This study examines multiple perspectives on the education of a group of fifteen Year 6 and Year 8 students identified as mathematically gifted and talented. The students’ mathematical experiences, both past and present are examined using evidence from school policy documents; student, teacher, and parent interviews; questionnaires; and classroom observations. The purpose of this case study was to seek understandings about awareness of the characteristics of mathematically gifted and talented students, the identification of and educational provisions for mathematically gifted and talented students, parental involvement, and school transfer. The group of fifteen students consisted of ten Year 6 students who transferred from primary school to a new school for Year 7, and five Year 8 students who moved to secondary schools for Year 9. These students had been identified by their school and teachers as gifted and talented in mathematics. This predominantly qualitative study is underpinned by an interpretive paradigm and influenced by a sociocultural philosophy of learning and teaching. The literature review presents the dilemmas, similarities, and differences that prevail in the field of gifted education. A more specific focus is given to the education of mathematically gifted students to highlight gaps in the field. This two-year study tracking a group of students provides a cohesive approach to understanding the educational provisions for students identified as mathematically gifted and talented in the New Zealand setting. The multiple case studies included interviews, questionnaires, documents, and observations. The research findings show that there is not a comprehensive understanding by schools and teachers about the characteristics of mathematically gifted students. Despite the documentation of a range of identification processes in school policies, a multiple method approach is not practised in many schools. Provision of appropriate programmes is variable and determined by factors such as school organization, identification, teacher knowledge and expertise, and resources. Parents play a key role in their children’s mathematics education as motivators, resource providers, monitors, mathematics content advisers, and mathematical learning advisers. Schools, teachers, parents, and peers all contribute to the success of a student’s transfer from one phase of schooling to another; they support a student’s social and emotional well being and influence curriculum continuity in mathematics. This study provides insights into the various determinants of the development of mathematical talent. For New Zealand schools and teachers, it provides evidence that understanding the characteristics of mathematical giftedness is important and that identification processes must reflect this understanding. Provisions must be well considered and evaluated; the role of parents should be understood and valued; and home-school communications strengthened. Together, all stakeholders share a critical role in the education of mathematically gifted and talented students.

This study examines multiple perspectives on the education of a group of fifteen Year 6 and Year 8 students identified as mathematically gifted and talented. The students’ mathematical experiences, both past and present are examined using evidence from school policy documents; student, teacher, and parent interviews; questionnaires; and classroom observations. The purpose of this case study was to seek understandings about awareness of the characteristics of mathematically gifted and talented students, the identification of and educational provisions for mathematically gifted and talented students, parental involvement, and school transfer. The group of fifteen students consisted of ten Year 6 students who transferred from primary school to a new school for Year 7, and five Year 8 students who moved to secondary schools for Year 9. These students had been identified by their school and teachers as gifted and talented in mathematics. This predominantly qualitative study is underpinned by an interpretive paradigm and influenced by a sociocultural philosophy of learning and teaching. The literature review presents the dilemmas, similarities, and differences that prevail in the field of gifted education. A more specific focus is given to the education of mathematically gifted students to highlight gaps in the field. This two-year study tracking a group of students provides a cohesive approach to understanding the educational provisions for students identified as mathematically gifted and talented in the New Zealand setting. The multiple case studies included interviews, questionnaires, documents, and observations. The research findings show that there is not a comprehensive understanding by schools and teachers about the characteristics of mathematically gifted students. Despite the documentation of a range of identification processes in school policies, a multiple method approach is not practised in many schools. Provision of appropriate programmes is variable and determined by factors such as school organization, identification, teacher knowledge and expertise, and resources. Parents play a key role in their children’s mathematics education as motivators, resource providers, monitors, mathematics content advisers, and mathematical learning advisers. Schools, teachers, parents, and peers all contribute to the success of a student’s transfer from one phase of schooling to another; they support a student’s social and emotional well being and influence curriculum continuity in mathematics. This study provides insights into the various determinants of the development of mathematical talent. For New Zealand schools and teachers, it provides evidence that understanding the characteristics of mathematical giftedness is important and that identification processes must reflect this understanding. Provisions must be well considered and evaluated; the role of parents should be understood and valued; and home-school communications strengthened. Together, all stakeholders share a critical role in the education of mathematically gifted and talented students.

Research evidence suggests that disabled students are experiencing forms of exclusion from and within schools, however little is known of the nature of this phenomenon. This study investigated the nature of school exclusion in relation to disabled students. It sought to uncover the factors that exclude disabled students from and within schools, and make recommendations to reduce and eliminate these factors. Using a grounded theory methodology, this research investigated the nature of school exclusion. It explored parents of disabled student’s views about their children’s experiences of school exclusion both from school, and within school. The themes identified by parents were then further investigated with school principals, teachers, teacher aides and school students. This study revealed that disabled students are being excluded from and within school in New Zealand in a number of ways. These include being denied enrolment and/or fulltime attendance at school; being denied access to, and participation within the curriculum; being bullied; inappropriate teacher and/or principal beliefs and practices in relation to funding; a lack of caring, valuing and responsibility by school staff; limited teacher knowledge and understanding; poor relationships between parents and school staff; and exclusionary beliefs and practices in relation to teacher aides. Based on the findings of the study, four propositions were put forward to explain why disabled students are being excluded from and within school. These are that disabled students are considered to be less entitled to human rights than non-disabled students; that there is a lack of school accountability in relation to legal and human rights obligations to disabled students; that inclusive education is predicated on issues of funding and resourcing; and that there is prejudice towards disabled students. Based on the findings of how and why disabled students are excluded from and within school, prompts for classroom teachers and school principals/senior management staff were developed in seven areas shown to be important to this phenomenon. These areas are access, accountability, attitudes, knowledge, responsibility, and funding and resourcing. The prompts are intended to help guide attention and discussion to the issues that are important if exclusion is to be reduced and eliminated. As well as this, recommendations are made for government and government agencies outlining ways that they can contribute to the reduction and elimination of school exclusion for disabled students.

This thesis investigates factors which impact on Indigenous student learning and success in secondary schooling in South Australia. The research contributes to greater understandings of why Indigenous students make the decision to stay on at school, and highlights the importance of teachers and culturally responsive schooling for improved learning outcomes.