Employing Scholarly Habits to Guide School Development in Gifted Education

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It is only fitting that our final blog for GAW Blog Tour 2018 comes from the knowledgeable Anna Meuli at NZCGE.  As Consultancy Manager, Anna works with schools on their professional development support on gifted education.  In her blog, Anna shares the scholarly habits that are part of the Depth and Complexity Framework from Professor Sandra Kaplan.

"New Zealand Educators, through the first National Administration Guideline (NAG 1), are charged with the responsibility to identify gifted and talented learners and implement successful practices that support gifted children to feel that they belong and are able to learn according to their capabilities and needs. In reality, it requires continuous inquiry. It can be tempting to settle for having an identification process, a register of students and some programme offerings. Drawing upon international research in to issues that manifest in this area of education would have us ask whether we are identifying our gifted Maori and Pasifika students; whether there is a gender bias; whether we are identifying our gifted children at an early age; whether our programme offerings develop the full range of abilities; and how well. International research alerts us to the fact that there remain challenging questions to be asked and on-going inquiry to be pursued if we are to strive for quality responses to our NAG 1 requirements."

Read more at https://spark.adobe.com/page/915sBM735B61q/


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The views and opinions expressed in the Gifted Awareness Week Blog Tour are solely those of the original authors and other contributors.  These views and opinions do not necessarily represent those of NZCGE, their staff, and/or any/all contributors to Gifted Awareness Week.

Employing Scholarly Habits to Guide School Development in Gifted Education

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