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Oborah | Paper | Death of Talent at Onset: The Politics of African Examination and Admission Processes
| Presenters |
Oborah, Humphrey. Millennium Learning Targets, Kenya |
| Abstract |
Public examinations are fundamental to education in Africa. The key function of these examinations is to select students for limited elite placements in schools. Public examinations also serve as an accountability function for teachers and schools. Despite their central role, critics have challenged their quality and usefulness. While education policies, especially in Africa, are intended to allocate scarce educational benefits in an objective and unbiased way, concerns have sometimes been expressed that they discriminate against some communities, rural populations, girls, and students whose first language differs from that of the examination. In order to address these issues, most of the examination bodies resort to a number of manipulations of the examination marks in the name of standardization, moderation, compensation, or quotas. The collective effect is that giftedness and talent are not considered and, therefore, silently die. This paper will examine a myriad of issues related to examinations and admissions and how they kill talents and gifts. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
10 |
1 |
| Thursday |
10:30 am – 12:00 pm |
10 |
2 |
| Thursday |
10:30 am – 12:00 pm |
10 |
3 |
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| Presentation |
Not Available |
| Close |
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Oh | Workshop | Thinking Maps to Help Students Organize Thought Processes
| Presenters |
Oh, Suzie K. Los Angeles Unified School District, California, USA |
| Abstract |
Thinking Maps support fundamental thinking processes and interactive teaching and learning. There are eight thinking maps based on fundamental cognitive skills: circle map for defining, bubble map for describing, double bubble map for comparing and contrasting, flow map for sequencing, multi-flow map for causes and effects, tree map for classifying, brace map for analyzing parts to whole, and bridge map for seeing analogies. As a Thinking Maps trainer and a school principal, who is also the instructional leader of the school, the presenter will process eight thinking maps with the participants to enable them to utilize thinking maps at all levels and in all subject areas. The presenter will also share the successful school-wide implementation of Thinking Maps. Participants will actually be able to apply Thinking Maps in their schools, offices, and classrooms. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
8:00 – 8:45 am |
09 |
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| Presentation |
Not Available |
| Close |
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Olukorede | Paper | Application of Rational, Emotive Behaviour Counseling Theory in Reversing Underachievement in Gifted Youth
| Presenters |
Olukorede, Adegoke Emmanuel. Ajayi Crowther University, Nigeria |
| Abstract |
Many areas in the development of gifted and talented education have been dealt with in the past two decades; however, underachievement in the gifted, a perplexing phenomenon, is still a controversial area that is yet to have a concrete solution. Students who show great academic promise fail to perform at a level commensurate with their previously identified and documented abilities, frustrating parents and teachers. It is generally accepted that underachievement in the gifted defies any short-term approach proposed by professional brainstorming and process. Counselors also believe there are reasons for underachievement in gifted youth, contrary to some views that underachievement occurs with no apparent reason. The reasons appear to be complex in nature, ranging from a nurturing environment and challenging classroom tasks to parents’ understanding of the characteristics of their gifted youth. These reasons are inimical to the achievement and eventual success of gifted youth. |
| Schedule |
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| Presentation |
Not Available |
| Close |
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Ozkardes | Paper | A New Education Model for Gifted Students
| Presenters |
Ozkardes, Azmi; Yildirim, Filiz; Tekcan, Nurcan. TEV Inanc Turkes High School for Gifted Students, Turkey |
| Abstract |
Gifted children have needs, some of which are same as the needs of their peers, while others are distinctive and unique. With the education model that we have developed, by considering the special needs of these gifted and talented children, we aimed to increase their motivation and academic achievement throughout their education. We achieved that in three steps: motivation-increasing, psychological techniques; a class mechanism to address learning channels; and classroom management and psychological techniques for distinctive properties, intended for contributing to excellence. The control group consists of gifted students from TEVITOL, a boarding school for gifted and talented children. This project will be applied to ten seniors in the International Baccalaureate Turkish A1 class. We aim to research the effect of the application of the techniques on the academic achievement of these selected students. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
05 |
1 |
| Wednesday |
5:00 – 6:00 pm |
05 |
2 |
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| Presentation |
Not Available |
| Close |
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Ozkardes | Paper | Correlation Between IQ and Academic Success in a High-School Environment
| Presenters |
Ozkardes, Azmi; Ozkardes-Gungormus, Oya; Tekcan, Nurcan – TEV Inanc Turkes High School, Turkey |
| Abstract |
Gifted children have diverse needs. In this study, we aim to determine to what extent IQ helps them with their academic success. To accomplish this goal, we looked into the correlation between the IQ and academic success of TEVITOL students. We tried to seek answers to the questions about the relationship between giftedness and academic success and a meaningful difference or relationship between these concepts. In this paper, school reports of 105 Grade 9 and 11 students, all of whom have IQ results over 130 on WISC-R, have been analyzed by means of SPSS (Statistical Package for the Sciences)12.0 . We believe that the outcomes of this study will enhance the awareness of students, teachers, and parents on effective development of their potential. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
11 |
1 |
| Thursday |
10:30 am – 12:00 pm |
11 |
2 |
| Thursday |
10:30 am – 12:00 pm |
11 |
3 |
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| Presentation |
Not Available |
| Close |
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Ozkardes-Gungormus | Paper | Comparison of Intelligence Profiles, Executive Functions, and Reading-Writing Skills of Children
| Presenters |
Ozkardes-Gungormus, Oya. Pencere Psychological Consulting and Treatment Center, Turkey / Leana, Marilena Z. Istanbul University, Turkey |
| Abstract |
This is a follow-up study. In the first study, we compared 53 Grade 1 students who attend a differentiated program at a government school. A special enrichment program is used for gifted and regular children in this school and for which Statistical Package for the Social Sciences (SPSS) was utilized. The WISC-R intelligence test had been administered to find their intellectual profiles. To assess their reading and writing skills, we applied the Bangor Dyslexia Test. Also, at the end of this year, we looked at their level of reading and writing skills. The main results of this research were that gifted children had a much better level of reading speed, made fewer writing errors, and had fewer symptoms of dyslexia than non-gifted children; however, having different IQ profiles did not seem to have any effect on reading, speed-reading, and writing errors. In this study, we compared their executive functions according to groups, and we also looked at their Grade 2 reading, writing, and comprehension levels. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
11 |
1 |
| Thursday |
10:30 am – 12:00 pm |
11 |
2 |
| Thursday |
10:30 am – 12:00 pm |
11 |
3 |
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| Presentation |
Not Available |
| Close |
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