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

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Park | Paper | A Cognitive Approach to English Education for the Gifted and Talented

Presenters

Park, Eun Jung. Hankuk University of Foreign Studies, Korea

Abstract

This paper will present the theory and pedagogy for teaching English as a second language for the gifted and talented with a cognitive approach. It is based on the assumption that the direct, communicative approach is an effective way of teaching and learning English, especially for those who are learning it as EFL (English as Foreign Language) students. Storytelling through the use of narrative texts, which covers a wide variety—fairy tales, legends, myths, novels, history, and document—provides fundamentally important cultural content for teaching and learning the English language. This paper includes the theoretical basic concept of culture-based English-language acquisition and brain-based English-language learning. Using narratives in order to incorporate the culture fosters motivation and excitement for the gifted English-language learners to improve their English skills in the classroom setting. I will exemplify some effective pedagogies of the cognitive, narrative approach in English teaching.

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

Park | Paper | Enhancing High-Level Thinking in L2 Gifted Education

Presenters

Park, Jinkyu. Korea University, Korea / Koh, Eunice. Kangnam University, Korea / Lee, Sindong. Soonchunhyang University, Korea

Abstract

In gifted education, it is often difficult to decide on the focus of the English-language class (or second-language class, in general). Since most children learn English in their home countries where English is not used, the teacher must focus more on the language level than the content or creativity level. Even gifted students, especially young children in elementary schools, have limited English proficiency, and teachers can hardly focus on the content or other things often dealt with in gifted education, including creative and critical thinking. In this situation, gifted children remain trapped within the language level. This paper investigates possible ways to incorporate creative and critical elements in teaching English. Utilizing the gifted children’s first language in teaching English is one example. This means that teachers can provide first-language materials as a scaffold for gifted children to learn English more proficiently and to think more creatively of how it will be applied.

Schedule

Day	Timeslot	Room	Sequence
Thursday	3:30 – 4:30 pm	07	1
Thursday	3:30 – 4:30 pm	07	2

Presentation

Not Available

Park | Paper | Effects of Explicit Instructions on the Nature of Science for the Science-Gifted

Presenters

Park, Eun-I. Seoul National University, Korea

Abstract

Many upper-level science programs for the gifted in Korea are focused on delivering high levels of scientific facts and experimental methods from textbooks. Improved opportunities are needed for a better understanding of the overall concept of scientific discovery and society’s reaction to scientific endeavors. For the science-gifted who strive to be future scientists, it is important that they understand the nature of science. Therefore, our study examined the views of the gifted in science in terms of the nature of science and their changes in attitudes and perspectives after modifications in the explicit nature of science instruction. For the qualitative study, the Views of Nature of Science Questionnaire (VNOS) and pre- and post-instruction interviews were completed to survey students’ responses. Students were asked to reflect on their learning experiences during instruction in the online discussions. The findings in this study may provide valuable information for curriculum development for the gifted in science and instructional approaches in science education for the gifted.

Schedule

Day	Timeslot	Room	Sequence
Friday	10:30 – 11:30 am	06	1
Friday	10:30 – 11:30 am	06	2

Presentation

Not Available

Park | Paper | A Study on Effective Administration of Middle-School Gifted Classes

Presenters

Park, Kyungbin. Kyungwon University, Korea / Chun, Miran. Seoul National University, Korea

Abstract

The purpose of this study is to present an effective administration plan for gifted classes which are currently operated in middle schools to extend gifted students’ education. The study focused on teachers currently in charge of gifted classes at middle schools in Gyonggi-Do. The findings from 75 teacher questionnaires can be summarized as follows: insufficient teacher training for gifted classes, heavy workload of teachers for gifted classes, insufficient institutional financial aid, inconsistent selection of gifted class students, deficient creativity-centered development, considerable reluctance of excellent students to enter gifted classes, and heavy documentation burden for institutional evaluation requested by the local education office. The solutions suggested are as follows: give additional promotion points to teachers in charge of gifted classes, secure professional, talented teachers through various training programs, develop diverse teaching programs for the gifted students, grant additional points to the gifted-class students in the high-school entrance examination, and improve the educational environment.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	07	1
Friday	9:00 – 10:00 am	07	2

Presentation

Not Available

Park | Paper | The Relationship among Creativity, Thinking Faculty, and Academic Achievement of Korean Students

Presenters

Park, Choonsung; Lee, Kyunghwa. Soongsil University, Korea / Koh, Jinyoung. SIGT / Jeon, Kyungwon. Gwangju University, Korea

Abstract

The relationship among creativity, thinking faculties, and academic achievement is investigated in this study in order to understand the nature of Korean students who prepare to enter the gifted education program. The participants of this study were 2,505 Korean elementary- and junior-high students. We developed new tools for measuring creativity, thinking faculties, and academic achievement, especially in science and mathematics. The results of this study revealed that there were differences across the thinking faculties’ continuum. This result was different from the findings reported by Getzels and Jackson (1962) of equivalent academic achievement among the highly intelligent and highly creative groups. These relationships showed the positive intelligence threshold and creativity as non-significant for achievement.

Schedule

Day	Timeslot	Room	Sequence
Thursday	3:30 – 4:30 pm	12	1
Thursday	3:30 – 4:30 pm	12	2

Presentation

Not Available

Paul de Verjovsky | Paper | PAUTAmor: a Mexican Project to Identify Talented Science Students

Presenters

Paul de Verjovsky, Janet; Serrano-Carreón, Leobardo; Tagüeña, Julia; Alberro, Ana; Sánchez, Yoloxochitlo; Aguilar, Gabriela; Chavira, Gabriel; Cisneros, Alba; Martínez, Miriam; Trejo, Jorge. PAUTAmor, Mexico

Abstract

This paper describes the Mexican program PAUTA and the specific development and initial results of PAUTAmor, a program branch in the state of Morelos. PAUTA was created by Mexican scientists and educators for the identification and support of primary and secondary school students with talent in science and mathematics. The program began in various parts of the country in primary schools in 2007. PAUTAmor started in secondary schools in 2008, developing and applying workshops, first with science teachers and then with students nominated by these teachers. The aim was to develop creativity, scientific abilities, and attitudes indicated as essential by PAUTA. Multiple instruments have been selected, adapted, or designed to create a broad database, both quantitative and qualitative. The nominated students may continue with workshops for two years, followed by a selection process, and then a third year of projects, working with scientific mentors in their areas of interest.

Schedule

Day	Timeslot	Room	Sequence
Friday	10:30 – 11:30 am	08	1
Friday	10:30 – 11:30 am	08	2

Presentation

Not Available

Pereira | Paper | Teaching Engineering Design with Rube Goldberg

Presenters

Pereira, Nielsen; Jordan, Shawn. Purdue University, Indiana, USA

Abstract

Hands-on learning techniques and differentiated instruction in the context of engineering-design projects can be effective ways to engage gifted students. This paper explores findings from the authors’ experiences teaching an engineering-design process to groups of gifted and talented students enrolled in Saturday and summer enrichment programs for Grades 1 to 8. Students gained experience working in cooperative teams while constructing Rube Goldberg-style machines, which serve to teach design, promote creativity, and provide opportunities for hands-on problem-solving. A grounded-theory framework was used to analyze data collected, including written and pictorial design descriptions, posters, photographs, videos, and reflective teaching journals. Results indicate that these students have difficulty working in teams, applying a design process, and demonstrating sufficient maturity to focus and manage their own schedule toward an abstract goal. This project is important for teachers considering implementation of similar projects in middle-school environments.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	5:00 – 6:00 pm	11	1
Tuesday	5:00 – 6:00 pm	11	2

Presentation

Not Available

Pereira-Fradin | Paper | Identification of Musical Talent

Presenters

Pereira-Fradin, Maria; Lemoine, Christelle. Paris Descartes University, France

Abstract

The main objective of this study is the identification of factors involved in the development of musical talent. We will contribute to the explanation of the individual differences in this field. For this purpose, high school students (n = 47) who registered in French selective music schools have been compared with a sample of music students registered in non-selective schools. We used a multivariate approach with measures of personality, intelligence tests (most of them based on Sternberg’s theory of intelligence) and Gough’s Adjective Check List. A comparative analysis of the two groups of participants showed that differences are mainly observed on practical intelligence measures and on personality dimensions, rather than on analytic or technical competences.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	3:45 – 4:45 pm	08	1
Tuesday	3:45 – 4:45 pm	08	2
Tuesday	3:45 – 4:45 pm	08	2

Presentation

Not Available

Perkins | Paper | Increasing Indigenous Enrolments in Government-Funded, Accelerated Gifted Programs

Presenters

Perkins, Rob; Oakey, Sheralyn. The Heights School, Australia

Abstract

The Heights School is a co-educational K-12 government-funded school in suburban Adelaide, in South Australia. The Heights was the first secondary gifted education school established in the state, in 1996. Gifted students comprise 39% of the secondary population. Socially and economically disadvantaged students are more highly represented in the program (35%) than they are in the school population (27%). Indigenous students in the school population represent two-and-a half times the state average; however, this year, the first indigenous student is enrolled in the program. Specific strategies used to increase the representation of socially and economically disadvantaged students included employing a range of identification processes, active promotion in disadvantaged communities and parent groups, and professional development for teachers. Come and learn hat can we learn from this experience.

Schedule

Day	Timeslot	Room	Sequence
Thursday	2:15 – 3:15 pm	11	1
Thursday	2:15 – 3:15 pm	11	2

Presentation

Not Available

Persson | Paper | The Talent of Being Inconvenient: On the Social Functions of Giftedness

Presenters

Persson, Roland S. Jonkoping University, School of Education and Communication, Sweden

Abstract

Certain highly gifted individuals are not allowed to flourish and develop although they exist in environments with the means to assist and stimulate their development. There appears an existence of gifted individuals in our midst whom we, actually, do not want and, therefore, ignore—gifted men and women who simply are inconvenient in different ways. One setting in which being gifted is often more of a stigma rather than an asset is in a typical market-oriented organization. Empirical data from a recently concluded project (n = 287, all intellectually gifted, having scored IQ 131 or above) will be used to exemplify the issue. In an effort to explain, theoretically, the social dynamics where gifted individuals have been reacted to negatively in relation to taxonomy of gifted societal functions, a socio-biological framework is proposed. The phenomena of stigmatizing and marginalizing gifted individuals are discussed in this light.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	3:45 – 4:45 pm	12	1
Tuesday	3:45 – 4:45 pm	12	2

Presentation

Not Available

Pfeifer | Workshop | Art and Creativity in the Secondary-Level Classroom

Presenters

Pfeifer, Helga. Modellschule Graz, Austria

Abstract

This presentation is geared to teachers of artistically gifted children at the secondary level. We share some examples of how we can ensure that students maintain their own resources of creativity in a very personal way so that this river can keep flowing unimpeded throughout the crucial adolescent years. Also explored is how patterns of resiliency in creatively gifted children can be nurtured by teachers through incorporating different art forms, while, at the same time, addressing virtues that are vital to humankind: love, beauty, and understanding. The methods used to integrate elements, derived from drama, gestalt pedagogics, meditation, and creative writing, result not only in a reflective evaluation of different works of art, but also in the production of creative responses. In a world that is becoming increasingly global, the issue of art might become one element in nourishing mutual understanding and appreciation among different cultures.

Schedule

Day	Timeslot	Room
Tuesday	1:15 – 2:00 pm	05

Presentation

Not Available

Phelps | Poster | The Online Learning Curve

Presenters

Phelps, Connie. Emporia State University, Kansas, USA

Abstract

The Online Learning Curve examined the impact of technology on student learning in the online environment by gathering archival data from a four-year period and by measuring student responses from two graduate courses in gifted education, collected from e-mails to the instructor. The researcher identified fifty graduate, gifted-program students as first time Blackboard users in an entry-level, gifted-program graduate course, with thirty of these students completing a second-year, online gifted-program course. Using a rubric, the researcher scored e-mails by occurrence in the semester, frequency of e-mails received from each student, and intensity of the e-mail content. The study anticipated a steep learning curve for first-time, online learners and a reduced curve in a subsequent online course, with technology and procedural issues remaining secondary to academic and advisement concerns. Results from the study form the basis for additional studies related to graduate student populations in gifted education.

Schedule

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

Presentation

Not Available

Phelps | Poster | The Effect of Goal Setting and Locus of Control on Raising Academic Achievement

Presenters

Phelps, Connie. Emporia State University, Kansas, USA / Russell, Cassandra. University of Northern Colorado, USA

Abstract

Compared with average- to high-achieving students, students who underachieve, typically, set fewer goals. When students set academic goals, they feel more control over the academic setting, which may increase their internal locus of control and support higher academic achievement. Utilizing a quasi-experimental, mixed design, the researcher identified high-ability and low-achieving college students and measured student achievement prior to a six-week, goal-setting intervention related to subsequent test scores and repeated academic locus of control (ALC). The ALC scale measured where students fell on an internal-external locus of control continuum in regards to their academic progress. Results indicate academic achievement significantly increased as a result of goal-setting intervention. This study suggests educators who include goal-setting behaviors assist students to take responsibility for their own success and increase academic achievement.

Schedule

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

Presentation

Not Available

Phillipson | Paper | Parental Role in Academic Achievement: Modeling Low- and High-Ability Students

Presenters

Phillipson, Sivanes; Phillipson, Shane N. Hong Kong Institute of Education, Hong Kong

Abstract

The Vygotskyan (1978) perspective to school achievement suggests that parents play a significant role in mediating the relationship between students’ intellectual ability and their achievements. This study modeled the mediation between parental factors and students’ intellectual ability in predicting students’ academic achievement. Measures of student intellectual ability were obtained through Ravens Progressive Matrices test and expressed as deviation IQ. The students’ achievement measures were their reported grades in their final year of school, using a 7-point scale. The sample consisted of 209 low-ability students (IQ < 100) and 147 high-ability students (IQ > 115). It was found that parental factors mediated students’ ability in predicting their academic achievement for high-ability students, whereas parental factors directly predicted academic achievement for low-ability students.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	04	1
Friday	9:00 – 10:00 am	04	2

Presentation

Not Available

Phillipson | Paper | Being Gifted in Hong Kong: What Does the Research Say?

Presenters

Phillipson, Shane N.; Phillipson, Sivanes. The Hong Kong Institute of Education, Hong Kong

Abstract

The value of research can generally be determined by its adherence to good research design, the use of analytic techniques that make full use of the data that is obtained, and reaching conclusions are indicative of a population. Drawing upon the research published in peer-review journals since 2000, this paper identifies several main themes concerning gifted education in Hong Kong, including the characterization of gifted students, the development of their leadership potential, and their social-emotional health. Using Phillipson, Phillipson, and Kaur’s (2003) four-component model of gifted education, this review concludes that, despite a number of advances in the development of validated instruments, there is not much research into program design and policy evaluation. Future research must attempt to be more representative of the Hong Kong context and focus on the ways to promote talent development in the inclusive classroom.

Schedule

Day	Timeslot	Room	Sequence
Thursday	3:30 – 4:30 pm	09	1
Thursday	3:30 – 4:30 pm	09	2

Presentation

Not Available

Plunkett | Paper | Reconceptualizing Social Justice Implications of Ability-Grouping Based on Student Perceptions

Presenters

Plunkett, Margaret. Monash University, Australia

Abstract

For many years, ability grouping has attracted strong levels of support or opposition. Opponents argue that social justice is difficult to achieve when homogenous grouping practices are privileged. Yet, the student perspective on this issue has been notable in its absence from much of the literature. This study investigates the views of Year 12 students reflecting on their educational experiences at two different Australian rural, secondary colleges, where, for the first three years, they were grouped into two different settings—ability-based and mainstream. Like-minds classes had been introduced to motivate and engage high- ability students, and the schools were keen to examine student perceptions relating to inclusion in such classes. Longitudinal survey and interview data showed students in both grouped and mainstream settings considered their educational experience as both appropriate and positive, supporting the view that ability grouping, rather than compromising social justice, can actually assist in the equalization of educational opportunities.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	3:45 – 4:45 pm	07	1
Tuesday	3:45 – 4:45 pm	07	2

Presentation

Not Available

Plunkett | Paper | Pre-Service Teacher Attitudes towards Giftedness: Can a Semester Make a Difference?

Presenters

Plunkett, Margaret; Kronborg, Leonie. Monash University, Australia

Abstract

In Australia, most teachers enter the profession without having completed any dedicated undergraduate studies pertaining to gifted education; yet many go on to teach gifted students in either mainstream or specialized educational settings. Research suggests that specific education relating to giftedness enhances attitudes and practices that are conducive to making appropriate provisions for gifted students. At Monash University, a new elective unit in gifted education was offered, with over 100 pre-service, primary and secondary teachers participating. This research examines results from 102 pre- and post-studies attitudinal surveys. Results suggest that attitudes towards giftedness and gifted education practices became more positive as a result of completing this unit, lending support to the view that even one semester of 26 hours of dedicated study can assist pre-service teachers to develop a more positive attitude towards teaching gifted students.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	5:00 – 6:00 pm	11	1
Wednesday	5:00 – 6:00 pm	11	2

Presentation

Not Available

Poelman | Paper | Cognitive Behavioral Therapy

Presenters

Mariska Poelman. Center for the Study of Giftedness, Radboud University Nijmegen, Netherlands

Abstract

Cognitive behavioral therapy is an effective and rewarding way to help young children and adolescents to overcome negative experiences. Cognitive behavioral therapy addresses difficulties happening in the present, rather than the past. Sessions focus on current complaints and problems and keep to a short timeframe. The central concept in cognitive therapy is that our perception of something that happens has a powerful effect on our emotional, behavioral, and physiological reactions to that event. People who experience emotional problems often find themselves locked in a negative, unhelpful view of their situation, which leads to fear or stress, depression, unwanted habits, and social dysfunctional behavior. Therapist and client together investigate whether the existing negative thoughts about events are justified. If they discover that the client is inclined to think too negatively about the events, he or she is challenged to try to experience a new and more adequate way of thinking.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	11	1
Friday	9:00 – 10:00 am	11	2

Presentation

Not Available

Poirier | Workshop | ”Q is for Question”: Strategies for Nurturing Young Gifted Philosophers

Presenters

Poirier, Tiffany. Vancouver School Board, Canada

Abstract

Is that young gifted student the next Socrates? With their profound questions and intellectual playfulness, gifted children are some of the greatest philosophers. In this workshop, Tiffany Poirier introduces her book “Q is for Question: An ABC of Philosophy” and discusses the intersection of gifted education and the growing “Philosophy for Children” movement. Learn practical strategies to guide children through philosophical dialogue and related creative projects. Find out how children who practice philosophy in a “community of inquiry” make leaps—both cognitively and social-emotionally. Tiffany discusses why children, classrooms, schools, and societies all benefit when we nurture young, gifted philosophers. Tiffany will discuss her experience with gifted children and philosophy and the secrets for facilitating successful student-led philosophical dialogue. The intended audience is both philosophers who have not had the experience of teaching philosophy to youngsters and teachers of youngsters who have not had training in philosophy and the dialogical processes.

Schedule

Day	Timeslot	Room
Tuesday	1:15 – 2:00 pm	10

Presentation

Not Available

Polyzoi | Paper | An Evaluation of the High-Performance Student Program at ACS-Athens

Presenters

Polyzoi, Eleoussa; Froese Klassen, Cathrine. University of Winnipeg, Canada / Gialamas, Stefanos; Perakis, Chris. American Community Schools of Athens, Greece

Abstract

ACS-Athens is an accredited K-12 International Baccalaureate school which offers students enriched programming across all subjects. The High Performance Student (HPS) Program, unique in Greece, is part of the school’s Optimal Match program in which the curriculum is matched to the students’ needs and abilities through differentiation and extended learning. The authors developed a survey (adapted from Williams’ PLSPS, 1979) to review the HPS Program initiated at ACS-Athens in the fall of 2008. Sixty-five teachers, administrators, and counselors (across all levels) completed the survey in May 2009, reflecting a 70% response rate. The survey addressed students’ abilities in domains, such as academics, leadership, creative-thinking, talent, and emotional intelligence, which were assessed with respect to teacher training and professional development, community involvement, student-centered programming, and independent student learning. Results from this initial survey (to be followed up in 2010) identify the program’s multiple strengths and set the foundation for further development and consolidation of the school’s HPS program.

Schedule

Day	Timeslot	Room	Sequence
Thursday	10:30 am – 12:00 pm	05	1
Thursday	10:30 am – 12:00 pm	05	2
Thursday	10:30 am – 12:00 pm	05	3

Presentation

Not Available

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