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Campbell | Paper | A Balanced Literacy Framework Implemented For Kindergarten to Grade 3 Gifted Learners
| Presenters |
Bence, Michelle; Campbell, Mary. Westmount Charter School, Canada |
| Abstract |
It is well-founded in literature that grouping learners by ability level and compacting curriculum is excellent pedagogy for the gifted; however, issues arise with the execution of these practices, such as a lack of consistent programming, appropriate resources, assessment, and common methodology. This becomes a problem of particular significance when dealing with young children who may be exposed to multiple educators, teaching methods, and curriculum sequences. Current research suggests that the implementation of teaching models should be consistent, both across grade levels and within grade groups, over extended periods of time. To enhance the effectiveness of the division in one literacy program, we devised a balanced literacy framework, based on current pedagogical research. This framework is designed to utilize common practices, language, and methodologies, yet allows the differentiation required to meet our gifted learners’ needs. This session will present the literacy framework and provide illustrations of how it will be applied. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
11 |
1 |
| Friday |
10:30 – 11:30 am |
11 |
2 |
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Not Available |
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Camps | Workshop | Revamping Education for Gifted and All Learners: Agent for Access and Equity
| Presenters |
Renzulli, Joseph S. The National Research Center on the Gifted and Talented, University of Connecticut, USA / Neag, Raymond; Neag, Lynn. Gifted Education and Talent Development, Connecticut, USA / Zarraluqui, Beatriz. Miami-Dade County Public Schools, Florida, USA |
| Abstract |
Presenters will showcase a gifted reform initiative, Revamping Education for Gifted and All Learners (REGAL) Plan, which sets forth recommendations, timelines, and a budget for the successful implementation of gifted education programs in the fourth largest, urban school district in the United States. The goals of the REGAL Plan are to create opportunities for identification of potentially gifted students from traditionally under-represented groups and to restructure the program to provide a unique, high-quality curriculum that correlates to international and global standards. After just three years of implementation, this reform effort has redesigned gifted education in Miami, Florida. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
1:15 – 2:00 pm |
02 |
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| Presentation |
Not Available |
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Can | Paper | Integrity of Gifted Program Objectives: Their Significance in Turkish Provision
| Presenters |
Can, Fatma; Agaoðlu, Onur. The Ankara Science and Arts Center, Turkey |
| Abstract |
Gifted and talented children possess unique strengths as compared to their peers. With lack of appropriate support and provision, these unique characteristics turn into problems. When the school setting cannot build on meeting educational needs of gifted and talented children, special educational organizations cater for them through special programs; however, the effectiveness and validity of these programs depend on the integrity and overlap of program objectives. Based on observational and psychological grounds, five traits of characteristic strengths as possible reasons for problems with the gifted are considered. How the programs of the Ankara Science and Arts Center, as a formal special education organization in Turkey, cater for these five traits and problems, with a focus on integrity and overlap within program objectives, is indicated with sample implementations. The presentation concludes by revealing the significance of special provision for the gifted in Turkey. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
06 |
1 |
| Tuesday |
5:00 – 6:00 pm |
06 |
2 |
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| Presentation |
Not Available |
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Can | Paper | Cognitive Clues of Giftedness in Foreign Language Study
| Presenters |
Can, Fatma. The Ankara Science and Arts Center, Turkey |
| Abstract |
Linguistic abilities are also the manifestations of cognitive abilities. Foreign language study with the gifted can be considered as a means for catching further clues of giftedness or specific abilities, as well as fostering prior clues. This study aims to present a set of cognitive clues that can be obtained from foreign language study (mainly English) with gifted children. Specifying different learning and thinking strategies within foreign language study with the gifted, a number of cognitive clues are considered, such as analytical thinking, abstraction, and conversational inferences. How these clues are handled with regard to identification of specific cognitive abilities is discussed and the significance of linguistic research related to giftedness is highlighted. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
12 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
12 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
12 |
3 |
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Cash | Workshop | ”I Can’t” to “I Can”: Changing the Mindset of Adolescent Underachievers
| Presenters |
Cash, Richard. Bloomington Public Schools, Minnesota, USA |
| Abstract |
One of the most perplexing issues in the field of gifted education is the matter of underachievement among bright adolescent learners. No matter how hard teachers try to engage learners, some students still do not achieve to their fullest potential. Although numerous strategies exist for teachers to assist students in improving performance, changing the mindset of the students has not been fully investigated. This workshop will refocus the issue of underachievement through the lens of Dr. Carol Dweck’s theory of “fixed versus growth” mindset. Dweck, the world’s leading social psychologist, posits that reframing the mindset of both teacher and learner can lead to changes in behavior and production. Key to mindset change is having a greater understanding of how effort and persistence influence success and achievement. Participants will be offered the background theory of mindset, ideas for changing mindset, and strategies that promote greater student success. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
1:15 – 2:00 pm |
10 |
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| Presentation |
Not Available |
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Chandra Handa | Paper | Learner-Centred Differentiation Model—A New Framework
| Presenters |
Chandra Handa, Manoj. James Ruse High School, Sydney, Australia |
| Abstract |
The new Learner-Centred Differentiation Model proposes that in order to differentiate learning experiences, the learning outcomes need to be differentiated first. Differentiated learner outcomes are the most essential part of learning experiences. They delineate student expectations. They guide the assessment process by indicating what learning is used and to what level of attainment students should aspire. Differentiated learner outcomes also guide the selection of key materials and strategies for use in the classroom with gifted learners. The new framework demonstrates creative use of cognitive technologies to enhance creative and critical thinking skills. Practical, learner- centered units of work (both primary and secondary) will be shared with the audience. These units will encompass differentiated approaches to identify why students learn (outcomes), what students learn (content), how students learn (instructional and management strategies), and how gifted students demonstrate what they have learned (evidence of learning). |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
02 |
1 |
| Tuesday |
5:00 – 6:00 pm |
02 |
2 |
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| Presentation |
Not Available |
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Chang | Paper | The Investigation of Teachers’ Attitudes toward Acceleration for Gifted Students
| Presenters |
Chang, Ching-Ching. National Changhua University of Education, Taiwan / Kuo, Yi-Lung. The University of Iowa, USA |
| Abstract |
The gifted education program in Taiwan has been in place since 1973. Acceleration, an educational intervention in gifted education, was initiated in 1982. To date, given the least restrictive environment and the maximum extent of opportunities appropriate for the gifted in the acceleration program, teachers’ attitudes toward successful practices of acceleration have been considered as a key, regardless of changes in laws and policies. Thus, the purpose of this study will be to explore teachers’ attitudes and options related to acceleration for gifted students, as well as the factors affecting those attitudes. Discussions and suggestions will be made at the end for reference. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
06 |
1 |
| Thursday |
2:15 – 3:15 pm |
06 |
2 |
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| Presentation |
Not Available |
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Chen | Paper | Influence of Gender on Gifted Students’ Writing
| Presenters |
Chen, Mei-Fang; Lin, Yi-Chun; Hsieh, Chia-Nan; National Taiwan Normal University, Taiwan / Huang, Kai-Ju. Taipei Shi-Dong Elementary School, Taiwan / Shen, Rong-I. Taipei Jianguo High School, Taiwan |
| Abstract |
Writing is one of the ways in which students learn and construct meaning for their lives, identities, and cultures. Writing, therefore, can be viewed as a social practice that shapes, and is shaped by, gender. This study aimed to investigate the influence of gender on gifted students’ writing development and teachers’ and students’ perceptions of female and male writing. In the first study, gifted students in Grades 4, 8, and 11 were asked to their use imagination to write a composition of a picture with a target person covering his or her right eye with one hand. The writing products were analyzed by content themes, linguistic features, and gender characters, and were compared between genders. In second study, teachers and students from different school levels were invited to distinguish writing products selected from the first study into male or female writing and to give short explanations. The results were analyzed to determine the consistency between the perceived and the actual gender of the writers. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
12 |
1 |
| Friday |
10:30 – 11:30 am |
12 |
2 |
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| Presentation |
Not Available |
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Chen | Paper | Strategies for Psychological Intervention for Gifted Children with Suicidal Tendencies
| Presenters |
Chen, Hua. The High School Affiliated to Renmin University, China |
| Abstract |
This paper describes and analyzes three cases of psychological counseling for three gifted children who had suicidal tendencies and who attempted suicide. Based on the information gleaned from collected data, the author suggests the main reasons for suicidal tendencies in gifted children and presents useful strategies for psychological intervention. The author’s conclusion, grounded in the literature, resulted in the construction of a psychological intervention model that is expressed in a “counselor + parents + teachers” concept. The methods include family therapy, crisis intervention, and face-to-face and psychological counseling. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
04 |
1 |
| Friday |
10:30 – 11:30 am |
04 |
2 |
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| Presentation |
Not Available |
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Chen | Paper | Becoming a Self-Directed Learner: Choice Time in an Early Childhood Gifted Program
| Presenters |
Chen, Wei-Ren; Bresler, Liora. University of Illinois at Urbana-Champaign, USA |
| Abstract |
In this study, we investigated how young learners were empowered to become self-directed learners by choice-making in an early-childhood gifted program. Treffinger advocates that one of the goals in gifted education is to cultivate self-directed learning. Providing choices for learners is a means to achieve the goal; however, studies show that students still have little choice in school activities. The current, qualitative study documented how young learners (ages 5 through 7) initiated self-directed learning in the choice time under teachers’ mindful designs. The finding reveals that, empowered by choice-making in activities, the students were enabled to formulate a community of practice, where they were involved in negotiating the meaning of individual and collaborative learning. The teachers’ explicit and implicit guidance made the students become self-directed learners and engage in self-initiated inquiries, and it challenged them at their current learning levels. Teachers’ skills and their challenge of manipulating choices is presented for classroom implications. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
04 |
1 |
| Thursday |
10:30 am – 12:00 pm |
04 |
2 |
| Thursday |
10:30 am – 12:00 pm |
04 |
3 |
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| Presentation |
Not Available |
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Chen | Symposium | Gifted Education in the Act of Special Education in Taiwan
| Presenters |
Chen, Ming-Chen; Cheng, Wan-Feng; Chen, Hui-Chen. National Kaohsiung Normal University, Taiwan |
| Abstract |
Since the approval of the Act of Special Education in Taiwan in 1997, disagreement has resulted regarding the allocation of funds between the disabled and the gifted. In Taiwan, disabled rights groups advocate for renaming the Act to the Individual Disability Education Act, essentially excluding gifted education from the legislation. Although we advocate for the integration of the disabled and the gifted in educational reform, we feel the disabled have been given priority. The uneven balance in the legislation can be found in the following points: unequal regulations (only three Articles pertain to gifted education in the Act) and inequitable budget (only 4.84% of special education budget is allocated to gifted education). In light of this current debate, we will discuss the problems that arise in defining the term special education, as, for instance, whether legislation governing gifted and disabled education should be separate or integrated under more equitable legislation? Finally, recommendations for research and practical suggestions will be shared. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
3:45 – 4:45 pm |
03 |
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| Presentation |
Not Available |
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Chen | Paper | Experimental Habits of Mind: Instructional Change in Problem-Based Learning
| Presenters |
Chen, Wei-Ren. Taipei Mandarin Experimental Elementary School / Wu, Ching-Ling. Natou County Guang-hua Elementary School / Tsou, Yun-Chi. Taoyuan County / Huang, Kai-Ju. Taipei Shi-Dong Elementary School, Taiwan |
| Abstract |
The purpose of this four-year study was to document the instructional change of an elementary school teacher for the gifted in a classroom of problem-based learning (PBL) who collaborated with a supportive inquiry team. In the qualitative case study, the teacher’s self-reflection notes, classroom observations, monthly team discussions, and curriculum design were analyzed according to Eisner’s educational connoisseurship. The concept served as a framework to examine how the teacher changed his instruction. The findings show that the teacher developed experimental habits of mind to cultivate the dynamics among his curricular consciousness, the gifted students’ improvised learning styles, and the ill-structured curricular structure. Teaching became the artistry of narrating vivid learning stories and engaging students in self-directed and creative problem finding and solving. Recommendations include in-service training via collaborative inquiry teams. The difficulties of implementing PBL in the context of pull-out gifted programs are also reflected upon as a subject for further studies. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
05 |
1 |
| Friday |
9:00 – 10:00 am |
05 |
2 |
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| Presentation |
Not Available |
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Chen | Poster | Meta-Cognition, Mathematics Attitudes, and Problem-Solving Ability in Elementary Gifted Children
| Presenters |
Chen, Ying-Hao. National Kaohsiung Normal University, Taiwan |
| Abstract |
The purpose of this study was to investigate the relationship among meta-cognition, attitudes towards mathematics, and mathematics problem-solving ability in gifted elementary children. Survey research design was used in this study that involved 146 Grade 5 elementary-level, gifted students in central Taiwan. The research instruments included mathematics meta-cognition scales, mathematics attitude scales, and mathematics problem-solving tests. Findings included that girls were better than boys in mathematics meta-cognition, that there were no significant differences in mathematics attitudes and mathematics problem-solving ability between boys and girls, that the mathematics attitudes of the high-level group students were better than those of the low-level group in mathematics problem-solving ability, and that there was a positive relationship between mathematics attitudes and mathematics problem-solving ability. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
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Cheng | Paper | The Cultivation of Self-Actualization Personality for Gifted Students
| Presenters |
Cheng, Chao-Shun; Tsou, Fu-An; Lin, Chi-Hung; Lin, Ji-Son. Chinese Association of Gifted Education, Taiwan |
| Abstract |
In 1950, Abraham Maslow proposed a hierarchy of human needs, namely, physiological, safety, love and belonging, esteem, and self-actualization as the highest. Jinsheng Xu (2008) further elaborated on the idea of self-actualization and argued that a higher need of living should include self-transcendence and the actualization of the spiritual self, which include reason, feelings, and willpower. The purposes of this study were to understand the personality and influence of self-actualization, to develop a self-actualization personality for the gifted, to evaluate the teaching results of a self-actualization personality program, and to propose different methods of developing college students’ self-actualization personality. Methodologies included a literature review, teaching experiments, and interviews. The subjects were 142 sophomore students, 31 of whom were performing well academically. The experiment lasted 3 weeks, for a total of 24 hours. The results provide suggestions for developing a high self-actualization personality, for increasing one’s potential for self-actualization, and for further research. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
02 |
1 |
| Thursday |
3:30 – 4:30 pm |
02 |
2 |
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| Presentation |
Not Available |
| Close |
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Cheng | Paper | Prevention Effects on Self-Harm Behaviors of Gifted Senior-High Students
| Presenters |
Kuo-Hsuan, Cheng. Chung Hwa University of Medical Technology, Taiwan, R.O.C. |
| Abstract |
The purposes of the study were to explore the prevention effects on self-harm behaviors of gifted senior-high students. Two academically gifted classes (n = 83) served as the experimental group, while the other two regular classes (n = 84) with high academic achievement served as the control group. The experimental group participated in a self-adapted 20 credit hours’ Self-Harm Prevention Course (SHPC) to explore the experimental effects of variables. Three major findings emerged from the study: (a) the SHPC had a significant effect on increasing gifted students’ positive lives, life meanings, and coping strategies, but did not enhance their self-esteem significantly; (b) the SHPC had significant effect on decreasing gifted students’ negative lives, death attitude, and thinking distortion; and (c) the experimental group had good feedback on teaching activities, practicing assignments, and teacher-student relationships. Results and suggestions will be discussed. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
11 |
1 |
| Wednesday |
3:45 – 4:45 pm |
11 |
2 |
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| Presentation |
Not Available |
| Close |
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Chiang | Paper | The Effects of a Creative-Thinking Composition Program on Gifted Elementary Students
| Presenters |
Pan, Yu-Fong. National Taiwan Normal University, Taiwan / Chiang, Yung-nan. National Taipei University of Technology, Taiwan / Chiu, Hui-Yi. Taichung Municipal Tai-ping Elementary School, Taiwan |
| Abstract |
The objective of this study was to investigate the effects of a creative-thinking composition program on gifted elementary-school students. Applying a pre- and post-test experimental design, this research was carried out on the gifted fourth graders in two elementary schools in Taiwan. One school was the experimental group, and the other was the control group. The former group attended a 10-week creative-thinking composition program, and the latter attended the general composition program. The main assessment instruments were the Composition Assessment List and the New Creative Thinking Test (Wu, 1998). One-way Analysis of Covariance (ANCOVA) and content analysis were employed to analyze the data. Results show that no significant differences were found on the students’ writing performance; however, significant differences were found on their creativity. Most of the students in the experimental group showed a positive attitude toward the training program. Based on the results, suggestions for instruction and future research are offered. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
10 |
2 |
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| Presentation |
Not Available |
| Close |
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Chiang | Paper | The Mathematics-Science and Language Proficiency Dichotomy
| Presenters |
Chiang, Yung-nan. National Taipei University of Technology, Taiwan |
| Abstract |
It is often assumed that students who are proficient in mathematics and science will not be skilled at languages. This assumption reflects a common belief held by many teachers and students across many different cultures. Despite the prevalence of such a belief, there has been little empirical research on foreign language learning of the mathematics and science gifted (MSG) students. This paper reports preliminary findings from a study designed to examine Taiwanese MSG students’ psycholinguistic difficulties in learning English as a foreign language. The results show that, although they performed much better than their non-gifted counterparts on English achievement tests, a majority of the students reported that learning English was a difficult task for them. They rated themselves as not being proficient in English, and they experienced anxiety about English. More importantly, this anxiety was found to be significantly and negatively associated with their achievement. Suggestions for pedagogy and future research will be offered. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
12 |
1 |
| Thursday |
2:15 – 3:15 pm |
12 |
2 |
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| Presentation |
Not Available |
| Close |
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Chiu | Paper | Beyond Borders: Identifying and Nurturing Giftedness Worldwide
| Presenters |
Chiu, Belinda; Charles, Nicki. Duke University Talent Identification Program (TIP), North Carolina, USA |
| Abstract |
Sustainable global development requires leaders who transform the world through innovation and creativity; however, identifying and developing this type of talent is more than having sufficient resources. Quality and innovative models of education across cultural contexts are also vital. This proposal reviews the Duke University Talent Identification Program (TIP) curriculum model in international settings. Reaching over 1.9 million students since 1980, TIP’s mission is to identify academically gifted students and help develop their intellectual potential. In its international outreach, TIP aims to go beyond traditional study abroad models by identifying and nurturing talent within countries outside the USA. This session examines gifted education in transnational contexts through TIP’s successful transfer of its flagship three-week program to India and its two-week joint leadership institute with Belizean and American students in Belize. This exploration of TIP’s models will touch upon how intellectual-capital development can benefit both the individual and global community. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
04 |
1 |
| Wednesday |
3:45 – 4:45 pm |
04 |
2 |
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| Presentation |
Not Available |
| Close |
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Choi | Paper | Comparative Analysis of Creativity between Teachers of Gifted and Teachers of General Students
| Presenters |
Choi, Byungyeon. Jeonju National University of Education, Korea / Park, Sookhee. Hyupsung University, Korea |
| Abstract |
The purpose of this study was to compare the creativity of teachers of the gifted (65 subjects) with that of teachers of general students (50 subjects). The Test for Creative Thinking-Drawing Production (TCT-DP) was used to collect the subjects’ creativity. Results showed that the creativity of teachers of the gifted was significantly higher than that of the teachers of general students as a whole (t=2.34, p<.05). Comparing the groups by the level of teaching, in elementary school, the teachers’ creativity of the gifted was higher than that of the teachers of general students (t=2.57, p<.05), although not so in the middle school. Overall, the creativity of teachers was negatively correlated (-.32, p<.001) with their teaching careers. There was no significant correlation between groups in elementary school, whereas a negative correlation was found between teachers of general students in middle school. There were no significant differences between groups when compared by their majors. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
08 |
1 |
| Thursday |
2:15 – 3:15 pm |
08 |
2 |
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| Presentation |
Not Available |
| Close |
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Chrostowski | Poster | Planning for Diversity: Universal Design for Learning for Gifted and Twice-Exceptional Students
| Presenters |
Chrostowski, Megan.Vancouver School Board,University of British Columbia, Canada; Porath, Marion. University of British Columbia, Canada |
| Abstract |
Increased diversity in both mainstream classrooms and programs for the gifted presents a great challenge in program planning. How can one teacher with limited resources serve the learning needs of all students? Born from the concept of universal access in architecture, Universal Design for Learning is a neurologically-based approach to designing curricula that uses the wide array of new technologies to address diverse learner needs in the classroom. UDL is marketed as a curriculum designed to meet every student’s needs. Does it, however, address the diverse learning needs of gifted and twice-exceptional students? This poster will introduce the concept of UDL, explore its relevance to the gifted and twice-exceptional student population, and present a proposed research project involving UDL in gifted classrooms in the Vancouver public school system. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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