Tracy Riley
Biographic Data
| ID | 3950973 |
|---|---|
| NAME | Tracy Riley |
| GIVEN NAMES | Tracy |
| FAMILY NAME | Riley |
| SIGNATURE | RILEY T |
| AFFILIATIONS | Massey University |
| ORCID | 0000-0001-6678-474X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Covid-19 impacts on early career trajectories and mobility of doctoral graduates in Aotearoa New Zealand
This article explores how doctoral graduates in Aotearoa New Zealand are being impacted by the COVID-19 pandemic. A survey captured the employment and mobility situations of doctoral graduates from 2019 to early 2021 from six of the eight universities in NZ. The 406 survey responses were analysed using descriptive statistics, as well as drawing on Cognitive Information Processing (CIP) theory in an inductive analysis of freeform comments. Most re…
The Ruamano Project
When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successf…
Real engagement in active problem solving for Māori boys
The REAPS model is a teaching and learning model that places students in real-world problem solving, engaging students in active learning. The Ruamano Project was funded by the Teacher Led Innovation Fund, a New Zealand Ministry of Education initiative that supports teams of teachers to develop innovative practices for improving learning outcomes. This article reports on the implementation of REAPS with the Year 9 science students who investigate…
Māwhai
School Transition and Mathematically Gifted Students
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…
Competitions for Showcasting Innovative and Creative Talents
Competitions are recommended for identifying and providing for the exceptional talents of young people. Competitions have been noted as “a training ground for excellence” (Riley & Karnes, 2007, p. 146), but also as “breeding grounds for problems with equity” (p. 151); however, there is support for the facilitation of competitions in schools or for individuals or teams of students. This article explores the literature on competitions, including is…
Taking Stock
This article describes the process and findings of a recent Ministry of Education-funded study investigating the identification of and provisions for gifted and talented students in New Zealand. To best determine the extent, nature and effectiveness of provision for gifted and talented students, and in doing so, ensuring accordance with the Government’s core principles for gifted and talented education, this research is comprised of three key ele…
Guiding Our Gifted and Talented Students
In April 2000, the New Zealand Ministry of Education published a handbook, Gifted and Talented Students: Meeting Their Needs in New Zealand Schools, which was distributed to all primary, intermediate, and secondary schools throughout the country. This handbook is the first publication of its nature since 1972 and demonstrates the Ministry’s growing awareness of and commitment to the special needs of gifted and talented students. The authors were …
A Leadership Profile of Disadvantaged Youth Based on Leadership Strengths Indicator
The Leadership Strengths Indicator was administered to 42 boys and 47 girls, ranging in age from 10 to 15 years, who were identified as disadvantaged by their qualifications for the free or reduced lunch fee. The students' scores fell within the normal range of scores. A significant difference was found on Cluster scale III, High Level Participator in Group Activities, favoring the boys. Slight nonsignificant differences were found between the sc…
A Leadership Profile of Disadvantaged Youth Based on Leadership Strengths Indicator
The Leadership Strengths Indicator was administered to 42 boys and 47 girls, ranging in age from 10 to 15 years, who were identified as disadvantaged by their qualifications for the free or reduced lunch fee. The students' scores fell within the normal range of scores. A significant difference was found on Cluster scale III, High Level Participator in Group Activities, favoring the boys. Slight nonsignificant differences were found between the sc…
Guiding Our Gifted and Talented Students
In April 2000, the New Zealand Ministry of Education published a handbook, Gifted and Talented Students: Meeting Their Needs in New Zealand Schools, which was distributed to all primary, intermediate, and secondary schools throughout the country. This handbook is the first publication of its nature since 1972 and demonstrates the Ministry’s growing awareness of and commitment to the special needs of gifted and talented students. The authors were …
Taking Stock
This article describes the process and findings of a recent Ministry of Education-funded study investigating the identification of and provisions for gifted and talented students in New Zealand. To best determine the extent, nature and effectiveness of provision for gifted and talented students, and in doing so, ensuring accordance with the Government’s core principles for gifted and talented education, this research is comprised of three key ele…
Competitions for Showcasting Innovative and Creative Talents
Competitions are recommended for identifying and providing for the exceptional talents of young people. Competitions have been noted as “a training ground for excellence” (Riley & Karnes, 2007, p. 146), but also as “breeding grounds for problems with equity” (p. 151); however, there is support for the facilitation of competitions in schools or for individuals or teams of students. This article explores the literature on competitions, including is…
School Transition and Mathematically Gifted Students
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…
Māwhai
Real engagement in active problem solving for Māori boys
The REAPS model is a teaching and learning model that places students in real-world problem solving, engaging students in active learning. The Ruamano Project was funded by the Teacher Led Innovation Fund, a New Zealand Ministry of Education initiative that supports teams of teachers to develop innovative practices for improving learning outcomes. This article reports on the implementation of REAPS with the Year 9 science students who investigate…
The Ruamano Project
When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successf…
Covid-19 impacts on early career trajectories and mobility of doctoral graduates in Aotearoa New Zealand
This article explores how doctoral graduates in Aotearoa New Zealand are being impacted by the COVID-19 pandemic. A survey captured the employment and mobility situations of doctoral graduates from 2019 to early 2021 from six of the eight universities in NZ. The 406 survey responses were analysed using descriptive statistics, as well as drawing on Cognitive Information Processing (CIP) theory in an inductive analysis of freeform comments. Most re…
Pedagogy (8 works) · Political science (8 works) · Psychology (8 works) · Mathematics education (5 works) · Sociology (5 works) · Education, Achievement, and Giftedness (4 works) · Medical education (4 works) · Christian ministry (3 works) · Medicine (3 works) · Curriculum (2 works)