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Kalbus | Paper | Living the Dream: Practical Suggestions from Internationally Successful Gifted Programs
| Presenters |
Kalbus, Maureen. Saint Mark’s School, California, USA |
| Abstract |
Having been actively involved in gifted education on three continents, the presenter has worked closely with gifted students, their teachers, and their parents. Responding to the needs of gifted children from different backgrounds and cultures in Ireland, Australia, and California, she has been involved in the development of a variety of programs. Key elements of these programs will be shared, together with resources teachers have found useful. Included will be helpful tools for identifying gifted children, specific approaches taken, and practical suggestions from teachers. Involvement in each program has enabled gifted children to live their dreams. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
06 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
06 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
06 |
3 |
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| Presentation |
Not Available |
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Kane | Paper | Modeling for Teaching: Experiential Learning for Teachers of the Gifted
| Presenters |
Kane, Michele. Northeastern Illinois University, USA / Fiedler, Ellen D. Wings for Education LLC, Michigan, USA |
| Abstract |
Teachers of the gifted involved in professional development activities often seek understandings that have immediate applicability in the classroom. Professional development activities and graduate courses in gifted education could be structured more like apprenticeships, where teachers experience the kind of learning they should be providing for their gifted students. As cognitive apprentices, these teachers can interact with colleagues, create meaning, and increase expertise through structures that allow for interaction and application. Cognitive apprenticeships are a means of instruction that embraces social learning theory. In this model, learners are viewed as both students and practitioners, and learning is constructed when authentic activity, context, and culture converge. This practical, interactive session provides examples of how professional development experiences and graduate coursework can be created so that the best practices for instructing gifted students are modeled, developed, and shared by the physical activity model. |
| 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 |
| Close |
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Kanevsky | Keynote | Dreams of Development: The Process of Becoming
| Presenters |
Kanevsky, Lannie; Simon Fraser University, Canada |
| Abstract |
Life is the process of becoming, of learning, of nurturing and actualizing one’s potential. What do we expect students to become when we design school programs and create curriculum? In this plenary address, Vygotsky’s develop-mental theory will be woven together with research findings and educational practices in order to explain and de-scribe what can and should underlie the education of gifted and talented children. In Vygotsky’s theory, the zone of proximal development (ZPD) is the place where learning and development meet and energize the continual trans-formation of promise to accomplishments. The social and educational dynamics of life in the ZPD have fascinating implications for our efforts to design differentiated-learning experiences and understand the consequences of such experiences for students who are on their way to becoming writers, and scientists, and artists, and mathematicians, and so much more. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
2:15 – 3:15 pm |
01 |
|
| Presentation |
Not Available |
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Kao | Paper | The Social and Emotional Issues of Mathematically Gifted Taiwanese Adolescent Females
| Presenters |
Kao, Chen-Yao. National University of Tainan, Taiwan |
| Abstract |
A controversial issue has been whether the differences between males’ and females’ mathematical achievements are genetically induced consequences or socio-cultural products. While male and female differences can be described vividly in either words or numbers, no studies have proven that these differences are entirely biological or socio-cultural or if both pinpoint the precise percentages of variance that biological and socio-cultural factors can explain; however, the research results of women’s changing roles in modern societies vindicate the idea that at least some critical determinants of gender differences in mathematics achievement are socio-cultural in origin. Through the qualitative research method of the multiple-case study, this research study set out to explore the social and emotional conditions of six mathematically gifted Taiwanese adolescent females. The findings were compared with internationally published literature, and some consistencies and inconsistencies were uncovered that have offered an opportunity to look at mathematically gifted females from new angles. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
04 |
1 |
| Wednesday |
5:00 – 6:00 pm |
04 |
2 |
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| Presentation |
Not Available |
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Kaplan | Workshop | The Layered Approach to Differentiated Curriculum
| Presenters |
Kaplan, Sandra. University of Southern California, USA / Grubb, Robert. Los Angeles Unified School District, USA |
| Abstract |
The Layered Approach to a differentiated curriculum provides a model of a scope-and-sequence unit of study to enhance the development of intellectualism for gifted and high-ability learners. Each layer of the curriculum reinforces a definitive, single approach to differentiation and, yet, provides the prerequisite framework for continuously developing an additional layer of academic rigor that is appropriate for gifted students. The layers include Thinking like a Disciplinarian, prompts to achieve depth and complexity, classics, current events, independent study, and learning-to-learn strategies. Each layer will be illustrated with respect to its theoretical and practical dimensions. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
1:15 – 2:00 pm |
04 |
|
| Presentation |
Not Available |
| Close |
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Kaplan | Workshop | Policy, Theory, and Practice: Convergence of Elements to Create Services for Gifted Students
| Presenters |
Kaplan, Sandra. University of Southern California, USA / Grubb, Robert. Los Angeles Unified School District, USA |
| Abstract |
Decisions determining what constitutes differentiated curriculum and instruction and the types of programs best designed to implement education for the gifted are often discussed without references to the politics and policies that underscore these decisions. Specific examples of a learning-to-learn, differentiated curriculum and instruction, that have been field tested and researched, will be presented against a backdrop of the policies and procedures that need to be considered to engage educators, parents, and policymakers to accept and integrate a differentiated curriculum into a program-delivery system for the gifted within a school, district, and state. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
1:15 – 2:00 pm |
09 |
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| Presentation |
Not Available |
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Keel | Paper | A District Takes the Lid Off: Systemic Policy Reform Shapes Gifted Education
| Presenters |
Keel, Pamela. Adams School District 50, Colorado, USA |
| Abstract |
School districts across the US are trying to improve the opportunities for gifted students to maximize their potential, but few have taken as radical an approach as Adams 50. The 10,000-student district in the metropolitan Denver, Colorado area is at the forefront of a new standards-based educational approach that will take the lid off by opting for a wholesale reinvention of itself, rather than the usual incremental reforms. The Adams 50 Standards-Based Education Change Model includes critical, systemic steps, namely, anchoring new approaches in the culture of gifted education; establishing a sense of urgency for gifted education students; creating a guiding coalition; communicating the change vision; and empowering employees for broad-based action. We invite you to hear about our district’s reform to address the needs of our gifted students with urgency. |
| 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 |
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| Presentation |
Not Available |
| Close |
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Khalifa | Poster | The Rise of National Intelligence in the Sudan
| Presenters |
Khalifa, Gowaher. Economic and Social Research Bureau, Sudan |
| Abstract |
This study provides data for the possible rise of the national intelligence in the Sudan. Two tests were used to measure the increases, namely, The Draw a Man Test, which was applied between 1964 and 2006 and the Wechsler Adult Intelligence Scale, Revised (WAIS-R) between 1987 and 2007. The study shows that the national rise of the intelligence per decade for the above tests is 2.90 and 2.04, respectively. Various explanations are discussed regarding the Flynn effect, which is the term applied to the continuous rise in IQ test scores over time. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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Kimball | Workshop | Teaching Global Art for Global Citizens: Banking on Banksy and le Beau Ideal
| Presenters |
Kimball, Karen. Richmond Community Schools, Indiana, USA / Kimball, Kristyn L. New York University, USA |
| Abstract |
Jacques-Louis David considered art a vehicle for spreading “…progress of the human spirit, to propagate and transmit to posterity the striking example of sublime efforts of an immense people.” Thomas Jefferson connected art to an educated mind, providing a cleansing of corruption for societies and showing “how to reach the truth.” To be effective global citizens, students must understand world cultures. Art reflects the images of culture, offering opportunity for critical and creative global action. By scrutinizing art, students can embrace global possibilities. Studying Banksy’s imaginative defiance, Gupta’s Very Hungry God, Christo’s Iron Curtain, and Superchunk’s homage to artist Yayoi Kusama all establish windows to the world. Students can build connections through necessary conversations on deliberate incongruity. The workshop provides practical lessons for middle and high schools, the means for realistic student input, and startling images to share the sensational sublime with students to help them transcend international borders. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
8:00 – 8:45 am |
14 |
|
| Presentation |
Not Available |
| Close |
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King | Paper | Study of Physics Knowledge Advancement of Gifted Students as Mentors
| Presenters |
King, Tzu Chyang; Tsai, Kuei Fang. National PingTung University of Education, Taiwan |
| Abstract |
The purpose of this study was to investigate the benefits of gifted students becoming mentors. We adopted a qualitative research approach to investigate the advance of five gifted mentors in their professional courses learning performance and in their guidance experience reflection after the mentoring experience. After in-depth interviews with the five gifted mentors and a literature analysis, our study results were summarized. It was determined that the gifted mentoring students learned how to use high-level thinking skills in their physics concept learning. They understood physics concepts, realized the correlations between them, and constructed the whole framework of knowledge in their mind correctly and clearly by rethinking, re-describing, and challenging difficult problems. It was also established that the mentoring experience enriched and added to their gifted education. All five gifted mentors had better performance and achievement after graduation. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
13 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
13 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
13 |
3 |
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| Presentation |
Not Available |
| Close |
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Kitamura | Poster | A Qualitative Examination of Talent Development of Expert Scientists in Japan
| Presenters |
Kitamura, Katsuro. Tohoku University, Japan |
| Abstract |
The purpose of this study was to explore how children’s perceptions of the contexts in which they interact influence their attempts to perform in their daily lives. Bloom’s (1985) and Salmela’s (1994) categorizations of children’s developmental stages were used as a guiding framework. Ten Japanese scientists who were awarded international science prizes, such as the Nobel Prize and the Fields Medal, served as the participants for this study. In-depth, open-ended interviews were used to gather data from the participants, and an inductive approach was used to analyze the interview transcripts. The analysis was performed on the basis of the three stages of initiation, mastery, and perfection, with the respective criteria for each stage, namely, pleasant sensation and mental support in the first; drills, a sense of achievement, and feedback, in the second; and self-monitoring and self-regulation in the third. This study suggests that the extent of an individual’s identification with their social context has a profound effect on talent development. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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Klavir | Paper | An Integrative Model for the Analysis of Excellence in Problem Solving
| Presenters |
Klavir, Rama, Kaye College of Education, Beer Sheva, Israel, and The Israeli Governmental Division of Teachers’ Training / Gorodetsky, Malka. Ben Gurion University, Israel |
| Abstract |
This paper suggests a unified and comprehensive model for the analysis of excellent performance in problem solving that follows the solution process, as well as the final product. The model was inspired by Ericsson & Smith (1991) and Salthouse (1991) and offers a conceptual framework for the comparison of problem-solving processes of different populations of excellence in different situations. The presentation will provide the rationale, model, and results obtained from a study of analogical problem solving by gifted and expert students. Results confirm the potential of the model in tracking the excellent performance of different populations. Although most of the results indicated similarities in the performance of the two groups of excellence, differences were also detected. One such difference is the role of knowledge in the excellence of these populations. Such findings have the potential to allow for an understanding of excellence as a general phenomenon, with different manifestations in different populations. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
10 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
10 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
10 |
3 |
|
| Presentation |
Not Available |
| Close |
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Kline | Paper | Resilience to Stress: Promoting Social and Emotional Health in the Gifted
| Presenters |
Kline, Dr. Bruce E. Wright State University, Ohio, USA / Short, Elizabeth B. Kline and Associates, Ohio, USA |
| Abstract |
Gifted children have social and emotional needs well beyond those of their age peers. This session will present both the challenges and the solutions for gifted children who lack social skills and require development or who been bullied and need special understanding from teachers and parents. The presentation will also give antidotes for each of these challenges in the form of social awareness, developing resiliency, and bully-proofing. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
12 |
1 |
| Tuesday |
3:45 – 4:45 pm |
12 |
2 |
|
| Presentation |
Not Available |
| Close |
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Klingner | Paper | The Bavarian Center for Gifted and Talented Children
| Presenters |
Klingner, Roya; Breibeck-Felsen, Angelika. Bavarian Center for Gifted and Talented Children, Germany |
| Abstract |
This paper gives a short overview about the founders, the foundation, and the work of the Bavarian Center for Gifted and Talented Children. This Centre was founded in November, 2008 to aid children in mastering their gifts and talents. In addition to testing, it also offers courses and counseling for the children, their parents, teachers, and other contact persons using a solution-oriented approach. Together with several scientists, the Center offers instruction on topics ranging from chemistry, biology, and philosophy to language study for children to help them discover their talents in a project-oriented learning environment. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
04 |
1 |
| Thursday |
3:30 – 4:30 pm |
04 |
2 |
|
| Presentation |
Not Available |
| Close |
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Knopfelmacher | Paper | Mentoring: An Innovative School and University Partnership which Extends Gifted Students’ Learning
| Presenters |
Knopfelmacher, Susan. Presbyterian Ladies College, Melbourne, Australia |
| Abstract |
Research and experience show that secondary schools cannot always meet gifted adolescent girls’ range of intellectual, creative, and socio-affective needs. An extension program which offers high-level challenge, choice, and the opportunity to follow their academic passion with like-minded peers under expert guidance has great benefits. This session examines a partnership among a leading Australian school, universities, and the National Gallery of Victoria to provide a highly successful academic mentoring program for gifted female adolescents (14 to 17 years old), based on key models of giftedness and talent development. Students experience university life while completing significant research projects, which facilitate both choice of future study and career pathways. By focusing on recent mentoring projects, the presenter will analyze curricular, learning, and some unexpected wider benefits of the program. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
06 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
06 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
06 |
3 |
|
| Presentation |
Not Available |
| Close |
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Ko | Paper | A Study on the Career Choice of Senior-High Students with Language Talent
| Presenters |
Ko, Yi-Wen; Lai, Tsuei-yuan Lai. National Changhua University of Education, Taiwan |
| Abstract |
This study investigated the career choices of senior-high-school students who are talented in language arts. The participants were three students studying in full-time programs at senior-high schools from the central area of Taiwan. Qualitative research methods were applied for a better understanding of the participants’ status. Interviews, coding, translation, and interpretation were utilized to analyze the data. Our goals were to understand better the important factors for these students in making career choices, specifically interests, family, mentor, and classmates; to explore the discouragement of these students in their career choices and the solutions to the discouragement, namely, discussions with their parents, classmates and teachers; and to explore the satisfaction of the career choices of senior-high students who are talented in language arts, which might be the subjects’ satisfaction with their career choice. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
06 |
1 |
| Friday |
10:30 – 11:30 am |
06 |
2 |
|
| Presentation |
Not Available |
| Close |
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Kronborg | Paper | What Contributes to Talent Development in Eminent Women?
| Presenters |
Kronborg, Leonie. Monash University, Australia |
| Abstract |
The lives of eminent Australian women were explored across seven talent domains to gain knowledge from the women’s reflections as to what they perceived had contributed to their talent development. Themes and sub-themes in the studies linked to the Model of Adult Female Talent Development were used. Themes which emerged in this research provide support for the Model as an appropriate representation or framework of talent development for gifted females. In addition, these themes expand and elucidate elements of the original Model, adding a depth of knowledge based on the findings of what contributed to the talent development of these eminent women. A Model of Talent Development, based on the lives of eminent Australian women in relation to their demographic backgrounds, families, schooling, talent domain, and talent field experiences, will be discussed. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
08 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
08 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
08 |
3 |
|
| Presentation |
Not Available |
| Close |
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Kuang | Paper | Applying the DISCOVER Model to Nurture Creativity in College Students
| Presenters |
Kuang, Ching-Chen. YuDa College of Business, Miaoli County, Taiwan |
| Abstract |
The purpose of this study is to illustrate how teachers can motivate college students to be more creative by using the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) Model (Maker & Schiever, 1991, 1997, 2003). The participants were 50 college freshmen who took a Children’s Literature course in the Department of Child Care and Education from a private, rural college in Miaoli County, Taiwan. Picture books were used to increase the engagement and motivation of the participants through the DISCOVER Model’s six problem-solving types. The tasks were built upon free choice, authenticity, problem-solving, and creative ability, and the participants’ creative work demonstrated the effectiveness of the study. Pedagogic ideas and the process of integrating the model into higher education are included in the findings. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
08 |
1 |
| Friday |
9:00 – 10:00 am |
08 |
2 |
|
| Presentation |
Not Available |
| Close |
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Kuo | Paper | Using the Art Learning Ability Test to Identify Talent in Dance
| Presenters |
Kuo, Ching-Chih; Chang, Lu-Chu. National Taiwan Normal University of Arts, Taiwan / Tseng, Ra-Yuan. Teipei Physical Education College, Taiwan / Cheng, Yi-Ping. Jiangcuei Junior High School, Taiwan |
| Abstract |
In our study, the results of the Art Learning Ability Tests were compiled as one group test in the first-stage for assessing and discovering students’ potential in music, visual art, and dance, measured by the test. Each test had three versions. The subjects were junior- and elementary-school students. Paper-based tests were given; tools for assessment were on DVDs and paper. This report focuses on the learning ability test for dance only and introduces its compilation concept, as well as its implementation in Taiwan. The average time to complete the test was 60 minutes for five subtests: spatial relation, visual memory, motion memory, floor pattern, and speed perception. The statistics showed that all three versions had reasonable reliability and validity. The tests, combined with dance performance tests, will be used to identify students talented in dance. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
02 |
1 |
| Wednesday |
5:00 – 6:00 pm |
02 |
2 |
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| Presentation |
Not Available |
| Close |
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