Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

In 2005, acting on advice received from the Scholarship Reference Group, the New Zealand government introduced re-designed New Zealand Qualifications Authority Scholarship Awards. One goal of these awards was to help motivate students to strive to develop and display excellence. Distribution was aimed at approximately 3 percent of students studying at Level 3 National Certificate of Educational Achievement with this proportion consistent with the level many consider to be ‘gifted and talented’ learners. This article identifies secondary school students’ perceptions of those factors they perceive to have facilitated their success in New Zealand Qualifications Authority Scholarship. Results show that effective teachers of gifted students demonstrate personal and professional characteristics that facilitate high academic success.

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Before graduating from my year as a student in an initial teacher education programme, I am tasked with demonstrating my ability to show how I am able to achieve equitable outcomes for ‘priority student groups’. My success or failure in this hinges on a number of factors. Arguably, the most important factor is the quality of practice I observe during this time. In this paper, I describe my experience in a secondary geography classroom where my teacher mentor places the learners at the forefront of her professional decisions. I highlight differentiated learning as it is applied to a diverse group of students. The effective use of teacher resources to support differentiated learning are identified and the influence of the opportunity to see this practice is discussed.

A decline in the number of students opting to study science in high school is a matter of international concern, particularly in relation to students who demonstrate high academic ability in science. These high-ability students have the potential to be the innovators and leaders of the future. There is a paucity of research that provides insight into how schools address the motivational and learning needs of high-ability science students. Underpinned by a constructivist view of learning, this exploratory case study research used student questionnaires and focus group interviews to explore students’ views about their learning experiences in science. It investigated high-ability students’ perceptions of how their needs were being met. Findings indicate that these students generally experienced a wide range of teaching approaches across all science disciplines. Learning was mostly limited to science content and procedures with little evidence of students learning about how science works through Nature of Science.