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Naglieri | Workshop | Using the Naglieri Nonverbal Ability Tests: Exploring the Tests and the Research
| Presenters |
Naglieri, Jack A. George Mason University, USA |
| Abstract |
In this session, I will provide information about the development and use of the Naglieri Nonverbal Ability Test Second Edition (NNAT2). Both the paper and electronic versions of the test will be presented, along with information about standardization, reliability, validity, interpretation, and research findings. Emphasis will be placed on how these tests measure general ability, using nonverbal questions, and the research which supports this approach. The overarching goal is to help educators improve the academic performance of many children, especially those from diverse cultural and linguistic backgrounds. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
1:15 – 2:00 pm |
02 |
|
| Presentation |
Not Available |
| Close |
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Naglieri | Keynote | Identification of Gifted Children Using Nonverbal Ability Tests: Cross-Cultural and Linguistic Advantages
| Presenters |
Naglieri, Jack A. George Mason University, USA |
| Abstract |
Identification of gifted children can be accomplished using a measure of ability. Traditionally, IQ tests, such as the Wechsler or Stanford-Binet, have been used. These tests contain content that require acquired knowledge and, there-fore, smart children with limited educational opportunity are less likely to be identified. In this session, the history of tradi-tional IQ will be examined and the advantages of using a nonverbal measure of general ability will be illustrated using findings from the Naglieri Nonverbal Ability Test (NNAT2) and other tests like it. This test, like other nonverbal meas-ures of ability, evaluates general ability without requiring the child to know a specific language or have previous academic skills; yet, it is predictive of scholastic success. After identifi-cation, instruction will have to be tailored to the intellectual and academic levels of the children. This approach will help educators improve the academic accomplishments of many children, especially those from diverse cultural and linguistic backgrounds. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
9:00 – 10:00 am |
01 |
|
| Presentation |
Not Available |
| Close |
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Nelson | Paper | Helping Gifted and Talented-Special Needs Students Thrive in Advanced Placement
| Presenters |
Nelson, Bonnie. Wakefield High School, Virginia, USA |
| Abstract |
In this session, effective accommodations and resources will be presented that have made advanced classes accessible for high-ability students with special needs, including learning disabilities, ADHD, Executive Function Disorder, Tourette and Asperger Syndrome, and Obsessive Compulsive Disorder Research-based best practices, accommodations, and resources will be presented that enable teachers to provide the best possible program of studies for these students who thrive from the intellectual challenge but need help and encouragement with the challenging curriculum. Social and emotional issues will be addressed that have fostered the success of twice-exceptional students in our Advanced Placement classes. The presenter is the Twice Exceptional Teacher at Wakefield High School, winner of the 2006 College Board Inspiration Award for its AP Network program. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
09 |
1 |
| Tuesday |
3:45 – 4:45 pm |
09 |
2 |
|
| Presentation |
Not Available |
| Close |
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Ngara | Paper | Attributions of Creative Vision and Inspiration of Shona Stone Sculptors of Zimbabwe
| Presenters |
Ngara, Constantine. University of Bahrain, Kingdom of Bahrain |
| Abstract |
While conceptions of giftedness, assessment tools, and models espoused in contemporary psychology are all grounded in the West, there are different ways to understand giftedness and talent. Using a grounded-theory study approach, informed by 20 top, talented Zimbabwean stone sculptors of Shona cultural background, this study investigated Shona artists’ talent attributions to generate theoretical ideas on how they develop creative vision and inspiration that propels a field of art. Grounded theory in this study suggested a dynamic and interactive process model (DIPM), which explains how Shona artists develop inspiration and vision from an African cultural perspective. The DIPM posits that creativity emerges from dynamic and interactive processes, activated or reactivated (by some trigger stimulus) in interactions evoking one’s unique experiences, cultural consciousness, and domain-specific consciousness and realized through practice and experience. The study suggested that belief systems could become an interesting focus for future studies to understand creativity. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
09 |
1 |
| Wednesday |
5:00 – 6:00 pm |
09 |
2 |
|
| Presentation |
Not Available |
| Close |
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Niederer | Paper | Grouping and Self-concept: Can Big Fish Thrive in Big Ponds?
| Presenters |
Niederer, Kate; Hattie, John; Aitken, Graeme. University of Auckland, New Zealand |
| Abstract |
Grouping gifted children together has long been seen as beneficial to their self concept. In recent years, however, work by Marsh and others has queried this belief. In a number of studies, Marsh has found a decrease in gifted children’s academic self concepts when they move from a mixed, average-ability to a higher-average- ability environment. This has led him to question whether gifted children should be grouped together. In this talk, two studies that examined what happened when children moved from a mixed-ability classroom to a classroom for gifted children will be discussed. These studies explored children’s changing responses to Marsh’s Self Concept Questionnaire, before and after inclusion in a gifted class, by means of a comparison questionnaire and in-depth interviews. Results from these studies cast a different light on Marsh’s findings and his Big Fish—Little Pond Effect. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
09 |
1 |
| Tuesday |
3:45 – 4:45 pm |
09 |
2 |
|
| Presentation |
Not Available |
| Close |
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Niederer | Paper | National Gifted Education Initiatives: A Comparison of England and New Zealand
| Presenters |
Niederer, Kate. University of Auckland, New Zealand |
| Abstract |
Major changes in gifted education have occurred in New Zealand and England over the past ten years. In both countries, previous spasmodic initiatives have given way to a more prolonged approach. In England the establishment of a Gifted and Talented Education Unit within the Ministry for Children, Schools, and Families has led to a wide-ranging series of initiatives, starting with the Excellence in Cities program and including the National Quality Standards in Gifted Education. In New Zealand, continued lobbying by both parents and educators has led to the establishment of a Working Party on Gifted Education and a series of recommendations, which have already been largely implemented. This presentation will compare and contrast the differing approaches to gifted education in these two countries. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
09 |
1 |
| Friday |
10:30 – 11:30 am |
09 |
2 |
|
| Presentation |
Not Available |
| Close |
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Nour | Poster | Estimation of Multiple Intelligences in Kordofan State
| Presenters |
Nour, Obeidallah Ahmad Mohammed. University of Khartoum, Sudan |
| Abstract |
This study investigated the estimation of incidence of multiple intelligences (MI) in Kordofan State, Sudan. A constructed measure of nine multiple intelligences was applied to a group of 562 pupils in primary education, consisting of an equal number of males and females, between the ages of 11 and 15 years, from urban (64%) and rural (36%) areas. The study showed that there was a significant difference in most aspects of MI between male and female participants, favoring the later. Furthermore, it showed that there was a significant difference in the estimated MI between rural and urban areas, favoring the latter. Based on the findings, many suggestions and recommendations were formulated. |
| Schedule |
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| Presentation |
Not Available |
| Close |
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