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Jaap | Paper | Crystallizing and Paralyzing Factors in the Development of Musical Talent
| Presenters |
Jaap, Angela S. University of Glasgow, Scotland |
| Abstract |
The development of talent is a long process influenced by what Gagné calls catalysts: intrapersonal, environmental, and chance. Held within these three catalysts are a host of encounters, opportunities, experiences, and contexts, all of which may have positive or negative impact upon the development of talent. Stollery and McPhee believe that everyone has the potential to display musical talent; however, the translation from the raw to the developed requires optimum circumstances or conditions for musical excellence, which they refer to as crystallizing and paralyzing influences. While a diversity of influences may determine musical talent and mastery, this paper focuses on three main factors that emerged through interviews and questionnaires with internationally renowned musicians and composers. The paper looks at each proposed influence and considers the impact for the individual, reflecting on the implications for teaching, learning, and gift-to-talent translation processes. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
11 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
11 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
11 |
3 |
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| Presentation |
Not Available |
| Close |
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Jacobs | Workshop | Strategies for Differentiating Science Instruction
| Presenters |
Harvey, Sue; Jacobs, Joan; Schock, Pat. Lincoln Public Schools, Nebraska, USA |
| Abstract |
How can differentiation help science students learn to think like scientists? Relying on generic strategies that meet the needs of a good student will not fit the needs of many scientifically gifted students. The need to ask questions, to generate creative explanations, to find connections between concepts and phenomena, and to exhibit strong curiosity about the world characterizes strong science students. Greater depth and complexity can be a part of every lesson with the use of strategies specifically targeting the interests and abilities of the gifted science student. Effective instruction requires us to meet these needs through a variety of methods of differentiation. Presenters will introduce strategies that dovetail with science lessons, including the Frayer Model, synectics, Venn diagrams, tiered lesson planning and assessment, pre-assessments, forecasting, and futuristics. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
8:00 – 8:45 am |
12 |
|
| Presentation |
Not Available |
| Close |
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Jacobs | Workshop | Meeting the Needs of Gifted Students through Differential Diagnosis
| Presenters |
Jacobs, Joan; Harvey, Sue; Schock, Pat. Lincoln Public Schools, Nebraska, USA |
| Abstract |
The student who fails geometry, breezes through accelerated French, wins the last debate tournament, and cites political history for fun would certainly not be viewed in the same way by all his or her teachers. The complexity of these student behaviors often results in the student being labeled for negative behaviors, rather than for intellectual service. Various medical specialists respect the skill and knowledge of their peers in medicine, yet understand that differing views of the same patient would be likely. The use of differential diagnosis techniques enables teams to consider the many differing possibilities that could underlie a student’s negative behaviors and address the origin of the problem, rather than simply to affix a label and move on. Presenters will demonstrate that the use of differential diagnosis techniques within a team context will result in more appropriate programming for gifted students and fewer academic and behavior problems. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
1:15 – 2:00 pm |
11 |
|
| Presentation |
Not Available |
| Close |
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Jen | Paper | Verbal Characteristics of Talented Preschoolers in the Multiple Intelligences (MI) Program
| Presenters |
Jen, En-yi. Senior High School, Taiwan / Kuo, Ching-chin. National Taiwan Normal University, Taiwan |
| Abstract |
The purpose of this study was to investigate the verbal characteristics of talented preschoolers in the Multiple Intelligences (MI) Program. Subjects included six preschoolers who passed a screening session that identified them as verbally talented (VT). From the qualitative evaluation, the portfolio assessment, and the analysis of the discourse of the learning process, results showed that VT preschoolers had a higher ability to use different words and modifiers. Furthermore, VT preschoolers used a large number and variety of conjunctions, comprehended text better, were precocious readers, and had better reasoning and analytical abilities. They were also highly motivated to participate in verbal activities. By analyzing the outcomes and conclusions, the researchers have generated several suggestions for future studies. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
06 |
1 |
| Thursday |
3:30 – 4:30 pm |
06 |
2 |
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| Presentation |
Not Available |
| Close |
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Jin | Paper | Developing a Test Specialized for Intellectually Gifted Students: KU Brain Power Test
| Presenters |
Jin, Sukun. Konkuk University, Korea / Yoon, Chris. Azusa Pacific University, California, USA / Hong, Jingon; Lee, Hyunsuk. Konkuk University, Korea |
| Abstract |
Intelligence tests are most accurate and useful in measuring the intellectual abilities of people with mid-range IQs. The higher the IQs, the less accurate the test scores are. The researchers of this study have sought to develop a new intelligence test that can be used to assess the level of intellectual abilities for educators to utilize in designing educational programs for individual gifted students. |
| 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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| Presentation |
Not Available |
| Close |
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Johnsen | Paper | The Incidence of Potentially Gifted Students within a Special Education Population
| Presenters |
Johnsen, Susan K.; Barnard-Brak, Lucy. Baylor University, Texas, USA |
| Abstract |
Twice-exceptional students are a population of students who demonstrate high abilities but fail to perform at average levels in school due to specific disabilities (Baum, Cooper & Neu, 2001; Daniels, 1983; Fox, Brody, & Tobin, 1983; Whitmore, 1980; Whitmore & Maker, 1985). While most studies have focused on similarities and differences across individual cases, no refereed studies have reported this special population’s incidence using a national sample of students eligible for special education services. The purpose of this presentation is to present the findings of a study that examined the under-identification of children with disabilities, who may be considered gifted, using a sample of 11,337 students from the Special Education Elementary Longitudinal Study. The results will include information regarding the frequency among different disability and ethnic groups and the percentage of students who were served in gifted programs. The presenters will make recommendations in the areas of policy and practice. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
03 |
1 |
| Thursday |
3:30 – 4:30 pm |
03 |
2 |
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| Presentation |
Not Available |
| Close |
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Johnsen | Paper | Using Nonverbal Intelligence Tests to Identify Gifted Students from Diverse Populations
| Presenters |
Johnsen, Susan K. Baylor University, Texas, USA |
| Abstract |
Some school districts within the United States have students who, collectively, speak more than 70 different languages. This variety emphasizes the need for intellectual measures that are less dependent on exposure to specific language symbols. This presentation will examine the research related to the use of nonverbal assessments for identifying gifted students from diverse populations. Various types of nonverbal assessments will be compared in their effectiveness in identifying gifted and talented students. The concepts of culture fairness and bias in testing will be explored. The session will conclude with assessment practice recommendations for diverse populations. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
12 |
1 |
| Wednesday |
5:00 – 6:00 pm |
12 |
2 |
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| Presentation |
Not Available |
| Close |
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Joll | Paper | Opportunity, Access, and Choice for Gifted and Talented Students: A Western Australian Journey
| Presenters |
Joll, Lois. Department of Education and Training, Australia |
| Abstract |
The Western Australian Department of Education has embarked on a new vision for gifted and talented education by developing a state-based plan in 2006 to increase opportunities, choice, and access for gifted students. Working in cooperation with all stakeholders, the program developers designed a multilayered approach that draws on full-time programs and supplementary programs at the primary and secondary level. This presentation shares the journey taken toward this multilayered approach to cater for students who are gifted in the creative, academic, and psychomotor domains. The paper briefly shares the historical overview of the Western Australian public education system’s support for gifted education and leads into the recent developments of establishing two fully-selective schools. The presentation also foregrounds the process of systemic change and presents some of the challenges and approaches encountered on the journey, as well as the questions about identification, provision, and program evaluation, which have been interrogated at the school, district, and system level. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
06 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
06 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
06 |
3 |
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| Presentation |
Not Available |
| Close |
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Jolly | Paper | A Retrospective Examination of the Influential Studies in Gifted Education
| Presenters |
Jolly, Jennifer. Louisiana State University, USA |
| Abstract |
Gifted education in the United States is nearing its 100th anniversary as a recognized field. In order to gauge the impact of the past century’s research and practice, a survey of current researchers and practitioners examined the studies or bodies of work that revolutionized the field of gifted education. This collection of work spans nearly the entire history of the field and includes some of the most prominent researchers within gifted education and in areas tangential to the field. In conjunction with each study, the historical context was considered in relation to the identified work. The list is a snapshot of what was important to the field of gifted education at the turn of the 21st century and what may change as the field continues to evolve. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
13 |
1 |
| Tuesday |
3:45 – 4:45 pm |
13 |
2 |
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| Presentation |
Not Available |
| Close |
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Jones | Paper | High-Level Curriculum for Young Gifted Learners
| Presenters |
Jones, Shannon; Honeck, Ellen. University of Denver, Colorado, USA |
| Abstract |
Young, gifted children have their own unique needs and challenges. Curriculum philosophy components of the Reggio Emilia curriculum, integrated curriculum model, and constructivism will be discussed as they pertain to young, gifted children. Participants will leave the session with an in-depth understanding of how these various philosophies look and function, specifically in the early childhood and kindergarten classrooms. Examples of projects, sample work, documentation panels, and the assessment process will be shared. Participants will understand how many of the components of these philosophies weave through primary-level classrooms and how they can be adapted to their settings. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
13 |
1 |
| Thursday |
10:30 am – 12:00 pm |
13 |
2 |
| Thursday |
10:30 am – 12:00 pm |
13 |
3 |
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| Presentation |
Not Available |
| Close |
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Jones | Paper | Gifted Kids Speak Up and Act Out: Exercises to Enhance Creativity
| Presenters |
Jones, Shannon; Honeck, Ellen. University of Denver, Colorado, USA |
| Abstract |
Do you have kids who crave the spotlight? Some who hide at the prospect of standing up in front of others? Do you feel like creativity has left the building? We explore a variety of exercises and activities designed to enhance the fluency and flexibility of all learners. Using the popular show Whose Line is it Anyway? and other improvisation techniques, teachers have designed a series of exercises and activities that promote the development of creative skills, as well as provide an opportunity to address the unique, affective needs of gifted learners. Often the unique sense of humor of the gifted child is underappreciated. Improvisational games and creative-drama activities create a positive outlet for the sophisticated and the silly. Participants will receive a packet of activities and exercises designed for use with gifted children from 7 to 12 years of age. Join us as we try out some of these fun and challenging games. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
04 |
1 |
| Thursday |
3:30 – 4:30 pm |
04 |
2 |
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| Presentation |
Not Available |
| Close |
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