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Webber, Melinda; Riley, Tracy; Sylva, Katrina; Scobie-Jennings, Emma – Australian Journal of Indigenous Education, 2020
When gifted Maori 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…
Descriptors: Expectation, Academically Gifted, Males, Pacific Islanders