Preliminary Program – 18th World Conference on GIfted and Talented Children

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Ha | Poster | Trends in Research on Gifted Education from 1980 to 2007 in Korea

Presenters

Ha, Jong Duk; Moon, Jeonghwa; Park, Jihyun. Jei University, Korea

Abstract

The purpose of this study was to investigate the general trends in research on gifted education in Korea by analyzing articles published during the last thirty years. A total of 347 articles from 14 registered, academic journals were analyzed by year and holistically. The articles were examined in terms of their topics, domains, and the age and grade of the students. The most widely researched topic was the cognitive characteristics of the gifted, followed by curriculum and affective characteristics of the gifted. Studies on students who are gifted generally, scientifically, and mathematically occupied 86% of the total research. The researchers utilized more elementary students as their subjects than middle- or high-school students. There is a lack of research on the problems that gifted students face and on the assessment of gifted education institutes. Moreover, there are very few longitudinal studies.

Schedule

Day	Timeslot	Room
Thursday	10:30 am – 12:00 pm	Exhibition

Presentation

Not Available

Haas | Symposium | Gifted First Nations Children See Things Differently

Presenters

Haas, Steven. Gifted Development Center, Colorado, USA / Kies, Suzy. Orillia Native Women’s Group, Canada

Abstract

All North American Native populations share a common trait of spatial learning. Recent research shows that gifted First Nations children in Canada and the United States tend to have a highly visual-spatial learning style, in contrast to the more linear and sequential learning instructional style in most mainstream classrooms. As a result, gifted First Nations children in North America do not thrive in the traditional educational system. They can become alienated when linear-sequential instruction disregards their visual-spatial learning.

Schedule

Day	Timeslot	Room
Wednesday	1:15 – 2:00 pm	08

Presentation

Not Available

Haas | Workshop | Proven Teaching Strategies That Really Work: Reaching Gifted Visual-Spatial Middle Schoolers

Presenters

Haas, Steven. Gifted Development Center, Colorado, USA.

Abstract

This workshop will be a highly interactive opportunity for teachers to learn new and exciting, proven techniques for reaching their gifted and highly-gifted, visual-spatial learners (VSLs). VSLs grasp new, whole concepts all at once and fill in the details later as they need them. They do not respond well to the step-by-step, sequential presentations of material so typical of many classrooms. The presenter is the Director of the Visual-Spatial Identifier Project and a former middle-school principal, with 14 years’ teaching experience. He will share instructional strategies for middle-school students in algebra, science, reading, extended writing, research papers, and foreign languages.

Schedule

Day	Timeslot	Room
Tuesday	1:15 – 2:00 pm	07

Presentation

Not Available

Haas | Panel Discussion | Characteristics, Identification, and Needs of Gifted Visual-Spatial Learners

Presenters

Silverman, Linda K.; Haas, Steven C. Gifted Development Center, Colorado, USA

Abstract

The typical classroom is a highly auditory environment where students learn by repetition, memorization, and rigid sequential presentation; however, most gifted, and especially highly gifted, students are visual-spatial learners (VSLs). They grasp whole concepts all at once and fill in the details later. Their insight and creativity find obvious expression in music and the arts, but also in mathematics, physics, engineering, architecture, and computer systems. The presentation will explain recent research on how gifted VSLs absorb, process, and communicate ideas and information. The presenters will discuss the development of the Visual-Spatial Identifier (VSI), a fully validated instrument, available in English and Spanish. They will contrast the VSI, which focuses on learning style, with measures of non-verbal cognitive ability, such as the CogAT and the NNAT. They will also present recent findings of research on the high incidence of visual-spatial learners among minority populations, such as Native American and Hispanic students.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	03

Presentation

Not Available

Haight | Paper | Is There Such a Thing as Vocational Giftedness?

Presenters

Haight, Annie. Oxford Brookes University, England

Abstract

With a few exceptions, the field of gifted education defines giftedness in terms of academic or artistic ability or achievement. Vocational education stands outside, and often in opposition to, the concerns, remit, and discourses of gifted education. The aim of this presentation is to consider the meaning and status of vocational giftedness as an educational construct. Employing mainly a theoretical approach and a focus on the British educational context, it explores whether vocational high ability is a relevant construct for educators and learners or a specifically non- educational phenomenon located in the discourses of the world of work. Evidence will be drawn from a 2008 – 2009 research project on high-ability in engineering in a London college of further education. The presentation invites gifted education theorists, practitioners, and policymakers to consider giftedness in the world and to reflect on the implications and opportunities it raises for educators.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	02	1
Friday	9:00 – 10:00 am	02	2

Presentation

Not Available

Hall | Paper | The Land of Possibility—HATS on in Australia

Presenters

Hall, Suzanne. St Joseph’s Tobruk Memorial School, Australia

Abstract

This presentation shares the story of one school’s journey as it moved towards a model of teaching and learning that addressed the diverse needs of our students. Our gifted students were often misunderstood and misjudged. Using the research, we embarked upon our journey into the Land of Possibility. Our first step was enhancing staff skills and knowledge, followed by the identification of our HATS (High-Ability Talented Students) and placing their needs on the school agenda, using a whole-school improvement process. This presentation concludes with a case study of an alienated student. The effects of inappropriate teaching and misdiagnosis over the years had been severe. Jeffrey’s learning disability had overshadowed his giftedness; he was underachieving and disengaged. Teachers had focused their attention on his deficits—what Jeffrey could not do, rather than what he could do. So, HATS on, and let’s see what was possible in the Land of Possibility.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	5:00 – 6:00 pm	07	1
Tuesday	5:00 – 6:00 pm	07	2

Presentation

Not Available

Hamilton | Paper | Making Sense of Intelligence in Pre-service Teacher Education

Presenters

Hamilton, Lorna. University of Edinburgh, Scottish Educational Research Association, Scotland

Abstract

Building on previous work in this field, this study aims to explore the implicit, personal theories of student teachers through consideration of their beliefs about the nature of intelligence. Harre’s (1998) theory of tripartite personhood, as adapted by the author (2002), was used to investigate constructions of intelligence and experience of judgments about intelligence. A questionnaire, which drew on quantitative and qualitative questions, was administered to student teachers who were undertaking a one-year, intensive, postgraduate diploma in order to become high school teachers (12 – 18 years) or primary teachers (up to 12 years). This presentation will seek to describe student teachers’ perspectives on the nature of intelligence and their judgments of self and pupils in the classroom.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	5:00 – 6:00 pm	07	1
Wednesday	5:00 – 6:00 pm	07	2

Presentation

Not Available

Hammack | Paper | Gifted Adolescents: Personality Characteristics, IQ, and Anxiety

Presenters

Hammack, Merla. Sycamore Middle School, Argosy University, Illinois, USA

Abstract

Be enlightened about the way you interact and understand gifted adolescents when it comes to their anxiety. This rarely-studied emotion in gifted children, on which there has been no formal research in the past 19 years, is making a difference in the quality of their lives. Using the Myers-Briggs Type Indicator, the Children’s Revised Manifest Anxiety Scale, and the Beck’s Anxiety Inventory, over 200 gifted adolescents were studied in Grades 6 to12 in a rural Illinois Unit School District. The interaction among personality type, IQ, and anxiety will be explained.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	5:00 – 6:00 pm	03	1
Wednesday	5:00 – 6:00 pm	03	2

Presentation

Not Available

Hargrove | Paper | Choosing Effective Curriculum and Teaching Strategies for Bilingual Students

Presenters

Hargrove, Kathy. Southern Methodist University, Texas, USA

Abstract

As the world shrinks, populations in many countries become more diverse, and more children come to school who speak one language at home and learn a second language at school. As these students develop their bilingual abilities, it is critical to plan curriculum and teaching strategies that recognize high ability and challenge students with high-level learning. This presentation offers tips gleaned from the research of experts in bilingual education on planning curriculum and implementing teaching strategies that focus on the talents of bilingual children and view bilingualism as an asset rather than as a deficit.

Schedule

Day	Timeslot	Room	Sequence
Friday	10:30 – 11:30 am	11	1
Friday	10:30 – 11:30 am	11	2

Presentation

Not Available

Harris | Symposium | Gifted Immigrants and Refugees: The Gold Unmined

Presenters

Harris, Carole Ruth. G.A.T.E.S. Research & Evaluation, Massachusetts, USA / Rosemarin, Shoshana. University Center at Ariel, Israel / Guenther, Zenita Cunha. Federal University of Lavras, Minas Gerais, Brasil / Eriksson, Gillian. University of Central Florida, USA

Abstract

Although immigrants and refugees have a profound effect on the global talent pool, problems associated with resettlement often take precedence, and identification and educational provisions for gifted students are, frequently, overlooked. Subsumed within the larger picture, giftedness remains a secondary concern long after initial problems have been addressed. Major immigrant and refugee groups are very different from previous groups. The world picture continues to change, but attitudes towards immigrants and refugees and educational interventions that tap into their potential have changed little. Presented is a historical review of immigrant and refugee flow and concomitant educational problems associated with cultural congruence and perpetuation of old patterns. Speakers from the USA, Israel, Brazil, and South Africa will present analyses of current problems and concerns, followed by suggested solutions directed to field-based coping techniques, working models, and future directions. Discussion and a call to action connected to the global community conclude the symposium.

Schedule

Day	Timeslot	Room
Wednesday	10:30 am – 12:00 pm	05

Presentation

Not Available

Harris | Paper | Creativity: The Elusive Characteristic

Presenters

Harris, Carole Ruth. G.A.T.E.S. Research & Evaluation, Massachusetts, USA

Abstract

Creativity is an elusive human characteristic, difficult to define, capture, nurture, and stimulate productively. Like the human mind, it has no boundaries. Attempts to develop creativity fully continue to challenge and confound the educator of the gifted who must address it within the context of school time and objectives dedicated to the cognitive domain and to the achievement of academic skills. This session addresses creativity, with attention to definitions and types of creative giftedness in the context of research and theory. Background and theoretical perspectives of creativity are offered, followed by a delineation of building environments appropriate for nurturing different aspects of creative behavior and types of creativity, including artistic, musical, literary, and technical. Specific evaluation instruments are reviewed, along with discussion of their attributes and application to maximizing creativity potential in the gifted. The session ends with abbreviated samples from case studies, followed by discussion and a question-and-answer period.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	10:30 am – 12:00 pm	07	1
Tuesday	10:30 am – 12:00 pm	07	3

Presentation

Not Available

Hausamann | Paper | Extra-Curricular Science Labs for Gifted Education

Presenters

Hausamann, Dieter. German Aerospace Center, Germany

Abstract

In the past couple of years, numerous extra-curricular science laboratories have been established, their main objective being to attract students to science and technology. The DLR School Lab Oberpfaffenhofen is operated by Germany’s National Research Center for Aeronautics and Space and is a typical example of such a science lab. Apart from the hands-on experiments offered to students, another of its key activities is the education of teachers. In this presentation, the basic concepts of extra-curricular science labs will be presented, as well as the special concept of the DLR School Lab and its strong ties to state-of-the-art aerospace research and technology. The lab’s great expertise in numerous high-level enrichment projects for highly talented secondary school students will be described. Furthermore, its teacher education concept with respect to gifted education will be demonstrated. Finally, results from internal and external evaluations will be presented.

Schedule

Day	Timeslot	Room	Sequence
Thursday	10:30 am – 12:00 pm	06	1
Thursday	10:30 am – 12:00 pm	06	2
Thursday	10:30 am – 12:00 pm	06	3

Presentation

Not Available

Healey-Agnew | Paper | Continuing Professional Development for Teachers of Gifted Pupils in Science.

Presenters

Healey-Agnew, Hazel. Keele University, UK

Abstract

This paper discusses the failings of traditional models of teacher professional development to have an impact upon improved provision for gifted pupils in science. It then goes on to compare two models of professional development for science teachers in secondary schools in England and examines their impact upon classroom practice. Both models utilize practitioner action research in the school context. The first model, involving a school-based supporting university researcher, was found to be more effective in engaging teachers who were not initially sympathetic to the research process but, the second model, involving education in research methods through a university-based course, had the advantage of demonstrating more a widespread impact on science classrooms. The advantages and disadvantages of each model and the conclusions reached that will have an impact on the design of further models for teacher professional development will be discussed in depth.

Schedule

Day	Timeslot	Room	Sequence
Thursday	3:30 – 4:30 pm	02	1
Thursday	3:30 – 4:30 pm	02	2

Presentation

Not Available

Heinbokel | Paper | Enrichment Versus Acceleration?

Presenters

Heinbokel, Annette. Greselius-Gymnasium, Germany

Abstract

Despite consistent positive research since the 1920s on the merits of acceleration and its effectiveness, lay persons, as well as experts, too often still prefer enrichment to acceleration. This is not just the case in the US, but in all the European states, as well. In this presentation, reasons for the preference of enrichment over acceleration and the reluctance even to consider acceleration are explored. Suggestions are made on how to overcome the reluctance to implement acceleration. During the 2007 World Conference and the last two European Conferences, experts in gifted education were asked about their experiences with and opinions on enrichment and acceleration. The experts were adamant: enrichment, as well as acceleration, can be good options. Both are needed for a successful and complete program for gifted children.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	5:00 – 6:00 pm	02	1
Tuesday	5:00 – 6:00 pm	02	2

Presentation

Not Available

Henderson | Paper | Selective Classes for Gifted Secondary School Students: What Do the Students Think?

Presenters

Henderson, Lesley. Flinders University, Australia

Abstract

The Ignite program in South Australia offers students who are identified as gifted an accelerated, secondary-school education in a selective class of like-ability students. Six years after graduating from the program at one of the three Ignite schools, the class who began the program in 1999 was asked to reflect on their experience. This mixed method research focuses on three aspects of the students’ experience: their reflections on being gifted, their evaluation of the Ignite program, and their career pathways. A questionnaire was sent to all 30 graduate students who commenced Year 8 together in 1999; this was followed up with open-ended interviews with a smaller sample. Their insights into the program provide a students’ perspective of what made a difference for them and how being a part of the Ignite class has influenced their development from adolescence into young adulthood.

Schedule

Day	Timeslot	Room	Sequence
Friday	10:30 – 11:30 am	03	1
Friday	10:30 – 11:30 am	03	2

Presentation

Not Available

Heo | Poster | The Elements and Development of Teacher Professionalism for Teaching Scientifically Gifted Students

Presenters

Heo, Namyoung; Lee, Young Ju; Jung, Hyun-Chul. Korea Advanced Institute of Science and Technology, Korea

Abstract

Recently, much research on teachers’ professional development for instructing gifted students has been conducted. The main elements of training may differ according to factors such as the subject and the age of students being instructed. In this study, we determined the elements of expertise of teachers who are in charge of the education for high-school students gifted in science, through a literature review, and we explored the differences of these elements according to the teachers’ career path, academic degrees, and so on. Our data collection sample consisted of 284 teachers. In our results, teaching inquiry was noted among the teachers of the gifted relative to the general science teachers. The final academic degree was seen as a significant factor in the difference between the two groups of teachers’ professional competence, but the teaching career was not. Some implications of the study will be discussed.

Schedule

Day	Timeslot	Room
Tuesday	10:30 am – 12:00 pm	Exhibition

Presentation

Not Available

Hernandez | Paper | Hypertext-Supported Knowledge Organizers: Helping Gifted Females Solve Complex Mathematical Problems

Presenters

Hernandez, Leticia. Niagara University, New York, USA

Abstract

Although the gender gap in participation and achievement in high-school mathematics courses is closing, female students still lag behind their male peers in solving complex problems that require spatial reasoning. They experience stereotype threat and drop out of math-related programs more often than males. To improve students’ spatial reasoning and to deal with the stereotype threat, hypertext-supported knowledge organizers were incorporated into a mixed-gender, college mathematics course. The knowledge organizers emphasized the development of procedural knowledge that required the use of spatial reasoning during the early phases of problem solving and encouraged the creation and solution of problems in which mathematics is seen as an appropriate field of female endeavor. Pre- and post-tests were administered to assess changes in stereotypical beliefs and in spatial and problem-solving abilities. The results of this study will be shared and implications will be discussed.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	13	1
Friday	9:00 – 10:00 am	13	2

Presentation

Not Available

Hertzog | Paper | Differentiating Instruction through Collaborative Inquiry Groups: A Focus on Challenge

Presenters

Hertzog, Nancy B. University of Illinois at Urbana-Champaign, IL, USA

Abstract

This qualitative study reports on the process of inquiry and the changes teachers made as a result of their participation in collaborative inquiry groups to understand and deliver differentiated instruction better. Response to the inquiry groups was overwhelmingly positive. Teachers appreciated the number of ideas that were shared and the support they received from their colleagues. Most importantly, after participating in the collaborative inquiry groups, teachers were eager and willing to make changes in their instructional practices to include more small-group instruction, more creative and engaging assignments, and more choices for their students. Teachers were better prepared to challenge their gifted students. The study highlights the significance of developing professional learning communities and building safe environments for teachers to discuss changes in their own teaching practices.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	5:00 – 6:00 pm	07	1
Wednesday	5:00 – 6:00 pm	07	2

Presentation

Not Available

Honeck | Paper | A Four Quadrant Assessment Model: Moving Beyond the Test

Presenters

Honeck, Ellen; Jones, Shannon. Ricks Center for Gifted Children, University of Denver, Colorado, USA

Abstract

The field of education has long struggled with the role of assessment and evaluation. Current reformative efforts have been closely connected to the use of standardized testing, thus creating conflict over the use of standardized versus alternative assessments. Yet, many strive for a more authentic means of measuring student learning and responding to student needs. The focus of this session will be on the Four Quadrant Assessment Model designed at the Ricks Center for Gifted Children. Influenced by the work of Eliot Asp, a comprehensive model of assessment has been developed that focuses on multiple means of assessment. This model is especially valuable for use with gifted children who often demonstrate significantly asynchronous development and achievement, as well as idiosyncratic responses to standardized test prompts. Participants will be exposed to a variety of assessment tools and techniques in order to learn more about creating a structure that supports the use of multiple methods of assessment.

Schedule

Day	Timeslot	Room	Sequence
Friday	10:30 – 11:30 am	05	1
Friday	10:30 – 11:30 am	05	2

Presentation

Not Available

Honeck | Paper | Creating New Classics: Using Writing and Art to Ignite Expression

Presenters

Honeck, Ellen; Jones, Shannon. Ricks Center for Gifted Children, University of Denver, Colorado, USA

Abstract

”How Big is a…,” “The Physics Curse,” “So You Say You Want a Revolution.” Are these the latest song titles? No, these are amazing class books written by older elementary and middle-school students. Creating class books has long been a standard practice in language experiences, but this instructional technique is often underestimated as a tool for higher-level concept development and creative expression. Students ranging in age from eight to twelve years have created elaborate class books, based on various topics. This session will provide ideas on selecting rich topics and models for the books and the teaching of specific illustrators’ techniques and will offer ideas for various types of publication. Gifted students will experience the process of bookmaking, from idea to a published piece, as they explore a variety of formats. Join us in learning more about creating the classics of the future.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	5:00 – 6:00 pm	14	1
Tuesday	5:00 – 6:00 pm	14	2

Presentation

Not Available

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