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Baker | Paper | The ACCESS Enrichment Model for an Undergraduate Education Program
| Presenters |
Baker, Philip A. Faculty of Education, University of Winnipeg, Canada |
| Abstract |
The intent in this session is to describe “in-the-trenches” model for preparing teachers for service in a specialized field. The ACCESS Enrichment Model is operating successfully at the University of Winnipeg, Canada and is offered to stimulate and guide enrichment and talent development efforts for pre-service teachers in the ACCESS Program—an alternative education programs or its equivalent elsewhere in the world. While recognizing that some of the information presented is especially pertinent to one particular situation, the presenter seeks to share philosophical perspectives and observations that may pique the interest of educators in other post-secondary settings. Perhaps, by adapting and building upon the principles and concepts salient to this approach, others may be able to develop ways to inject more enrichment and innovation into their programs. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
10 |
1 |
| Friday |
10:30 – 11:30 am |
10 |
2 |
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| Presentation |
Not Available |
| Close |
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Barlev | Paper | Gifted at Risk: The Special Needs of the Gifted
| Presenters |
Barlev, Miriam. School of Education, The Hebrew University, Israel |
| Abstract |
Opinions are divided on issues in education of the gifted because of the complexity and ambiguity of the nature of giftedness. Misunderstandings are expressed in the variety of views about the nature and myths of giftedness and in society’s ambivalence toward the phenomenon. The gifted who have a fear of being different suppress their desires to excel and try to fit into society’s acceptable and desired average. In so doing, the gifted are at risk, which may result in their underachievement and disassociation. Special attention needs to be directed toward their ways of learning and their upbringing. Just as special education is required to meet the needs of those at the lower end of the intellectual scale, in like manner, society obligated to recognize the special needs of the gifted for their benefit and the benefit of society. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
08 |
1 |
| Wednesday |
3:45 – 4:45 pm |
08 |
1 |
|
| Presentation |
Not Available |
| Close |
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Barnes | Workshop | Focus on Parents – Raising Your Gifted “With-Something-Else-Going-On” Child
| Presenters |
Barnes, Carol. New South Wales Association for Gifted and Talented Children, Australia |
| Abstract |
Are you a parent who is new to gifted education? Perhaps, your child has just been identified as gifted or learning disabled or both. Perhaps, you are wondering why the theme of this conference is Promoting the Dream when what you are living every day seems more like a nightmare. This session will be led by a parent who has been where you are now. You will be offered some explanations for your underachieving child’s difficulties other than “He’s certainly bright, but he’s just a silly, lazy boy!” If you have never heard words such as differentiated curriculum, overexcitabilities, or Linda Silverman, then this is the workshop for you. Come and meet some parents who will understand your child’s special needs. No prior knowledge is assumed. No unexplained jargon and no PowerPoint in sight. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
8:00 – 8:45 am |
12 |
|
| Presentation |
Not Available |
| Close |
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Barnes | Paper | Empowering Creative Professional Development in Mathematics Education in English Primary Schools
| Presenters |
Barnes, Alison. Brighton and Hove Council, England, UK |
| Abstract |
In England, national policy advocates the mainstreaming of gifted and talented (G&T) education. This requires “every teacher [to be] a teacher of the gifted.” (Eyre, 2004). For school G&T coordinators, the policy endorses the importance of teachers’ professional development. This paper presents the findings of a research project that addressed the problem: How can a G&T coordinator in a primary school improve the provision for the most able children in mathematics? An action research approach using a problem-based methodology (Swann, 2006) was adapted and extended with the intention of helping G&T coordinators to support the professional development of colleagues. The paper explains how the approach, a synthesis of professional and academic practices, enabled professionals to engage with and interpret national policy on G&T education such that they could support the professional development of colleagues, while continuing to develop effective mathematics provision for the able children in their school. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
06 |
1 |
| Wednesday |
3:45 – 4:45 pm |
06 |
2 |
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| Presentation |
Not Available |
| Close |
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Barva | Paper | Educational Experiences of High-Achieving Women with Learning Disabilities
| Presenters |
Barva, Charlene J., Calgary Board of Education, Canada |
| Abstract |
What does it mean to have a learning disability (LD)? More specifically, what does it mean to be a post-secondary, high-achieving, adult female and have a learning disability? Most research on learning disabilities has been conducted using a male population, and this emphasis has resulted in limited knowledge of the disorder in females and adults. Even though increasing numbers of bright females with LD are entering post-secondary institutions, LD in the adult female population is a vastly understudied area. This research study used a hermeneutic, phenomenological method (with a feminist perspective) of exploring the educational experiences of eight post-secondary, high-achieving women diagnosed with LD. Two meta-themes emerged from the data describing the essence of the experience of these women: self as learner and self as learner in relationship. A description and interpretation of the sub-themes within each meta-theme, focusing on the educational experiences of high-achieving women with LD, is presented, along with a discussion of implications for parents, educators, and mental-health professionals. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
13 |
1 |
| Wednesday |
5:00 – 6:00 pm |
13 |
2 |
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| Presentation |
Not Available |
| Close |
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Batdal Karaduman | Paper | Using the Creativity of Undergraduate Student Mathematics Teachers for Gifted Students in Turkey
| Presenters |
Batdal Karaduman, Gulsah. Istanbul University, Turkey |
| Abstract |
Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods, involving demonstration and practice using closed problems with predetermined answers, insufficiently prepare students in mathematics (Mann, 2006). Using creativity in mathematics teaching for gifted students is very important for their’ mathematics achievement. The purpose of this study was to examine the understanding of creativity in mathematics among students in Teacher Training Undergraduate Program for Gifted Students. Sixteen students participated in this study and completed an open-ended questionnaire about their understanding of creativity in mathematics and their mathematics projects. The data were analyzed based on Urban’s (1995) three components of creativity. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
13 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
13 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
13 |
3 |
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| Presentation |
Not Available |
| Close |
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Bateman | Keynote | Kids, Nature, and the Future
| Presenters |
Bateman, Robert McLellan, Canada |
| Abstract |
Artist, lecturer, and naturalist, Robert Bateman is a tireless proponent of the benefits of getting children out into nature to experience, first hand, (as opposed to electronically) the natural world and become fascinated by it. Study results have proven that a multitude of the ailments experienced by today’s children, such as obesity, substance abuse, and behavioural aberrations, can be improved by exposing such children to the natural world on a regular basis. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
2:15 – 3:15 pm |
01 |
|
| Presentation |
Not Available |
| Close |
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Batterjee | Paper | The Total Giftedness Development Model: Beyond Renzulli’s SEM
| Presenters |
Batterjee, Adel A. DarAlThikr School, Saudi Arabia / Khaleefa, Omar H. Khartoum University, Sudan |
| Abstract |
The study objective was to design a model that would undertake the identification and development of gifted students at Dar AlThikr School. A sample of 830 male students between the ages of 5 and 18 years was used. The most significant results were the following: there was no significant difference in the distribution of students identified by the global identification method using the Total Giftedness Development Model (TGDM) and Renzulli SEM; the TGDM effectively influenced the increase of mental abilities of participating students; training on mental calculations affected the increase of fluid intelligence in participating students; significant differences existed between the control and the experimental groups, in favor of the experimental group, when the experimental group was exposed to advanced enrichment material in mathematics and the Arabic language; the model significantly affected the creative abilities of participating students; and the model significantly affected the academic capabilities of participating students. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
04 |
1 |
| Friday |
9:00 – 10:00 am |
04 |
2 |
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| Presentation |
Not Available |
| Close |
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Behrens | Workshop | Making a Difference with Policies
| Presenters |
Behrens, Wendy. Minnesota Department of Education, USA |
| Abstract |
In the United States, state offices of gifted education have the responsibility of ensuring that appropriate educational opportunities are available for learners with exceptionally high abilities or potential. These offices provide support and policy guidance for developing differentiated programming systems beyond the traditional classroom. Since there is no federal mandate or funding to serve gifted and talented students, a wide range of policies and practices affecting these students are implemented throughout the country. Drawing from the perspective of a state, gifted-education specialist and a survey of like offices across the nation, examples will be shared showing how policies and systems can remove barriers, ensure appropriate instruction, and create a climate for achieving true potential. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
8:00 – 8:45 am |
08 |
|
| Presentation |
Not Available |
| Close |
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Benko | Paper | Rock the Language: Music in a Language-Learning Environment
| Presenters |
Benko, Margot. University of Graz, Austria |
| Abstract |
Second language learning has become a key issue in today’s world. Due to globalization and the interconnection of markets, countries, and cultures, knowing at least one internationally acknowledged second language is crucial. My approach to teaching English as today’s global language is a musical one. Music is one of the most influential elements in the lives of young people all over the world. It can etch itself into our system, it can affect us emotionally, and we can benefit from it in far more ways than merely the enjoyment of it, alone. Music can also be seen as a chord in the symphony of language acquisition and language learning. The author’s research concentrates on various aspects of music in language learning environments. Rock the language tries to build a bridge between what is already present in students, by efficiently working with musical material with which they are most likely to be familiar, and the acquisition of a new language acquisition. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
07 |
1 |
| Friday |
10:30 – 11:30 am |
07 |
2 |
|
| Presentation |
Not Available |
| Close |
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Bergs-Winkels | Symposium | Supporting Pre-school Children on their Way to Self-Regulated Learning
| Presenters |
Bergs-Winkels, Dagmar. HAW Hamburg, Germany |
| Abstract |
In Germany, the interest in pre-school teacher training and further education in the area of giftedness seems to have achieved a high importance. Subsequent to the unsatisfactory results of Germany in PISA, the identification of abilities and their support are the main goal for education. We believe in the importance of teacher training in the area of creating positive learning environments. To support pre-school children in their learning-development skills in the direction of self-regulated learning, basic learning strategies can be mediated. The teacher should create a positive learning climate, self-monitoring strategies, and structured coaching. It is important for the children to learn how to transfer the instruction to new situations. This could be supported by challenging tasks. For pre-school children, that is children between the ages 1 to 5 or 6 years in Germany, the time perspective of self-regulated learning is often quite difficult to assess. The presentation will give examples of learning environments conducive to fostering self-regulation. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
02 |
|
| Presentation |
Not Available |
| Close |
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Bernal | Paper | A Revised Definition of Giftedness, One that Provides Equity in Selection
| Presenters |
Bernal, Ernesto. San Antonio, Texas, USA |
| Abstract |
Traditional definitions of giftedness are norm-referenced and usually require some combination of tests, with the IQ being the key factor in admissions identification. The result has been that too many children are actually selected on IQ alone and that many of these children have been (or should have been) furloughed from the program for lack of achievement. Yet, a high IQ is, according to the traditional model, the essence of giftedness. Public schools, however, do best at getting children to achieve, and so the notion that achievement-test scores should be used exclusively in selection is born. Achievement and ability are significantly correlated, so high achievers must also be able learners. Using this new definition of giftedness also presents the possibility of allowing specialists, as well as generalists, into the gifted program, since some specialists actually score better than some generalists on selected subtests. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
03 |
1 |
| Thursday |
3:30 – 4:30 pm |
03 |
2 |
|
| Presentation |
Not Available |
| Close |
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Berresford | Paper | Nobody Understands a Perfectionist: Social-Emotional Support for Gifted Children
| Presenters |
Berresford, Lynn. Assessment and Counseling Centre, New Zealand |
| Abstract |
Gifted and talented children often face daunting challenges. Research indicates that it is uncomfortable and sometimes painful to be statistically different from your age peers. Gifted children develop excellent coping strategies, which can be to their advantage but can also often disadvantage them. One of the characteristics of gifted children is that whatever they choose to do, they will do well. Is perfectionism an asset or a liability? This presentation will explore the identification and measurement of stress and anxiety and offer tips for combating the problems associated with perfectionism. The giving and receiving of knowledge, the language of love for gifted children, is an effective strategy. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
03 |
1 |
| Tuesday |
3:45 – 4:45 pm |
03 |
2 |
|
| Presentation |
Not Available |
| Close |
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Berresford | Pre-conference Workshop | Understanding and Effectively Using Psychometric Tests for the Gifted
| Presenters |
Berresford, Lynn. Educational Psychologist, New Zealand / Blackett, Rose. Educational Psychologist and President of NZAGC, New Zealand |
| Abstract |
Internationally, the Wechsler Intelligence and Achievement Tests (or Stanford-Binet Tests) are used for identifying gifted students and as measurements for entry purposes into gifted programs. Alternatively, these tests may be used for pre- and post-program testing for research purposes. The importance of diagnostic, cognitive, psychometric testing and analysis of the data is often largely ignored in the identification of specific learning needs. Large numbers of ideas, feelings, and myths surround psychological assessment tests, both positive and negative. Interestingly, they are often narrowly understood by academics and frequently misunderstood by teachers and parents. This workshop will offer attendees the opportunity to gain an understanding of psychometric assessment and analysis with regard to gifted and talented children, including those with academic, social-emotional challenges. We will disseminate information and lead an open discussion with the group. |
| Schedule |
| Day |
Timeslot |
Room |
| Monday |
9:00 am – 12:00 pm |
05 |
|
| Presentation |
Not Available |
| Close |
|
Bertschi | Paper | Remember the Alamo: Why and How Politicians and Academics Retard Gifted Education
| Presenters |
Bertschi, Jean-Jacques. Talenta School Zurich, Switzerland |
| Abstract |
Advocacy of open-minded, pragmatic, and pluralist, yet thoroughly evaluated, gifted education often makes one feel as if Davy Crockett stood alone against Santa Anna’s huge armies. Why are politicians so reluctant, even afraid, to foster a variety of models in gifted education, and why are so many academics (who should know better) prematurely compliant with these questionable political taboos? The founders of Talenta School Zurich, a practical and successful example of gifted education, have been active in parliament, administration, and the Institute of Education, and as parents and teachers. Consequently, they are entitled to report and categorize their broad, everyday experience with politics, law, school administrations, and universities. The main results are quite universal. Join the Alamo. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
05 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
05 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
05 |
3 |
|
| Presentation |
Not Available |
| Close |
|
Bicknell | Paper | Parents’ Roles in the Education of Mathematically Gifted and Talented Children
| Presenters |
Bicknell, Brenda; Riley, Tracy. Massey University, New Zealand |
| Abstract |
Parents play a variety of roles in the education of their mathematically gifted and talented children. Findings will be presented based on questionnaire and interview data from a two-year New Zealand study that tracked 15 students between the ages of 10 and 13 who had been identified by their schools as gifted and talented in mathematics. The study showed that parents’ roles are not limited to advocacy, but include other roles, such as motivator, resource provider, monitor, content adviser, and learning adviser. These findings dispel the myth of the pushy parent and raise important considerations for strengthening the partnership between home and school. The critical role parents play in the education of gifted and talented children needs to be recognized in both research and practice. Ways of addressing this will be explored in the session. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
13 |
1 |
| Wednesday |
3:45 – 4:45 pm |
13 |
2 |
|
| Presentation |
Not Available |
| Close |
|
Bicknell | Paper | Competitions for Mathematically Gifted Students: Getting the Equation Right
| Presenters |
Riley, Tracy; Bicknell, Brenda. Massey University School of Curriculum and Padagogy, New Zealand |
| Abstract |
Competitions are a recommended practice for identifying and providing educational opportunities for gifted and talented students; however, there is limited research demonstrating the effectiveness of these practices. This session shares the perspectives of mathematically gifted and talented students, their parents, and teachers in regard to mathematics competitions in New Zealand, as derived from a two-year qualitative study. Students and their parents were positive about the opportunities offered, whereas some teachers were more discerning and wary of potential negative impacts. The study also showed a rather fragmented approach to the use of competitions in schools. Suggestions for practice include the need to offer students a wide range of choices of competitions and formats, to identify students carefully for competitions, to provide ongoing resource and school-based support for participation, and to evaluate the effectiveness of competitions. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
12 |
1 |
| Thursday |
10:30 am – 12:00 pm |
12 |
2 |
| Thursday |
10:30 am – 12:00 pm |
12 |
3 |
|
| Presentation |
Not Available |
| Close |
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Binder | Paper | Listening with a Different Ear: International Students’ Experiences at an American University
| Presenters |
Binder, Rima; Kane, Michele. Northeastern Illinois University, USA |
| Abstract |
Why would someone travel around the world to pursue an advanced degree in gifted education? In this session, stories of teachers of gifted students who have studied at one of the most diverse universities in the Midwest, Northeastern Illinois University, will be shared. This qualitative study presents the journey of two recent graduate students who have explored their cultural understandings of giftedness and embraced new interpretations. Learning experiences, such as examining definitions of giftedness, exploring methods for identification, models of program design, and creating curriculum and instructional strategies, provided opportunities for professional reflection and growth. The outcomes of in-depth interviews, noting commonalities and differences that emerged, are recorded thematically. Changes in point of view, beliefs, and attitudes are explored, as are the challenges and struggles of immersion in a different learning environment. These stories provide a window into the thoughts and feelings of educators of gifted learners throughout their educational process. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
14 |
1 |
| Wednesday |
5:00 – 6:00 pm |
14 |
2 |
|
| Presentation |
Not Available |
| Close |
|
Blackett | Workshop | Maximizing Development in Black Sheep: Social-Emotional Support for Gifted Children
| Presenters |
Blackett, Rose. NZAGC, New Zealand |
| Abstract |
For many gifted children, there are social-emotional factors that have an impact on their situations at home and at school. They are often perceptive about their environment and aware of their own unique gifts. Their feelings and behaviors may be intense and this, combined with perfectionist tendencies, may contribute to the development of a negative self-concept. These difficulties are not uncommon and may cause extreme concern for those involved. Some people view the gifted child’s intense emotions and sensitivities as being odd, perhaps, the result of poor parenting or an indication that something is wrong with the child. Parents whose gifted children are experiencing friendship challenges or social interaction difficulties often seek help. It is clearly important to set up an emotionally safe environment for gifted children. This workshop will consider strategies that parents and educators can implement to set gifted children up for enhanced social-emotional well-being. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
8:00 – 8:45 am |
03 |
|
| Presentation |
Not Available |
| Close |
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Bok | Paper | Understanding Student Motivation
| Presenters |
Bok, Grace. Ministry of Education, Singapore |
| Abstract |
Research has consistently shown the importance of motivation on students’ engagement and enjoyment. Motivation is both intrinsic and extrinsic. Individuals tend to learn better if they are intrinsically motivated and when teachers provide them with opportunities to make decisions and have some control over their learning process. Nonetheless, little is known about the motivational profile of gifted students in the Singapore context. This pilot project was undertaken to help teachers examine students’ motivational profiles and their perceived needs satisfaction, using the self-determination theory framework (Deci & Ryan 2000). The theory-based tools used for the investigation were the Academic Self-Regulation Inventory (ASRI), the Relative Autonomy Index (RAI), and the Intrinsic Motivation Inventory (IMI). Research data included pre- and post-project surveys and reflections of a selected group of secondary-level gifted students. Implications of the findings will be discussed with practical suggestions to help teachers implement strategies that will help meet students’ basic psychological needs. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
12 |
1 |
| Friday |
9:00 – 10:00 am |
12 |
2 |
|
| Presentation |
Not Available |
| Close |
|
