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| Presenters | Vaca, Silvia; Torres, Claudia; Ontaneda, Mercy. Universidad Técnica Particular de Loja, Ecuador / Alvarez, Beatriz. Universidad Nacional de Educación a Distancia, Spain. | ||||||||||||||||
| Abstract | The objectives of this study were to identify the characteristics of the family, social, economic, and school environment of 309 children from eight local schools in the City of Loja, Ecuador. We also aimed to pursue a first stage of screening for the identification of high intellectual capacity in these children. We used the Raven’s Test, the WISC-III, the Moss Scale, and a socio-economic survey. The scores on the Raven’s test showed that 3.23% of the children had high and very high intellectual capacity. The WISC IQ test showed that 1.62% of the children had very high scores. Average household income ranged between 551 to 650 USD. This corresponded to low socioeconomic status according the basic income in Ecuador (520 USD). | ||||||||||||||||
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Van der Kaaij | Paper | How to Prepare for Living as Gifted and Talented
| Presenters | van der Kaaij, Truus; de Mink, Frank. MOOI Begaafd, Netherlands | ||||||||||||||||
| Abstract | It is difficult for gifted students to develop personality and self-esteem (SENG) in a heterogeneous classroom. In co-operation with 10 teachers, we have created enrichment material for gifted students, aged 10 to15 years, to enhance the process. The pilot project, Thinking about Thinking, addresses three levels: student-level, embracing five domains of thinking, namely, critical and philosophical, psychological, creative, meta-cognitive, and existential; teacher-level, involving training on how to realize giftedness in students; and school-level, concentrating on how to achieve excellence. As a result of this study, we prepared a 400-page document that includes suggestions for lessons and activities, data on the enormous growth teachers experienced, the advanced integration of excellence developed in schools, and lesson endorsement from the students. Unfortunately, not all lesson material has been tested in the classroom, and we are still working to prove that our intervention reaches the goal of helping gifted students live according to their potential. | ||||||||||||||||
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van Rijn | Workshop | Best Practices of a Gifted Program in the Netherlands
| Presenters | Van Rijn, Carola. Elementary school ‘t Palet, Diemen, the Netherlands | ||||||
| Abstract | The gifted program that is the subject of this study began in 1999. It is a pull-out program for Kindergarten to Grade 6. In this interactive workshop, we show how the program is organized, how the gifted children are identified, and how the teachers are trained. We will also show some examples of themes and activities the gifted children do in the program. The program has proven to be very effective and was chosen as best practice of the Netherlands by The Institute of Gifted Education in the Netherlands. | ||||||
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Vialle | Paper | Patterns of Achievement for Gifted Students in the Wollongong Youth Study
| Presenters | Vialle, Wilma; Heaven, Patrick; Ciarrochi, Joseph; Leeson, Peter. University of Wollongong, Australia | ||||||||||||
| Abstract | The Wollongong Youth Study is a longitudinal study of 900 secondary-school students in Australia. It aims to determine the range of factors that predict the students’ academic outcomes and social-emotional well-being. The gifted cohort comprises 60 students from the sample. This paper examines the factors associated with the gifted students’ academic performance over a five-year period (Year 7 to Year 11). The most salient characteristics in achievement are the traits of hope, joviality, and mindfulness, with psychoticism negatively correlated. The paper focuses particularly on the differences between the students who are high achievers and those who are underachieving; the latter group includes eight students who may be regarded as chronic underachievers. The longitudinal data allow us to explore the onset of their underachievement. Implications for the design of interventions will be discussed. | ||||||||||||
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Vidergor | Paper | Gifted Students’ Perceptions of Characteristics of Teachers of the Gifted
| Presenters | Hava, Vidergor; Eilam, Billie. Haifa University, Israel | ||||||||||||
| Abstract | The study was aimed at assessing gifted students’ perceptions of the desired characteristics of teachers of the gifted. The research sample comprised 404 Israeli, 204 Jewish, and 200 Arab elementary and junior-high school gifted students studying in various pullout centers around the country. They were measured using a questionnaire comprising three dimensions: teachers’ cognitive characteristics, focusing on thinking skills; personal characteristics related to teaching and classroom atmosphere; and pedagogical characteristics concerning teaching methods and activities used in the classroom. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant differences relating to sector, gender, and grade levels were found among all three dimensions. It is suggested that differences stem from collectivistic-individualistic orientations and Arab girls’ status aspirations. The study offers a new lens for looking into collectivist cultures in relation to gifted students and teaching and has practical implications related to teachers’ certification programs. | ||||||||||||
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