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

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Raffan | Paper | One Nation’s Strategy for the Education of the More Able and Talented

Presenters

Raffan, Johanna. National Association for Able Children in Education, UK

Abstract

This session looks at how Wales has developed its work over the last six years to ensure a cohesive approach to education for the more able and talented. Wales describes itself as a learning country with an inclusive approach to education. The Welsh Assembly Government decided that it would describe 20% of its population as more able and talented, and, in 2003, it commissioned the UK National Association for Able Children in Education (NACE) to write policy and guidance for all schools and, later, for all the Local Education Authorities. In 2005, they discussed, with NACE Cymru, Wales, the development of quality standards for all schools. This resulted in Wales adopting the NACE Challenge Award Framework as their 10 quality standards. NACE has also provided the national training of school inspectors, Local Education Authority staff, and many hundreds of schools to improve their approach.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	10:30 am – 12:00 pm	03	1
Wednesday	10:30 am – 12:00 pm	03	2
Wednesday	10:30 am – 12:00 pm	03	3

Presentation

Not Available

Reece | Paper | Doors Open: Banners Project

Presenters

Reece, Phil. University of Winnipeg, Canada

Abstract

Doors Open: Banners is a unique and enriching approach in the teaching of local history. This project has been successfully implemented in Canada and in the United States with disadvantaged student teachers from an inner-city ACCESS program. These student teachers mentor talented and gifted middle-school and senior-school students. The gifted middle-school students are involved in an independent study, investigating local historic or heritage buildings. BANNERS encourages collaboration among school-age students, Faculty of Education students, gifted and talented programs, and community heritage associations. It teaches students how to conduct research by using primary and secondary sources, interviewing, photographing, and writing narratives to create a banner of a heritage building. Their posters are then presented to the heritage building or their local heritage society.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	03	1
Friday	9:00 – 10:00 am	03	2

Presentation

Not Available

Reffel | Poster | Perfectionism, Perceived Creativity, and “Beyonder” Creativity

Presenters

Reffel, James A. Valdosta State University, Georgia, USA

Abstract

Perfectionism is commonly found in gifted individuals. While perfectionism can be adaptive or maladaptive, gifted students tend to score higher on positive perfectionism. Clark proposed that creativity is a holistic combination of cognitive, intuitive, affective, and physical functions of the brain. Torrance and Safter introduced the concept of “beyonder” to describe those creative individuals who make a difference or go beyond in a given field. Significant correlation coefficients were found between “beyonder” creativity and perceived creativity overall. Relationships were also found between perfectionism and perceived creativity and between perceived creativity and “beyonder” characteristics.

Schedule

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

Presentation

Not Available

Reille | Paper | Academic Learning Disabilities and the Gifted and Talented Child: A Fate?

Presenters

Reille, Ghislaine. Neuropsychologue-Psychologue Clinicienne Centre des Potentiels de l’Enfant et de l’Adolescent – Savoie, France

Abstract

The academic failure of a gifted and talented child is a difficult situation for everyone, including the child, the relatives, and the teachers. A study of concrete cases puts in evidence a particular neuropsychological profile that explains numerous specific learning disabilities that characterize these children, as well as the actual relational difficulties and, very often, the signals of distress. The early detection of this typical profile facilitates the design of disabilities rehabilitation that relies on the potential of the child to help him or her in the school and social route. Programs of remediation, based on the developmental disabilities and the relational and social difficulties, will be discussed.

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

Renzulli | Keynote | The Empire Strikes Back: Redefining the Role of Gifted Education for the Twenty-First Century

Presenters

Renzulli, Joseph S. The National Research Center on the Gifted and Talented, University of Connecticut, USA

Abstract

The field of Gifted Education has been a leader and innovator throughout the world in the development of such skills as creativity, higher-level thinking, problem-based learning, and curricular enrichment and acceleration. General education, however, is now adopting these twenty-first-century learning skills for all students, and so we must examine, once again, what is unique about gifted education—what are the theories and pedagogy that have particular relevance to students with the highest potential for fulfilling the leadership roles that will be played by gifted young people in the twenty-first century.
This presentation will deal with the many new challenges that face the education systems of all nations as they examine the policies and pedagogy that guide programs for the gifted. Rapidly advancing technology and easy access to it are literally changing traditional learning theory and service-delivery systems. Additionally, a new concern for moral and ethical development and the “soft intelligences” will be examined as we explore an expanded vision for gifted education. The presentation will call attention to some of the new directions that will be required in the assessment of human potential, the motivational and self-directed learning skills that promote maximum performance, the technological skills required by both students and teachers, and the intelligences outside the normal curve that should be part of the curriculum for gifted young people.

Schedule

Day	Timeslot	Room
Tuesday	9:00 – 10:00 am	01

Presentation

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Resch | Paper | Training of Parents for Their Gifted Children

Presenters

Resch, Claudia. Austrian Research and Support Centre for the Gifted and Talented, Austria

Abstract

Parents are their children’s first and most important educators, and it is, therefore, vital to train them in aspects of gifted education. The presentation postulates that training (as opposed to individual counseling) can be an effective method for teaching parents how to provide the best education possible for their gifted children. Apart from presenting several studies discussing the effectiveness of parent training, two projects by the Austrian Research and Support Centre for the Gifted and Talented will be described. The first is a project financed by the Grundtvig program of the European Union, which offers parents from Austria, Turkey, and the UK three seminars on nurturing the gifts and talents of their children. The second is a virtual parents’ school, which offers several online modules in a forum in which parents can share their experiences and pose questions to a psychologist.

Schedule

Day	Timeslot	Room	Sequence
Thursday	2:15 – 3:15 pm	07	1
Thursday	2:15 – 3:15 pm	07	2

Presentation

Not Available

Roberts | Workshop | Using a Protocol for the Development and Assessment of Products

Presenters

Link Roberts, Julia; Ford Inman, Tracy. Western Kentucky University, USA

Abstract

Differentiating assessment is often avoided by educators because it takes time to design rubrics for a variety of products; yet, using a variety of product options is essential to engaging students in in-depth learning. This session will focus on a protocol that can be used on all products to guide the student in developing the product and the teacher in assessing the product—the Developing and Assessing Product Tool (DAP). Each DAP Tool has four components, namely, content, presentation, creativity, and reflection. Each DAP Tool also has three levels so that the teacher can readily raise the level of expectation for a student or a cluster of students, making differentiation of the assessment of the products easy to do. Participants will explore the application of the DAP Tool as a protocol that will facilitate high levels of student engagement in classroom at all grade levels and make differentiation of assessment possible.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	10

Presentation

Not Available

Robinson | Paper | Understanding the Impact of a Global Issues Awareness Program on Gifted Teens

Presenters

Robinson, Neil. Westmount Charter School, Canada

Abstract

Creating an educational environment that provides gifted students opportunities to learn about global issues and be challenged as leaders in their community are topics of recent discussion in the gifted and talented community. In the spring of 2008, an entire issue of the Roeper Review, which included authors such as Renzulli, Volk, Gibson et al, Sisk, and Roeper, was dedicated to rationalizing why educators need to dedicate their time to such an activity. In the winter semester of 2008, I conducted an ethnographic study in a classroom where gifted students were immersed in a program that engaged in learning activities focused on global awareness and human rights. In this session, I will detail both the positive and negative outcomes that a program of this nature can pose and offer some suggestions for educators as they strive to enhance the global awareness of their own students.

Schedule

Day	Timeslot	Room	Sequence
Thursday	10:30 am – 12:00 pm	04	1
Thursday	10:30 am – 12:00 pm	04	2
Thursday	10:30 am – 12:00 pm	04	3

Presentation

Not Available

Robinson | Paper | Lessons from Life Studies: Biographical Research in Gifted Education

Presenters

Robinson, Ann. University of Arkansas at Little Rock, USA

Abstract

Biography has been used as the material and the method of investigating eminence, creativity, and giftedness. By examining the lives of eminent adults, researchers can look for the childhood indicators of talent, trace the development of talent in individuals over a lifespan, or examine multiple biographies in content domains to uncover patterns of achievement for writers, scientists, artists, musicians, and political leaders. The purpose of this qualitative study is to examine two key examples of biographical research in gifted education. Using primary source documents, the presentation features pictorial images and facsimile documents to illustrate how biography has been used in our field. Whether examining the childhood of the famous, reclaiming the life stories of lost prodigies, or searching for patterns to describe the conditions that encourage talent, biographies have attracted our attention. Recommendations for 21st Century applications of biographical methods to the study of activity and its achievements will be included.

Schedule

Day	Timeslot	Room	Sequence
Friday	10:30 – 11:30 am	12	1
Friday	10:30 – 11:30 am	12	2

Presentation

Not Available

Robinson | Paper | Resources for STEM Curriculum: Building Services for Gifted Learners in Elementary Schools

Presenters

Robinson, Ann; Catabish, Alicia. University of Arkansas at Little Rock, USA

Abstract

The STEM disciplines (Science, Technology, Engineering and Mathematics) are frequently ignored in elementary schools or, at best, focused on mathematics literacy. Gifted learners need more. They need opportunities to explore STEM topics, pursue their interests in these disciplines, and develop an early understanding of what scientists and engineers do. Unfortunately, a recent statewide survey of gifted services indicates that science is rarely offered to gifted learners at the elementary level and that engineering does not even make the list. Educators who do not view themselves as STEM specialists will be provided with diagnostic tools for finding science and engineering talent, resources for accessing differentiated STEM curriculum in Grades K to 5, and instructional examples they can use in pull-out or cluster-grouped programs. Through a new Javits project, STEM Starters, this session provides a look into what STEM opportunities can do for the gifted learners in your school.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	5:00 – 6:00 pm	08	1
Wednesday	5:00 – 6:00 pm	08	2

Presentation

Not Available

Romey | Paper | Heroism in “Atlas Shrugged” and in the Harry Potter Novels

Presenters

Romey, Elizabeth A. University of South Alabama, USA

Abstract

Many researchers have explored the issues that gifted students experience with regard to ethical development, including concern for the welfare of others, and tension between developing their talents and serving their communities. This presentation uses the ethical implications of the conceptions of heroism and sacrifice in the works of Ayn Rand and J.K. Rowling and, specifically, the way both authors redefine “sacrifice” in terms of a fair exchange to accomplish a desired goal. The purpose of the discussion is to provide a means of helping gifted students develop their conceptions of ethics and resolve conflicts between talent- development and service.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	3:45 – 4:45 pm	10	1
Tuesday	3:45 – 4:45 pm	10	2

Presentation

Not Available

Rubenstein | Workshop | Effective Online Course Design

Presenters

DaVia Rubenstein, Lisa. University of Connecticut, USA

Abstract

Online courses offer opportunities for in-service teachers to fulfill certification requirements and increase their teaching effectiveness without leaving the classroom. Many institutions of higher education are broadening their online-course offerings in order to accommodate these learners. In the gifted education field, these online courses are extraordinarily important because many local institutions do not offer gifted courses. This presentation will examine the current state of online teaching and how courses can be designed more effectively to meet the needs of gifted educators. Professors often attempt to replicate a live course in an online setting without considering the differences in the modes of instruction. In order to make the most of the online teaching environment, professors need to analyze their expectations and consider how they will ensure that their students become deeper thinkers and better teachers.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	04

Presentation

Not Available

Rubenstein | Paper | Relationships between Gifted Students’ Interest in Talent Areas and Ability and Effort Attribution

Presenters

Siegle, Del; McCoach, Betsy; Da Via Rubenstein, Lisa. University of Connecticut, USA

Abstract

Although there are several explanations for why one succeeds, or fails, effort and ability are the major likely causes that students report. The purpose of the present study was to measure 163 gifted college freshmen’s perceptions of their skills in 15 talent areas. In addition, this study explored the relationship of ability and effort attributions with self-efficacy and investigated gender differences in these perceptions. There was a positive relationship between students’ interest in a talent area and their assessment of their skill in that area. The strongest relationships tended to be in non-academic areas. For some talents, males placed stronger attributions on the role that natural ability played, while females indicated that personal effort contributed to high levels of performance.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	10:30 am – 12:00 pm	09	1
Wednesday	10:30 am – 12:00 pm	09	2
Wednesday	10:30 am – 12:00 pm	09	3

Presentation

Not Available

Ryan | Paper | Using a Whole-Brain Learning Model to Assess Giftedness

Presenters

Ryan, David. Queen’s University, Belfast, Ireland

Abstract

Within Northern Ireland (NI), it is only in recent years that developmental work has started in terms of gifted and talented education. One of the primary concerns of gifted and talented education, namely, how to identify gifted students, has posed dilemmas for educators in Northern Ireland because there are institutional limits on access to educational, psychological assessment to determine IQ. Additionally, given a number of issues concerning IQ, the author has sought to develop a straightforward assessment tool for giftedness, based on assessing characteristics of whole-brain learning and creativity. The presenter of this paper will provide the rationale and background to the assessment and report findings on the pilot phase of the tool for gifted and talented assessment.

Schedule

Day	Timeslot	Room	Sequence
Thursday	3:30 – 4:30 pm	05	1
Thursday	3:30 – 4:30 pm	05	2

Presentation

Not Available

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