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Teacher catalysts: Characteristics of teachers who facilitate high academic success

Australasian Journal of Gifted Education
Volume 21 Issue 1 (Jun 2012)

Abstract: Research has identified that teachers influence student outcomes. In this study successful students identified what teachers said and did that made a difference to their high ability learners. Students reported professional and personal characteristics of their teachers that can be grouped into three categories: Teacher Catalysts, Teacher Mavericks and Teacher Inhibitors. They recognised that teacher expectations are critical to student success in New Zealand Qualifications Authority (NZQA) Scholarship. These findings were considered against the Differentiated Model of Giftedness and Talent (DMGT) and results suggest that further investigation of the dimensions of successful student-teacher relationships could identify how they can be promoted and nurtured in other students of high ability and their teachers.

To cite this article: Horsley, Jennifer. Teacher catalysts: Characteristics of teachers who facilitate high academic success [online]. Australasian Journal of Gifted Education, Vol. 21, No. 1, Jun 2012: 23-31. Availability: <http://search.informit.com.au/documentSummary;dn=730923805284760;res=IELHSS> ISSN: 1323-9686. [cited 23 Jul 17].

Personal Author: Horsley, Jennifer; Source: Australasian Journal of Gifted Education, Vol. 21, No. 1, Jun 2012: 23-31 DOI: Document Type: Journal Article ISSN: 1323-9686 Subject: New Zealand Qualifications Authority; Teacher effectiveness; Teachers--Attitudes; Academic achievement; Peer Reviewed: Yes Affiliation: (1) Senior Lecturer, and Academic Group Director, Faculty of Education, Victoria University of Wellington, Karori, P O Box 600 Wellington 6172, New Zealand, email: Jenny.Horsley@vuw.ac.nz, tel: +64 4 463 9704

Database: Humanities & Social Sciences Collection