title: From Policy to Practice: How are Schools Catering for Gifted and Talented Students?

authors: Ferguson, Miriam

subjects: gifted and talented education

abstract: In 2005, the Ministry of Education in New Zealand released 'The Schooling Strategy, Making a Bigger Difference for all Students' (Ministry of Education, 2005). This is intended as a framework for ongoing effort and improvement in education for the five years from 2005 to 2010. One of the strategic priorities in this document, is to promote evidence-based practice.
With evidence-based practice, teachers combine evidence from a number of sources to inform their professional judgements and practice. This includes research evidence about effective pedagogy. Teachers, it states, need to be supported to 'base their practice on principles of  what works  from research evidence and adapting it to their classroom context' (p.39). In looking at the practices of schools in catering for gifted
and talented students, therefore, it is appropriate, to look at the findings of research. This research is useful in underpinning 'best practice'.
This study reviews the literature concerning the education of gifted and talented children from both national and international perspectives. It then looks at current New Zealand practice, based on four case-study primary schools. There are very
encouraging signs that these schools are well into the journey of catering for their gifted and talented students. Each school in this study has responded to the challenge of provision as best it can, within constraints of individual school situations. Each
school also sees the development of this provision as an ongoing process.
From Term 1, 2005, all state and state integrated schools must be able to show how they are meeting the needs of their gifted and talented learners. The main findings of this study suggest that even before the amendment to this National Administration Guideline (NAG) 1(iii)c, there were some promising and effective provisions for
gifted and talented children within schools. These included school-wide and withdrawal provisions. However, since the change to the NAG and the involvement of schools in gifted and talented professional development courses, there has been increased awareness of the need for classroom teachers to differentiate their
programmes in order to more effectively cater for this group of learners.
New Zealand primary school classrooms with a learner centred philosophy appear to be well suited to programme differentiation. There is increasingly an emphasis within general teaching practice on individualizing programmes based on assessment data which clearly shows where the child is at, and what the next learning step will be.
Current professional development contracts promoting practices such as inquiry learning, curriculum integration and thinking skills seem to have particular promise for this group of learners. It is very evident, however, that a lack of time and energy is a significant barrier for classroom teachers wishing to provide for the specific needs
of gifted and talented learners. It is also suggested that some schools, in particular low decile and small rural schools, may be unfairly disadvantaged in their ability to provide for gifted and talented learners.
The challenge for schools now, it is suggested, is to continue the journey towards a school-wide commitment to best practice in providing for this group of learners. Special consideration for this group of learners should be integrated into the context of all pre-service training and in-service professional development, as part of a differentiated programme for all learners. A vital component of this is ongoing practical support for teachers based on their expressed need, to enable them to effectively translate theory into practice, and thus implement and embed any
appropriate approach, based on research findings, effectively.

text: From Policy to Practice: How are Schools Catering for Gifted and Talented Students? In 2005, the Ministry of Education in New Zealand released 'The Schooling Strategy, Making a Bigger Difference for all Students' (Ministry of Education, 2005). This is intended as a framework for ongoing effort and improvement in education for the five years from 2005 to 2010. One of the strategic priorities in this document, is to promote evidence-based practice.
With evidence-based practice, teachers combine evidence from a number of sources to inform their professional judgements and practice. This includes research evidence about effective pedagogy. Teachers, it states, need to be supported to 'base their practice on principles of  what works  from research evidence and adapting it to their classroom context' (p.39). In looking at the practices of schools in catering for gifted
and talented students, therefore, it is appropriate, to look at the findings of research. This research is useful in underpinning 'best practice'.
This study reviews the literature concerning the education of gifted and talented children from both national and international perspectives. It then looks at current New Zealand practice, based on four case-study primary schools. There are very
encouraging signs that these schools are well into the journey of catering for their gifted and talented students. Each school in this study has responded to the challenge of provision as best it can, within constraints of individual school situations. Each
school also sees the development of this provision as an ongoing process.
From Term 1, 2005, all state and state integrated schools must be able to show how they are meeting the needs of their gifted and talented learners. The main findings of this study suggest that even before the amendment to this National Administration Guideline (NAG) 1(iii)c, there were some promising and effective provisions for
gifted and talented children within schools. These included school-wide and withdrawal provisions. However, since the change to the NAG and the involvement of schools in gifted and talented professional development courses, there has been increased awareness of the need for classroom teachers to differentiate their
programmes in order to more effectively cater for this group of learners.
New Zealand primary school classrooms with a learner centred philosophy appear to be well suited to programme differentiation. There is increasingly an emphasis within general teaching practice on individualizing programmes based on assessment data which clearly shows where the child is at, and what the next learning step will be.
Current professional development contracts promoting practices such as inquiry learning, curriculum integration and thinking skills seem to have particular promise for this group of learners. It is very evident, however, that a lack of time and energy is a significant barrier for classroom teachers wishing to provide for the specific needs
of gifted and talented learners. It is also suggested that some schools, in particular low decile and small rural schools, may be unfairly disadvantaged in their ability to provide for gifted and talented learners.
The challenge for schools now, it is suggested, is to continue the journey towards a school-wide commitment to best practice in providing for this group of learners. Special consideration for this group of learners should be integrated into the context of all pre-service training and in-service professional development, as part of a differentiated programme for all learners. A vital component of this is ongoing practical support for teachers based on their expressed need, to enable them to effectively translate theory into practice, and thus implement and embed any
appropriate approach, based on research findings, effectively.

year: 2007

title: Determinants of ownership structure and performance of seasoned equity offerings: Evidence from Chinese stock markets

authors: Abidin, Sazali Zainal

subjects: Agency theory

abstract: Purpose: Since the initiation of the share split reform by the Chinese Securities Regulatory Commission (CSRC) in 2005, the private placement has become the major source of raising equity after IPO. The purpose of this paper is to investigate why listed firms in China prefer private placements compared to other options of raising capital. Design/methodology/approach: The ordinary least squares regression, the piecewise regression and the cross-sectional regression analysis were undertaken to investigate the determinants and characteristics of the seasoned-equity offerings announcement effects. Probit regression analysis was taken to estimate the probability of a firm choosing private placements. Findings: The authors find positive significant announcement abnormal returns for private placement. The findings also indicate that operating performance deteriorates immediately after announcement and poor operating performance is more likely to be contributed by large size portfolios, which suggests size effect. Research limitations/implications: The paper's evidence contributes to an understanding of the wider implication of the share split reform undertaken by the CSRC. Practical implications: The paper provides insights for policy makers in China and around the world who have and wish to adopt similar practices within their jurisdictions. Similar research can be conducted in other emerging markets to enable better understanding and implications of seasoned equity offerings on firm financial performance. Originality/value: The paper is novel in regard to the data and the wider research paradigm used.

text: Determinants of ownership structure and performance of seasoned equity offerings: Evidence from Chinese stock markets Purpose: Since the initiation of the share split reform by the Chinese Securities Regulatory Commission (CSRC) in 2005, the private placement has become the major source of raising equity after IPO. The purpose of this paper is to investigate why listed firms in China prefer private placements compared to other options of raising capital. Design/methodology/approach: The ordinary least squares regression, the piecewise regression and the cross-sectional regression analysis were undertaken to investigate the determinants and characteristics of the seasoned-equity offerings announcement effects. Probit regression analysis was taken to estimate the probability of a firm choosing private placements. Findings: The authors find positive significant announcement abnormal returns for private placement. The findings also indicate that operating performance deteriorates immediately after announcement and poor operating performance is more likely to be contributed by large size portfolios, which suggests size effect. Research limitations/implications: The paper's evidence contributes to an understanding of the wider implication of the share split reform undertaken by the CSRC. Practical implications: The paper provides insights for policy makers in China and around the world who have and wish to adopt similar practices within their jurisdictions. Similar research can be conducted in other emerging markets to enable better understanding and implications of seasoned equity offerings on firm financial performance. Originality/value: The paper is novel in regard to the data and the wider research paradigm used.

year: 2012

title: Pupuritia ngā purapura i mahue mai rā: Te waiata-ā-ringa 1960 - 1990

authors: Papesch, Te Rita

subjects: Māori history

abstract: I tēnei tuhinga kei te āta titiro ahau ki te waiata-ā-ringa. Kei te hoki ahau ki te tīmatanga, ā, kei te whai ahau i te tipuranga me te oranga o tēnei mea, o te waiata-ā-ringa. Hei āwhina i ahau, kei te titiro ahau ki ētahi o ngā waiata-ā-ringa kua titoa e ngā kaitito mai i te tau 1960 tae noa ki te tau 1990. Kei te whakamārama hoki ahau i te whānui o ngā rerengakētanga o ēnei waiata-ā-ringa. Ka titiro hoki ahau ki te mahi ā ringa āhua reka hoki o ēnei waiata-ā-ringa, arā te mahi ngahau, te mahi whakataetae, te mahi i ēnei waiata-ā-ringa hei kīnaki i ngā whaikōrero, hei kīnaki i ngā kōrero kua kōrerohia i ngā hui, hei taonga pupuri i ngā kōrero o te iwi whānui, mō te iwi whānui me ngā mahi kua mahia i te ao i aua tuangahurutoru o ngā tau.
I tōku tau tuawhā i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere mātou ngā ākonga me tō mātou kaiwhakaako, me Hirini Melbourne, ki te kōrero ki ngā kaitito rongonui o te motu. I aua wā i hopukina ā rātou kōrero ki te mīhini. I roto i tēnei tuhinga kei te hoki ahau ki ā rātou kōrero i mau i a mātou. Ko ētahi o rātou kei te ora tonu, ko ētahi kua mate kē, kua haere ki tua o te ārai, ki te kāinga tūturu mō tātou katoa. Nō reira, e ngā whaea, nā koutou ahau i awhi, i mirimiri ki ō koutou ringa me ō koutou mōhiotanga ki tēnei taonga a tātou, ki te waiata-ā-ringa, moe mai rā i roto i ngā ringa o Hine-nui-te-pō.
Mai i aua wā i a au e ako ana i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere hoki ahau ki te pātai atu, ki te kōrero atu ki ētahi atu kaitito. Nā rātou ā rātou whakahoki ki aku pātai i tuhi ki runga i te pepa, ā, i mau hoki ki te rīpene. Nā, kua tae ki te wā me whakapuaki e ahau ōku māramatanga, mōhiotanga hoki ki ā rātou kōrero. Nō reira, e ngā mātua, he mihi kau anō tēnei ki a koutou i whai wā ki te whakahoki i ngā pātai, i ngā tono a tēnei tā koutou mōkai. Kua tukua e koutou tōku reo hei kawe i ō koutou whakaaro mō ā koutou mahi whakahirahira.
Kei te tuhi kōrero hoki ahau hei tautoko i tāku i whakapae, i whakahautia ēnei kaitito e ngā mahi waiata-ā-ringa i Te Tairāwhiti, e ngā tāngata o reira hoki, pērā i a Tā Apirana Ngata, i a Tuini Ngawai, i a wai, i a wai. Hei tautoko i tōku whakapae kua pātai atu ahau ki ēnei kaitito mō ō rātou whakaaro mō tōku whakapae, ā, kua tuhia ō rātou whakaaro.
Kei te whai hoki ahau i ōku whakaaro, mā tēnei taonga, mā te waiata-ā-ringa ka ako ai te tangata i tō tātou reo rangatira me ōna āhuatanga katoa.
Ki ahau nei kei reira, kei ngā waiata-ā-ringa e takoto ana ngā kōrero ātaahua o mua rā, arā, ngā whakataukī, ngā pepeha. Kei reira hoki e mahia ana te reo tūturu, te reo tawhito, tae noa ki te reo o nāianei. He ātaahua katoa ēnei reo, he akoranga hoki mā te tangata.
Ki te pātai mai te tangata, e hia te roa atu o tāku mahi rangahau i tēnei kaupapa, ka whakahoki au ki a ia, mai i te wā tuatahi ka mahi au i te waiata-ā-ringa, tae noa ki tēnei tau tonu, ā, e toru tekau ngā tau au e whakaaro ana, e mahi ana i te waiata-ā-ringa. Kātahi anō au ka whai wā ki te tuhi mō te waiata-ā-ringa.
Nā, hei kōrero whakamutunga, kei te titiro ahau kei whea e tū ana te waiata-ā-ringa i ēnei rā, ā, kei whea hoki e haere ana, ka whai hua anō, ā, ki whea?
Kia ora tātou mō tēnei wā.

text: Pupuritia ngā purapura i mahue mai rā: Te waiata-ā-ringa 1960 - 1990 I tēnei tuhinga kei te āta titiro ahau ki te waiata-ā-ringa. Kei te hoki ahau ki te tīmatanga, ā, kei te whai ahau i te tipuranga me te oranga o tēnei mea, o te waiata-ā-ringa. Hei āwhina i ahau, kei te titiro ahau ki ētahi o ngā waiata-ā-ringa kua titoa e ngā kaitito mai i te tau 1960 tae noa ki te tau 1990. Kei te whakamārama hoki ahau i te whānui o ngā rerengakētanga o ēnei waiata-ā-ringa. Ka titiro hoki ahau ki te mahi ā ringa āhua reka hoki o ēnei waiata-ā-ringa, arā te mahi ngahau, te mahi whakataetae, te mahi i ēnei waiata-ā-ringa hei kīnaki i ngā whaikōrero, hei kīnaki i ngā kōrero kua kōrerohia i ngā hui, hei taonga pupuri i ngā kōrero o te iwi whānui, mō te iwi whānui me ngā mahi kua mahia i te ao i aua tuangahurutoru o ngā tau.
I tōku tau tuawhā i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere mātou ngā ākonga me tō mātou kaiwhakaako, me Hirini Melbourne, ki te kōrero ki ngā kaitito rongonui o te motu. I aua wā i hopukina ā rātou kōrero ki te mīhini. I roto i tēnei tuhinga kei te hoki ahau ki ā rātou kōrero i mau i a mātou. Ko ētahi o rātou kei te ora tonu, ko ētahi kua mate kē, kua haere ki tua o te ārai, ki te kāinga tūturu mō tātou katoa. Nō reira, e ngā whaea, nā koutou ahau i awhi, i mirimiri ki ō koutou ringa me ō koutou mōhiotanga ki tēnei taonga a tātou, ki te waiata-ā-ringa, moe mai rā i roto i ngā ringa o Hine-nui-te-pō.
Mai i aua wā i a au e ako ana i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere hoki ahau ki te pātai atu, ki te kōrero atu ki ētahi atu kaitito. Nā rātou ā rātou whakahoki ki aku pātai i tuhi ki runga i te pepa, ā, i mau hoki ki te rīpene. Nā, kua tae ki te wā me whakapuaki e ahau ōku māramatanga, mōhiotanga hoki ki ā rātou kōrero. Nō reira, e ngā mātua, he mihi kau anō tēnei ki a koutou i whai wā ki te whakahoki i ngā pātai, i ngā tono a tēnei tā koutou mōkai. Kua tukua e koutou tōku reo hei kawe i ō koutou whakaaro mō ā koutou mahi whakahirahira.
Kei te tuhi kōrero hoki ahau hei tautoko i tāku i whakapae, i whakahautia ēnei kaitito e ngā mahi waiata-ā-ringa i Te Tairāwhiti, e ngā tāngata o reira hoki, pērā i a Tā Apirana Ngata, i a Tuini Ngawai, i a wai, i a wai. Hei tautoko i tōku whakapae kua pātai atu ahau ki ēnei kaitito mō ō rātou whakaaro mō tōku whakapae, ā, kua tuhia ō rātou whakaaro.
Kei te whai hoki ahau i ōku whakaaro, mā tēnei taonga, mā te waiata-ā-ringa ka ako ai te tangata i tō tātou reo rangatira me ōna āhuatanga katoa.
Ki ahau nei kei reira, kei ngā waiata-ā-ringa e takoto ana ngā kōrero ātaahua o mua rā, arā, ngā whakataukī, ngā pepeha. Kei reira hoki e mahia ana te reo tūturu, te reo tawhito, tae noa ki te reo o nāianei. He ātaahua katoa ēnei reo, he akoranga hoki mā te tangata.
Ki te pātai mai te tangata, e hia te roa atu o tāku mahi rangahau i tēnei kaupapa, ka whakahoki au ki a ia, mai i te wā tuatahi ka mahi au i te waiata-ā-ringa, tae noa ki tēnei tau tonu, ā, e toru tekau ngā tau au e whakaaro ana, e mahi ana i te waiata-ā-ringa. Kātahi anō au ka whai wā ki te tuhi mō te waiata-ā-ringa.
Nā, hei kōrero whakamutunga, kei te titiro ahau kei whea e tū ana te waiata-ā-ringa i ēnei rā, ā, kei whea hoki e haere ana, ka whai hua anō, ā, ki whea?
Kia ora tātou mō tēnei wā.

year: 1990