Tracy Riley | |
|---|---|
 Riley in 1996 | |
| Born | 1966 (age 56–57) |
| Awards | Sustained Excellence in Tertiary Teaching |
| Academic background | |
| Alma mater | University of Southern Mississippi |
| Academic work | |
| Discipline | Educator |
| Institutions | Massey University |
| Main interests | Gifted education |
Tracy L. Riley (born 1966) is an academic dean and professor of education at Massey University. She specialises in gifted education.
Riley was born in 1966. [1] She was educated at the University of Southern Mississippi,graduating with a MEd in 1990 and PhD in 1995. [2] She took up an academic position at Massey University in New Zealand 1996,rising to full professor effective 1 January 2020. [3]
In 2007 Riley received a New Zealand Award for Sustained Excellence in Tertiary Teaching,in recognition of her pioneering work in eLearning and teaching research. [4] She was presented with the giftEDnz Te Manu Kōtuku Award in April 2017. [5]
Riley was the first chair of giftEDnz and as of 2020 continues as an elected board member. [6] She has been New Zealand representative on the executive committee of the World Council for Gifted and Talented Children since 2017. [7]
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Gifted education is a sort of education used for children who have been identified as gifted and talented.
Whānau is the Māori language word for the basic extended family group. Within Māori society the whānau encompasses three or four generations and forms the political unit below the levels of hapū (subtribe), iwi and waka. These steps are emphasised in Māori genealogy as a person's whakapapa.
Tracking is separating students by academic ability into groups for all subjects or certain classes and curriculum within a school. It may be referred to as streaming or phasing in some schools.
David Stenhouse (born 23 May 1932, in Sutton, Surrey, England. He proposed the "4-factor" theory of evolutionary intelligence and was active in ethology, education, evolutionary biology and philosophy of science in Australia and New Zealand.
The term twice exceptional, often abbreviated as 2e, entered educators' lexicons in the mid-1990s and refers to gifted students who have some form of learning or developmental disability. These students are considered exceptional both because of their giftedness and because they are disabled or neurodiverse. Ronksley-Pavia (2015) presents a conceptual model of the co-occurrence of disability and giftedness.
Ian Stephen Paul Nation is an internationally recognized scholar in the field of linguistics and teaching methodology.
Gifted Awareness Week is celebrated in New Zealand to draw attention to gifted people and the nature of giftedness. Gifted Awareness Week is held for the full week (Monday–Sunday) including 17 June each year. 17 June is significant because it was the birthday of George Parkyn, the first New Zealander to achieve international recognition in the field of gifted education.
Tracy L. Cross is an educational psychologist and developmental scientist. Since 2009 he has held the Jody and Layton Smith Professor of Psychology and Gifted Education endowed chair at The College of William & Mary, has been the executive director for William & Mary's Center for Gifted Education (CFGE), and founded the Institute for Research on the Suicide of Gifted Students in 2012. Previously he served as the George and Frances Ball Distinguished Professor of Psychology and Gifted Studies Ball State University (2000–2009), the founder and executive director of both the Center for Gifted Studies and Talent Development (2003–2009), and the Institute for Research on the Psychology of Gifted Students (2007–2009).
Co-teaching or team teaching is the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in the a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths. This approach can be seen in several ways. Teacher candidates who are learning to become teachers are asked to co-teach with experienced associate teachers, whereby the classroom responsibilities are shared, and the teacher candidate can learn from the associate teacher. Regular classroom teachers and special education teachers can be paired in co-teaching relationships to benefit inclusion of students with special needs.
Robyn Eileen Munford is a New Zealand social work researcher, and professor in the School of Social Work at Massey University. Her research concerns community development, young people's pathway to adulthood, and disability studies.
Dianne Heather Brunton is a New Zealand ecologist, and head of the Institute of Natural and Computational Sciences at Massey University. Her research area is the behaviour and cultural evolution of animal communication, especially bird song in southern hemisphere species such as the New Zealand bellbird.
Helen Hedges is a New Zealand education academic. As of 2018 she is a full professor at the University of Auckland.
Regina Aurelia Scheyvens is a New Zealand development academic, and as of 2019 is a full professor at Massey University. Her research focuses on the relationship between tourism, sustainable development and poverty reduction, and she has conducted fieldwork on these issues in Fiji, Vanuatu, Samoa, the Maldives and in Southern Africa. She is also very interested in gender and development, sustainable livelihood options for small island states, and in theories of empowerment for marginalised peoples.
Suzanne Georgina Pitama is a New Zealand academic, is Māori, of Ngāti Kahungunu and Ngāti Whare descent and as of 2020 is a full professor at the University of Otago in Christchurch, New Zealand.
Adriane Allison Rini is an academic and professor of philosophy at Massey University in New Zealand. Her research interests include Aristotelian logic, modal logic, and the history of logic.
Roseanna Bourke is a New Zealand academic and registered educational psychologist. As of 2019 she is a full professor at Massey University.
Wendi Dianne Roe is a New Zealand veterinary pathologist who specialises in researching marine mammals. She is Professor of Veterinary and Marine Mammal Pathology and Deputy Head of the School of Veterinary Science at Massey University.
Jodie Margaret Roberta Hunter is a New Zealand academic, of Cook Island Māori descent, and is a full professor at Massey University. Hunter researches mathematics pedagogy, with a particular interest in culturally responsive teaching of mathematics to Pasifika students. She is a Rutherford Discovery Fellow and has been a Fulbright Scholar.
Donna Y. Ford is an American educator, anti-racist, advocate, author and academic. She is a distinguished professor of education and human ecology and a faculty affiliate with the center for Latin American studies in the college of arts and sciences, and the Kirwan Institute in the college of education and human ecology at Ohio State University.
| International | |
|---|---|
| National | |
| Academics | |
   | This biographical article about a New Zealand academic is a stub. You can help Wikipedia by expanding it. |
