributors
Brenda Bicknell
Dr. Brenda Bicknell is a Senior Lecturer in the Faculty of Education at the University of Waikato in Hamilton, New Zealand. Brenda teaches mathematics education and her research interests include content knowledge and pedagogy in mathematics, student attitudes towards mathematics, school transitions, and gifted and talented mathematicians.
Tracy Riley
Dr. Tracy Riley is an Associate Professor at in the Institute of Education at Massey University in Palmerston North, New Zealand. Tracy teaches gifted and talented education and her research interests are provisions for gifted learners, including competitions, our of school programmes, and other opportunities to engage with like-minded peers.