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Walker | Paper | How Academic Success Relates to the Preferred Learning Activities of Gifted Children
| Presenters |
Walker, Cheryl L. McGill University, Canada |
| Abstract |
Learning environments are a crucial component of gifted children’s success. Understanding the characteristics of effective learning environments benefits children at all ability levels. French examined the assumption that gifted children prefer working alone and discovered that this was true for some, but only some of the time. Those students who felt the least supported had the highest preference for working alone. This may have been a leading question, since French’s participants were not asked about their most and least preferred learning activities. The present study uses direct questionnaire and interview data to address this gap. If gifted children prefer working with others on certain learning activities, then identifying these types of activities furthers our knowledge regarding the conditions for gifted children’s success, and learning programs can be modified to meet their needs better. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
03 |
1 |
| Thursday |
2:15 – 3:15 pm |
03 |
2 |
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| Presentation |
Not Available |
| Close |
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Wang | Paper | The Role of the Supervising Gifted Education Teacher: A Follow-Up Study in China
| Presenters |
Wang, Zhuying. Beijing No. 8 High School, Beijing, China |
| Abstract |
An experimental class for gifted and talented children, the Gifted Class, was established at Beijing No.8 Senior High School in 1985. The immediate effectiveness of the class was well recognized, and the long-term effectiveness over the past twenty-three years was recently revealed. The gifted group was selected from regular elementary students between the ages of nine and ten, who had finished the regular eight years of education in four years. Compared to their peers, gifted students show some unique characteristics. They tend to be more active, more creative, and more curious. Teachers, especially teachers in charge, require special techniques in teaching. The present article reviewed the four years of work of the teachers in charge of the No. 11 Gifted class. The main tasks of gifted education teachers were identified, and some main characteristics of effective teaching will be discussed. |
| 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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Wardman | Paper | Full-Year Acceleration for Gifted Secondary Students: The Road Not Taken
| Presenters |
Wardman, Janna. University of Auckland, New Zealand |
| Abstract |
Existing research supports the academic benefits of full-year acceleration, and although there is some evidence of the social and emotional benefits, the quantitative data is not robust in this area. The use of full-year acceleration for gifted students in secondary schools, however, is not common, and an analysis of the literature suggests that it is the perceptions of teachers, rather than the evidence from published studies, which have caused the hesitation to utilize acceleration as a strategy for gifted students. This study sought to identify various groups of secondary teachers’ perceptions towards full-year acceleration of gifted students at the junior secondary level (ages 13 and 14). Contrary to the published literature, this study found there was a high level of willingness on the part of teachers to utilize it in future provision for gifted students, although, currently, full-year acceleration at secondary level is “the road not taken.” |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
03 |
1 |
| Friday |
9:00 – 10:00 am |
03 |
2 |
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| Presentation |
Not Available |
| Close |
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Warwick | Paper | Fostering Gifted and Talented Independent and State School Partnerships
| Presenters |
Warwick, Ian. London Gifted & Talented, UK |
| Abstract |
This presentation will examine how to plan far-reaching, formal and informal relationships between widely disparate schools, how they can work together to raise academic standards, and what strategies are effective to deepen these links and to improve long-term aspiration. We will demonstrate how to increase the capacity of departments across schools through collaborative, professional development for early-career teachers and by enabling students and schools to learn with and from each other in developing learning skills and subject expertise. We will also consider some of the ways to develop higher-order thinking skills, independent-learning skills, intellectual curiosity, subject awareness, and academic ambition and confidence in able students from different contexts. Examples of how to develop a university aspirations program to support able students will be provided. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
06 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
06 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
06 |
3 |
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| Presentation |
Not Available |
| Close |
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Warwick | Paper | Transferable Lessons from England’s REAL Project
| Presenters |
Warwick, Ian; Dickenson, Matt. London Gifted & Talented, UK |
| Abstract |
London Gifted & Talented has been leading the Realizing Equality and Achievement for Learners (REAL) Project, which improves the quality of gifted and talented education for pupils from ethnic minority backgrounds and those who are learners of English as an additional language. REAL starts from the positive paradigm that all students are entitled to be stretched and challenged. It transforms the focus on barriers to learning and underachievement approach to a positive and inclusive model of gifted education that regards diversity as a strength. Over two years, we have identified many transferable features of effective practice. Guidance, tools, resources, DVDs, and training materials bring these features to a national audience. The presentation will explore how our understanding of transferability has developed through the project. Colleagues will share their own experiences. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
05 |
1 |
| Tuesday |
5:00 – 6:00 pm |
05 |
2 |
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| Presentation |
Not Available |
| Close |
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Weber | Paper | Designing Effective Workshops for Educating Parents of Gifted Children
| Presenters |
Weber, Christine L.; Stanley, Laurel. University of North Florida, Jacksonville, USA |
| Abstract |
This paper focuses on a study to determine the effectiveness of a series of free workshops offered for parents of gifted children. Parental education programs can provide important tools to address the modifications often necessary to avoid compromised potential of the gifted by providing research-based information on gifted children as recognized by experts in the field of counseling and of parenting gifted children. An analysis was made of the differences in the means of pre- and post-surveys of the parents’ content knowledge about gifted children, such as characteristics, identification, appropriate education, and parenting practices. The results of the research indicated that a noteworthy portion of the change between the pre- and post-test results related to the parenting workshops. Such findings support the conclusion that parent workshops provide quality information that parents need while raising their gifted children. |
| Schedule |
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| Presentation |
Not Available |
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Weber | Paper | Designing Effective Workshops for Educating Parents of Gifted Children
| Presenters |
Weber, Christine L.; Stanley, Laurel. University of North Florida, Jacksonville, USA |
| Abstract |
This paper focuses on a study to determine the effectiveness of a series of free workshops offered for parents of gifted children. Parental education programs can provide important tools to address the modifications often necessary to avoid compromised potential of the gifted by providing research-based information on gifted children as recognized by experts in the field of counseling and of parenting gifted children. An analysis was made of the differences in the means of pre- and post-surveys of the parents’ content knowledge about gifted children, such as characteristics, identification, appropriate education, and parenting practices. The results of the research indicated that a noteworthy portion of the change between the pre- and post-test results related to the parenting workshops. Such findings support the conclusion that parent workshops provide quality information that parents need while raising their gifted children. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
07 |
1 |
| Thursday |
2:15 – 3:15 pm |
07 |
2 |
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| Presentation |
Not Available |
| Close |
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Weber | Workshop | Issues and Dilemmas: The Move of Two States toward Curricular Reform
| Presenters |
Boswell, Cecelia. Austin Creek Education Systems, Texas, USA / Smith, Donnajo. Department of Education, Florida, USA / Weber, Christine L. University of North Florida, USA |
| Abstract |
Curricular reform is an intense process. Broad-based reform—like that at the state-wide level—takes on complexities that may not be easily predictable. Two states, Texas and Florida, with a large diversity of gifted populations, learn from each other as they experience creating curriculum standards for their gifted students. This session will address the issues and dilemmas faced when committees of gifted educators in both states began redefining and designing their gifted curricula. Participants will follow Texas through the process of developing a Scope & Sequence and a parallel approach in Florida, with a design of the Curriculum Frameworks for K-12 Gifted Learners. The approach taken by these two states with different paths to accountability, emphasizing rigorous outcomes for gifted learners, will be shared in detail. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
8:00 – 8:45 am |
11 |
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| Presentation |
Not Available |
| Close |
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Wellisch | Paper | Adjustment and Gifted Children: Is Asynchrony the Only Reason for Their Problems?
| Presenters |
Wellisch, Mimi; Brown, Jac. Macquarie University, Australia |
| Abstract |
Some researchers have claimed that gifted children are well balanced, at least during their primary school years, whereas others have found the opposite to be true. Asynchrony, particularly descriptive of the gap between abilities and disabilities in gifted and disabled children, is aligned with the latter view. Asynchrony is said to account for difficulties in integrating precocious awareness with a less mature, highly sensitive, emotional system. Is giftedness alone the cause of this uneven development? This paper will review available information, as well as indirect evidence, to paint a conceptual picture of the key role of attachment in the genesis of giftedness. Attachment is a term used in attachment theory to describe a tie based on a baby’s need for safety, security, and protection. It will be argued that insecure attachment affects children’s adjustment and may prevent the full expression of giftedness. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
09 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
09 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
09 |
3 |
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| Presentation |
Not Available |
| Close |
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White | Paper | Wow-Factor Schools for Gifted Learners: Making it Happen
| Presenters |
White, Sonia. University of Auckland, New Zealand |
| Abstract |
It’s not all about money! Often a paradigm shift, teaching to assets instead of deficits, and the determination to stay with a vision for the long haul can turn underachievement around far more effectively than a cheque book. Based on her more than 20 years in gifted education in New Zealand schools and seven years as an advisor to schools, White, in her paper, draws conclusions about some key factors that can turn even the most ordinary of schools into the extraordinary. Every school can be the right environment for gifted learners. It examines the positive change processes in the New Zealand educational environment and links practical experience with research. Similarly, it examines the barriers to success and the fish-hooks of quick-fix checklists. With a commitment to a long-term vision and careful change management, every school can nurture and develop its gifted students. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
02 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
02 |
3 |
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| Presentation |
Not Available |
| Close |
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Wiebe | Paper | Engaging Reluctant Gifted and Talented Students through Mentoring
| Presenters |
Wiebe, Alan C. University of Winnipeg, Canada |
| Abstract |
The Mentorship Program operating within the Faculty of Education at the University of Winnipeg provides mentor support to a variety of student populations in Winnipeg’s university community and public schools. The mentors who work with these students are fourth- and fifth-year teacher education students. Many are about to embark on their teaching careers in our schools. One of the populations that is served by the program is the group of students who are deemed gifted and talented, but encounter difficulties in school due to issues relating to their giftedness. These issues may relate to social isolation and disengagement. This presentation will take the audience into the structure of the Mentorship Project at the University of Winnipeg from the standpoint of its coordinator. Examples of the journal reflections of the university students will be shared, along with parental reactions to their children’s experience. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
09 |
1 |
| Thursday |
2:15 – 3:15 pm |
09 |
2 |
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| Presentation |
Not Available |
| Close |
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Wilkes | Workshop | Amplified Ways of Being and Positive Gifted Identity Development
| Presenters |
Wilkes, Paula; Szymanski, Mark. Pacific University, Oregon, USA |
| Abstract |
Gifted children often possess amplified ways of being, including being sensitive, perfectionist, introverted, extroverted, and curious. These amplified and innate ways of being are often misunderstood by educators and parents, and, from a very young age, many gifted children hear negative comments about themselves, such as “You’re too sensitive!” “Why are you so shy?” “Don’t be such a perfectionist!” or “Stop asking so many questions!” These negative comments can inhibit the development of a positive gifted identity. In order to enhance the academic growth and social development of gifted children, participants in this workshop will discover methods by which to change their approach to working with gifted children. Our work with gifted children must first lead to their positive sense of self so that depression and other emotional crises can be dealt with in a healthy way. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
1:15 – 2:00 pm |
14 |
|
| Presentation |
Not Available |
| Close |
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Williams | Paper | Parent Perspectives of Academic Excellence at the Transition from High School to University
| Presenters |
Williams, Lesley; O’Neill, Marnie; Gordon, Sandy. The University of Western Australia, Australia |
| Abstract |
High-achieving students in Australia, together with their teachers and parents, offer unique perspectives on academic excellence. Twenty-two students who achieved in the top 5% of university entrants, together with their parents and best teachers, participated in the study. Qualitative methods addressed the key questions of the study: the definition of academic excellence and the conditions promoting academic excellence. The focus of this presentation is the parent perspective of conditions that promote academic excellence. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
04 |
1 |
| Tuesday |
5:00 – 6:00 pm |
04 |
2 |
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| Presentation |
Not Available |
| Close |
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Williams | Paper | Teacher Perspectives of Academic Excellence at the Transition from High School to University
| Presenters |
Williams, Lesley; O’Neill, Marnie; Gordon, Sandy. The University of Western Australia, Australia |
| Abstract |
The authors conducted an investigation of academic talent development in a sample population of students who achieved ultimate school success. Twenty-two students who achieved in the top 5% of university entrants, together with their parents and best teachers participated in the research project. Qualitative methods addressed the key questions of the study: the definition of academic excellence and the conditions promoting academic excellence. The focus of this presentation is the teacher perspective. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
11 |
1 |
| Tuesday |
3:45 – 4:45 pm |
11 |
2 |
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| Presentation |
Not Available |
| Close |
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Winebrenner | Workshop | The Schoolwide Cluster Grouping Model: Enfranchising Gifted Children during Lean Financial Times
| Presenters |
Winebrenner, Susan. Education Consulting Service, California, USA / Brulles, Dina. Paradise Valley Unified School District, Arizona, USA |
| Abstract |
Educators are becoming more effective in identifying gifted students from diverse populations. Schools now face the question of how best to provide services for culturally and linguistically diverse gifted students, while ensuring that all students are appropriately challenged. The Schoolwide Cluster Grouping Model (SCGM) is one solution to those challenges. The SCGM allows schools to provide full-time gifted education services and facilitates achievement gains for all gifted students, yet does not require any significant additional funding. The presenters describe how to implement and support the SCGM, group all students at a grade level for maximum achievement gains, prepare cluster teachers to teach in the model, and build staff and parental support for the model. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
1:15 – 2:00 pm |
11 |
|
| Presentation |
Not Available |
| Close |
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Winebrenner | Workshop | Challenging Gifted Students in Mixed-Ability Classes
| Presenters |
Winebrenner, Susan. Education Consulting Service, California, USA |
| Abstract |
This session describes practical strategies teachers can use to provide rigorous learning experiences for gifted students. Specific methods are described to reduce the amount of practice gifted students must perform to demonstrate mastery of the required learning content and to provide consistent opportunities for them to be engaged in appropriately differentiated learning experiences. The methods include giving students full credit for what they already know before teaching, using learning contracts and study guides, and creating and using effective extension menus. Classroom management strategies are included, which teachers can use to track how required content is mastered and to extend the learning opportunities in which gifted students engage. A classroom observation form is included that may be used by classroom teachers to monitor their success in providing appropriate learning opportunities and by administrators to document that gifted students are being appropriately challenged in heterogeneous classes. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
8:00 – 8:45 am |
03 |
|
| Presentation |
Not Available |
| Close |
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Wood | Paper | Beauty or Brains? Popular Culture, Rural Gifted Girls, and Talent Development Choices
| Presenters |
Wood, Denise. Charles Sturt University, Australia |
| Abstract |
Popular culture includes a range of media sources and genres. For girls, it provides a source of information about behaviors, appearance, priorities, and beliefs (Harris, 2004). This presentation will report on the early stages of research that explores the lived experience of gifted girls, in a rural Australian setting, as they interact with popular culture. Focus groups and media journals kept by participants explore the ideas of gifted girls across three transition points in adolescence: beginning secondary school, midway through secondary school, and beginning tertiary education. The research utilizes principles of social constructivism and feminist research, offering the opportunity for girls to articulate their feelings and responses to the popular culture and its impact on their identity and aspirations. The voice of these gifted girls will be paramount in the presentation, which will include descriptive recounts of the focus groups and media journals of the participants. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
10 |
1 |
| Thursday |
2:15 – 3:15 pm |
10 |
2 |
|
| Presentation |
Not Available |
| Close |
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Wormald | Paper | An Enigma: The Identification of Gifted Students with a Learning Disability
| Presenters |
Wormald, Catherine. University of Wollongong, Australia |
| Abstract |
Gifted education in Australia has made considerable progress; however, there still exists a subgroup of gifted students whose identification has been overlooked. This research adopted a mixed-method approach involving surveys and interviews of teachers from primary and secondary schools across education sectors. The study focused on two issues: the teachers’ attitudes towards these students and the educational programs they implemented for them. Five case studies of gifted learning-disabled students from Kindergarten to Year 12 were undertaken. Analysis of these case studies revealed that parents, rather than teachers, are the identifiers. Schools are not able to identify these students and are, therefore, not meeting their educational needs. Evidence suggests that schools are exhibiting conflicting knowledge, and what they are doing in the classroom is affecting the students who are exhibiting behavioral, social, and emotional problems. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
03 |
1 |
| Tuesday |
5:00 – 6:00 pm |
03 |
2 |
|
| Presentation |
Not Available |
| Close |
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Wright | Paper | Piloting the Use of Thinking Skills in an English Junior School
| Presenters |
Wright, Kathryn. Kent County Council, England, UK |
| Abstract |
This presentation will discuss the aims and findings of a pilot project which promoted the use of the thinking skill, Plus, Minus, and Interesting (PMI) (De Bono, 1970) in three Year 3 (ages 7 and 8) classrooms in a Kent Junior School (UK). It will examine the way the PMI activities were introduced in the classrooms and will also discuss the data collected from children and staff as a result of the project. The findings and benefits of this project will then be disseminated using examples of children’s work and teacher engagement. |
| 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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Wu | Paper | The Case Study of Musically Talented Students with Visual Impairment
| Presenters |
Wu, Shunwen. National Taiwan Normal University, Taiwan |
| Abstract |
Gifted programs have the potential to change lives (Smutny, 2003). Emily, a music-talented girl, began her music studies in piano and violin at age four (Wu, 2005). The researcher discovered five-year-old Emily’s potential during a project for gifted and talented preschoolers’ curriculum and assessment, supported by the National Scientific Council of Taiwan. Of 20 students who surfaced in a national pool of gifted children in 2004, Emily was the only child to test with strengths in music. Born without vision, she relied mainly on aural memory to add new repertoire to her music performances. Braille music notation and tactile sense were also used to promote her learning. In addition to her extraordinary aural ability, Emily showed special gifts in improvising and composing. This study aims to present Emily’s musical talent according to her portfolio of music compositions and performances, along with the interviews of parents and teachers. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
04 |
1 |
| Wednesday |
5:00 – 6:00 pm |
04 |
2 |
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| Presentation |
Not Available |
| Close |
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