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Tan | Paper | The Relationship between Dispositional Optimism and Academic Stress Perception in High-Ability Students
| Presenters |
Tan, Christopher Tzy Yung. Raffles Institution (Junior College), Singapore |
| Abstract |
High-ability, junior-college students in Singapore may experience stressful academic situations when placed among equally able peers in a highly competitive environment. Optimism is a positive psychological trait which may help individuals to cope with stressful and adverse situations. This study examined the relationship between dispositional optimism and gender in the perception of academic stress among high-ability, junior-college students. This study also investigated this relationship in respect to other variables, such as self-esteem, efficacy, resilience, hope, and satisfaction of school in high-ability students. The results revealed that dispositional optimism and gender were significant predictors of academic stress among high-ability, junior-college students in Singapore. Findings from this study will allow us to look into possible intervention measures to combat the unconstructive stresses experienced by our students. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
02 |
1 |
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| Presentation |
Not Available |
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Tan | Paper | Belief in Intelligence, Goal Orientation, and Giftedness: A Path Analysis
| Presenters |
Tan, Liang See. National Institute of Education, Singapore |
| Abstract |
This study presents the results of a series of path analyses that investigated the effects of belief in intelligence, goal orientations, and motivational outcomes. The study compared samples of high-ability and average-ability students. Secondary One students in Singapore (1,355) participated in this self-report, quantitative study. The instruments administered included the Raven’s Advanced Progressive Matrices, a survey on attitude in learning math, and a standardized math achievement test. Based on the antecedent-mediator-outcome framework, the study built path models using path analyses and multiple-group path analyses to achieve model fit indices that provide comprehensive relations among variables, including mediated effects. Educational implications of the findings and possible future research will be discussed. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
11 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
11 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
11 |
3 |
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| Presentation |
Not Available |
| Close |
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Tang | Paper | Features of Gifted Children in Mathematics Learning and Thinking
| Presenters |
Tang, Bubin. The High School Affiliated to Renmin University of China, China |
| Abstract |
A series of features in mathematics learning of gifted education are analyzed and summarized, based on decades of work of gifted children’s math education and teaching practice. These features include intuitive mathematical thinking, formation ability, transition ability, critical thinking, and expression. The writer analyzed the gifted children’s intuitive and innovative thinking processes and elaborated on the psychological factors that affect the process. He also introduced the methods to foster such a process. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
12 |
1 |
| Wednesday |
5:00 – 6:00 pm |
12 |
2 |
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| Presentation |
Not Available |
| Close |
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Taplin | Workshop | Parents: Equal Partners in the Education of their Gifted Child
| Presenters |
Taplin, Julie; Howell, Rebecca. National Association for Gifted Children, UK |
| Abstract |
The role of parents in the education of their gifted child can often be viewed as a nuisance, at best, and an irritation, at worst; however, good work at the grass-roots level has provided information and training for parents to help them understand the complexities of their child and his or her needs. What is often missed is the depth and breadth of knowledge that parents can also bring to the table. The National Association for Gifted Children in Britain has completed studies with its members, initiated active parent support groups and worked closely with parents in Turkey, Austria and the UK to help build a framework of support to give them the needed tools and confidence. NAGC’s work has highlighted the united desire of parents to share their experiences, learn from others and work together to raise the profile of their needs, resulting in the development of a Parents’ Charter and the objective of an international federation of parents’ organizations. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
1:15 – 2:00 pm |
12 |
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| Presentation |
Not Available |
| Close |
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Taplin | Poster | It’s Alright to be Bright!
| Presenters |
Taplin, Julie; Howell, Rebecca. National Association for Gifted Children, UK |
| Abstract |
It’s Alright to be Bright! is a UK-wide initiative which aims to celebrate the diversity of children’s gifts, help children understand the value of their abilities, raise children’s confidence in their gifts and talents, and raise awareness of the social and emotional needs of gifted children and the essential support required by their parents and caregivers. A joint promotional campaign with a commercial partner, Select Education, encourages schools, clubs, and businesses to get involved in activities targeted at the needs of every child in the classroom, including the gifted child. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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Tapper | Paper | ”Cruising—He was Just Cruising Along”: A Phenomenological Study on Underachievement
| Presenters |
Tapper, Louise. College of Education, University of Canterbury, New Zealand |
| Abstract |
The goal of this multiple-case-study research was to explore the understandings that gifted students, their parents, and their teachers have about the phenomenon of underachievement. Eleven gifted and talented students were tracked from the end of their final year of primary school through the transition to the early high-school years. Semi-structured, qualitative interviews were conducted with student participants, their parents, and teachers. Reference to the difficulties of definition that exist will be linked to the literature. For the purposes of this presentation, emerging themes from the parent participant group will be discussed. In what ways can the sharing of understandings that parents have about underachievement and the factors that they believe have an impact on this process aid in promoting the constructive dialogue that is needed to support underachieving students in schools? |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
06 |
1 |
| Wednesday |
3:45 – 4:45 pm |
06 |
2 |
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| Presentation |
Not Available |
| Close |
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Tischler | Paper | What Affects Students’ Perception of Teacher Competencies?
| Presenters |
Tischler, Kornelia. University Klagenfurt, Austria |
| Abstract |
The study examined students’ perception of effective teachers. More than 400 students, aged 14 to 18 years, in the USA and in Austria were asked to describe the characteristics of effective teachers. First findings of the analysis of qualitative data (Mayring 2000) show that an effective teacher is one who exhibits a combination of different qualities, including intellectual competence and knowledge, manner of instructional organization and implementation, and demonstrated professional values, as well as diagnostic competence, communication skills, and classroom management. Further analysis reveals that students’ views are influenced by their age, gender, interests, and achievement; for example, high-achieving students with a main interest in mathematics and science focus more on intellectual and teaching competencies; female students point out the importance of classroom management and diagnostic competence, too. The results and their use will be presented. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
05 |
1 |
| Thursday |
3:30 – 4:30 pm |
05 |
2 |
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| Presentation |
Not Available |
| Close |
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Tommis | Paper | The Hong Kong Academy for Gifted Education: Development of Gifted Education
| Presenters |
Tommis, Stephen. Hong Kong Academy for Gifted Education, Hong Kong |
| Abstract |
The Hong Kong Academy for Gifted Education (HKAGE) is a new organization with the task of delivering a particular type of gifted provision in Hong Kong to a wide variety of stakeholders, including students, teachers, and parents. It involves close collaboration with the Education Bureau, and policy issues are raised on how government and independent organizations best work together. This paper will examine the functions and service delivery models of the Academy and set its growth within the context of gifted education across the territory. The rationale for its holistic approach and the nature of its critical collaboration with government will be explained. This paper will be of interest to all those who have a policy interest in the delivery of gifted education programs and to those who seek reassurance in the ability of government to deliver comprehensive, consistent, and challenging opportunities for gifted young people. |
| 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 |
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Tordjman | Paper | Diagnosis of Hyperactivity Disorder in Gifted Children Depends on Observational Sources
| Presenters |
Guignard, Jacques-Henri; Lebihain, Laurent; Loback, Marjo; Nevoux, Gregory; Nicolas, Claire; Kermarrec, Solenn; Seligmann, Carolina; Tordjman, Sylvie; National Center for Gifted Children with Difficulties, France |
| Abstract |
Attention Deficit and Hyperactivity Disorder (AD/HD) is often reported in gifted children; however, several authors suggest that, in fact, gifted children display ADHD-like behaviors, especially at school, due to boredom resulting from academically under-stimulating environments. In order to clarify this issue, we conducted a study on 37 gifted children, based on four different observational assessments—father, mother, teacher, and child—of the hyperactivity disorder, using the Conners Rating Scale – Revised. The main results show that teachers at school observe less hyperactivity disorder than parents at home, and their perception is closer to that of the children. These findings underline the importance of situating hyperactivity behavior in the relational dynamics between a child who expresses him- or herself through a behavior and the environments in which this behavior is perceived and responded to with different tolerance thresholds, according to the observers. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
11 |
1 |
| Friday |
9:00 – 10:00 am |
11 |
2 |
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| Presentation |
Not Available |
| Close |
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Tran | Paper | Increasing the Identification of Linguistically Diverse Gifted Students through Teacher Workshops
| Presenters |
Tran, Anh; Gibson, Kay. Wichita State University, Kansas, USA |
| Abstract |
This presentation provides details of professional development workshops designed to increase awareness, identification, and referral of linguistically diverse learners to gifted programs. It consisted of two three-hour workshops structured to incorporate new teaching strategies daily. In the first workshop, participants examined characteristics of gifted students and those of linguistically diverse learners. In the second workshop, participants learned the teaching strategies that are used to teach gifted students and that we believed would benefit gifted, linguistically diverse learners. Participants implemented the strategies in their practice before participating in follow-up focus groups. They commented favorably on the effectiveness, and participants’ written reflections revealed positive comments on their confidence in identifying gifted, linguistically diverse learners and, subsequently, the teachers recommended more of these learners for gifted programs. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
12 |
1 |
| Tuesday |
5:00 – 6:00 pm |
12 |
2 |
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| Presentation |
Not Available |
| Close |
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Treffinger | Keynote | Empowering Students through Creative Problem Solving and Talent Development
| Presenters |
Treffinger, Donald J. Center for Creative Learning, Sarasota, Florida, USA / Ken W. McCluskey. University of Winnipeg, Canada |
| Abstract |
This plenary session will feature two speakers who will demonstrate how creative the use of problem solving and an inclusive approach to talent development serve to help identify and nurture individual strengths and gifts across a broad spectrum of student populations.
In the first segment, Dr. Treffinger will provide a brief overview of the current Creative Problem Solving (CPS) frame-work, emphasizing the ways in which process empowers students and adults to manage change and to express and apply their personal strengths and talents. In addition, he will illustrate the Levels of Service (LoS) model of talent development, showing how this inclusive model makes it possible for educators to bring out the best in all students and to integrate them through creative problem-solving opportunities in the school setting and beyond.
In the second half of the session, Dr. McCluskey will review several Manitoba projects, with a special focus on at-risk populations, in which creative problem solving, talent development, mentoring, and career awareness have been employed effectively in practice. “Lost Prizes” turned around the lives of many talented, but troubled, dropouts; “Northern Lights” increased the graduation rates of vulnerable Aboriginal youth, and “Second Chance” markedly re-duced recidivism among First Nations inmates. Currently, through various projects at the University of Winnipeg, pre-service teacher mentors are identifying and nurturing the talents of marginalized young people: MARS (Mentoring At-Risk Students) focuses on reclaiming gang-involved Aboriginal street kids; PLUTO (Please Let Us Take Off) sup-ports inner-city schools; SATURN (Storefront Activities To Unleash Resilience and Nurturing) helps parents develop the literacy skills of their preschoolers; NEPTUNE (Nurturing Enrichment Programming Through University Network-ing and Empowerment) facilitates higher-order projects with gifted students; and EARTH (Encouraging Autonomy and Responsibility in Teen Households) offers direction to adolescents in independent-living situations. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
9:00 – 10:00 am |
01 |
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| Presentation |
Not Available |
| Close |
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Treffinger | Pre-conference Workshop | Fostering Creative and Critical Thinking
| Presenters |
Treffinger, Donald J. Center for Creative Learning, Sarasota, Florida, USA |
| Abstract |
This pre-conference workshop will offer definitions of and basic guidelines for creative and critical thinking. It will also provide experience with a variety of practical tools educators can apply to guide students in thinking creatively and critically and solving open-ended, real-life problems. The methods and tools in the Creative Problem Solving Version 6.1™ (CPS) framework have been used successfully with children, adolescents, and adults and are based on more than five decades of theory, research, and experience in schools and with non-profit and business organizations worldwide. |
| Schedule |
| Day |
Timeslot |
Room |
| Monday |
9:00 am – 12:00 pm |
09 |
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| Presentation |
Not Available |
| Close |
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