We look forward to having you at the University of New South Wales in Sydney for the 2017 WCGTC World Conference!
Below you will find the schedule of sessions that includes many parallel sessions, poster presentations, and symposia covering a wide-range of topics. Each parallel session will last 25 minutes including questions
8:00am-9:00am Preconference Registration
9:00am-12:00pm 12:00pm-12:45pm Lunch Lunch on July 20 is provided only for individuals participating in both morning and afternoon preconference workshops.
12:45pm-3:45pm Mathews 101 Mathews 102 Mathews 103 Mathews 104 Creativity: Assessing, Challenging, Nurturing Dr Klaus Urban
This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc17 .
Global Perspectives in Gifted Education: Does 2E =3C²? Ms Sue Prior
This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc17 .
Planting Seeds of Mindfulness: Cultivating the Conditions for Gifted Kids to Bloom and Flourish Intellectually, Emotionally and Spiritually Dr Dorothy Sisk
Dr Michele Kane
This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc17 .
Talent Development: Stages, Steps, and Strategies Dr Julia Link Roberts
This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc17 .
2:00pm-4:00pm Registration (Clancy Foyer)
3:00pm-6:00pm 4:00pm-5:00pm Opening Ceremony (Clancy) Clancy Hall will open at 3:15 and the Opening Ceremony will begin at 4:00.
5:00pm-6:00pm 1.1 Keynote - Jim Watters (Clancy) Contextualising learning in STEM: A realistic pathway for teachers of gifted students
Dr. Jim Watters
6:00pm-7:30pm Welcome Reception The welcome reception is complimentary for all conference participants. There is a $50 USD charge for each additional guest. You may purchase additional tickets for guests at www.world-gifted.org/wcgtc17 . Welcome reception tickets must be purhcased in advance and cannot be purchased on-site.
7:45am-1:00pm Registration (Clancy) NSW Australian attendees will need to sign on each day to gain their full NESA accreditation.
8:00am-5:00pm 9:00am-9:30am 9:45am-11:00am Programming G&T G&T Ed Tech Programming G&T Social/Emotional G&T School Alternatives Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Mathews D Parallel Sessions 2.1.1 Mentoring for gifted secondary students: A unique school/university partnership Susan Knopfelmacher, Australia 2.1.2 A student perspective snapshot of life at James Ruse Agricultural High School, Sydney, Australia Sandra Fernandez, Australia; Megan Connors, Australia 2.1.3 Cancelled This session has been cancelled, Lebanon Parallel Sessions 2.2.1 Is femininity the new 'f' word?: An exploration of gender identity and talent development of high achieving females Kate Lafferty, Australia 2.2.2 What’s a girl to do? Popular culture and the aspirations of rural gifted girls. Denise Wood, Australia 2.2.3 Theory into practice at a P-12 girls’ school Kathy Harrison, Australia; Jo Ryan*; Kate Lafferty, Australia Parallel Sessions 2.3.1 Teacher as researcher: Empathy as the first step in designing provisions for highly able students. Desiree Gilbert, Australia 2.3.2 Doctoral level education: Impact and influences Norma Hafenstein, United States; Julia Watson, United States; Justine Lopez, United States; Kristina Hesbol, United States 2.3.3 An analysis of student-to-student discussion posts in an online graduate gifted education class Joyce Miller, United States Parallel Sessions 2.4.1 Integrating technology and simulations that transform the gifted curriculum for culturally and internationally relevant learning Gillian Eriksson, United States 2.4.2 Holistic assessment and technology: Reaping the benefits Trevor Tebbs, United States 2.4.3 Developing an online learning environment that effectively caters to academically gifted and highly able secondary students Stuart Fankhauser*, Australia; Tracey Mackin, Australia Parallel Sessions 2.5.1 Classical Chinese Children Primer: A gem in nurturing giftedness Caroline Kwok, Hong Kong 2.5.2 Depth and complexity in the curriculum for gifted students Mirella Olivier, Australia 2.5.3 Early childhood educator attitudes to giftedness and early entry Mimi Wellisch, Australia Parallel Sessions 2.6.1 Mindsets and the development of talented dance students Penny Van Deur, Australia 2.6.2 Developing musical talent into elite performance: A historical and educational perspective Rachel White, Australia 2.6.3 The unique barometers of giftedness through the eyes of the highly & profoundly gifted Vanessa R. Wood, United States; Miraca Gross, Australia Parallel Sessions 2.7.1 Roles of giftedness, gender, and age in overexcitabilities: Highlighting instrument-sensitive group difference in emotional overexcitability Yifan LYU, Hong Kong 2.7.2 Existential group work: Meeting affective needs for the gifted Paula Christensen, United States 2.7.3 Social and emotional needs of gifted children and the sixth language of love Lynn Berresford, New Zealand Symposium 2.8.1 Global partnerships to develop creative problem solving C. June Maker, United States; Myra Wearne, Australia; Tracy Riley, New Zealand; Faisal Alamiri*, Saudi Arabia; Melinda Webber, New Zealand; Katrina Sylva, New Zealand Symposium 2.9.1 Parents of twice exceptional children: A panel presentation for teachers and parents Gabrielle Oslington, Australia; Michelle Meltzer; Belinda Cooley; Louise Dutton Parallel Sessions 2.10.1 Change management for gifted programming Rachel Lam, Australia 2.10.2 When Policy is not enough: One advocate's perspective Elizabeth Singer, Australia 2.10.3 Ethics of care in the construction of giftedness Melanie Wong, New Zealand Parallel Sessions 2.11.1 Leading and teaching for adolescent talent development: One high school’s SEAL experience from an insider and outsider’s perspective Kate Mitchell, Australia; Leonie Kronborg, Australia 2.11.2 Examining self-determination in graduates who entered college early Nancy Hertzog, United States; Rachel U. Mun*; Sakhavat Mammadov* 2.11.3 Abstract voices of parents: Sharing evaluation of an education response to young gifted children Carolyn Giles, Australia; Anne Grant, Australia
11:00am-11:30am Morning Tea (Mathews Pavilion)
11:30am-12:45pm Diversity G&T G&T Creativity Identification Programming Programming Leadership Social/Emotional Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Mathews D Parallel Sessions 2.1.4 That was then; This is now: New opportunities for gifted/talented African American males Mark Mishou, United States 2.1.5 Access and equity in gifted education: Paradigm shift and professional development Nancy Hertzog, United States; Jann Leppien*; Jody Hess* 2.1.6 Demystifying gifted: Race, representation, & restructuring Lee Sapp, United States Parallel Sessions 2.2.4 Top-performing math students’ achievement and achievement motivation around the world: A meta-analysis Lena Kristina Keller, Germany; Franzis Preckel*; Jacquelynne Sue Eccles*; Martin Brunner* 2.2.5 Culture for knowing giftedness among children: Towards a research praxis Zahirul Islam, Bangladesh 2.2.6 Understanding educators perceptions and practices regarding culturally and linguistically diverse gifted learners Robin Greene, United States Parallel Sessions 2.3.4 GT carpe diem: Empowering self-advocacy Deborah Douglas, United States 2.3.5 Global use of gifted students' drawn images to personalize educational differentiation Dorothy Armstrong, United States 2.3.6 Like a thousand lizards on a flatbed truck: Integrating chaos and curricula for gifted learners Constance (Connie) Brown, United States Parallel Sessions 2.4.4 Creative thinking in a regular classroom: Only for some Dave Camilleri, Australia 2.4.5 Fostering creativity in teaching gifted learners mathematics in regular classroom in high schools Dimakatso Agnes Mohokare, South Africa 2.4.6 Global interdependence is a reality! April Dennis, United States Parallel Sessions 2.5.4 T2i: Identification protocol in public schools Andree Therrien, Canada 2.5.5 A toolbox for rigorous identification: Preschool – Year 12 Angela Foulds-Cook, Australia; Jasna Poeszus, Australia 2.5.6 Identifying the gifted when valid & reliable measures don't exist and a shortage of resources Leticia Jaquez, United States; Roman Jaquez*, United States Parallel Sessions 2.6.4 Clarity and fuzziness in the curriculum: Innovating curricula for high ability learners Letchmi Devi Ponnusamy, Singapore; Ruilin Elizabeth Koh* 2.6.5 Planning and delivering learning for verbally gifted students in secondary school Shane Kamsner, Australia; Carolyn Giles, Australia 2.6.6 Developing a growth mindset culture amongst academically gifted and highly able secondary students Sue Harrap, Australia Parallel Sessions 2.7.4 Navigating a post-truth world: The affective impact of introducing literary theory to gifted students James Koh, Singapore 2.7.5 Reading- Novel course in gifted children’s education Qiong Wang, China 2.7.6 Reading and the gifted: Developing a program of reading with a global perspective Robert (Bob) Seney, United States Symposium 2.8.4 Effective programming for developing talents among underserved populations Nielsen Pereira, United States; Marcia Gentry, United States; Gilman W. Whiting, United States; Yukiko Maeda, United States; Jennifer Richardson, United States Symposium 2.9.4 Publishing your work in gifted education: Ask the journal editors Jae Yup Jung, Australia; Leonie Kronborg, Australia; Michael S Matthews, United States Parallel Sessions 2.10.4 Gifted students’ and teachers’ perceptions of leaders and leadership Seon-Young Lee, South Korea; Eunjoo Boo, South Korea; Yun-kyoung Kim, South Korea; Eunsun Kim*; Taehee Kim*; Hyunuk Park* 2.10.5 Developing leadership identity: Universal needs necessary for cultural connections Justine Lopez, United States; Norma Hafenstein, United States; Kristina Hesbol, United States 2.10.6 "From the horse's mouth" : Student voice in secondary school - a student perspective Thomas Velican, Australia; Abel Muller, Australia Parallel Sessions 2.11.4 Personal best goal setting and self-regulation for engagement of gifted children in an enrichment programme Susen Smith, Australia; Ben North, Australia; Andrew Martin* 2.11.5 Do ability grouping and acceleration damage self-esteem? How ability grouping turns little fish into big fish Miraca Gross, Australia 2.11.6 Thriving or surviving: Gifted students reflect on their senior high school experiences with high-stakes assessment Ben North, Australia; Susen Smith, Australia; Miraca Gross, Australia
12:45pm-1:45pm 1:45pm-3:00pm Guidance Programming G&T G&T 2e STEM Programming Social/Emotional Programming Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Mathews D Parallel Sessions 2.1.7 Stressful events experienced by academically high-achieving females before the onset of disordered eating Jennifer Krafchek, Australia; Leonie Kronborg, Australia 2.1.8 "You're gifted, why are you here?" Counselling the gifted and talented. Wendy Stewart, Australia 2.1.9 Familial influences on the career decision-making processes of gifted EFL high school students in Vietnam Hong Cao, Australia; Jae Jung, Australia; Susen Smith, Australia Parallel Sessions 2.2.7 Differentiated group work on heightening continuing motivation for high ability Ecoliteracy learners Chee Yong Travis Tan, Singapore; Zhuang Huining, Joyce, Singapore 2.2.8 From reluctant writer to masterful author: Pedagogy that supports the young gifted child’s writing development Michelle Bence, Canada 2.2.9 Radiant measures: Data, planning, and programming across elementary and secondary grades Yvonne de St. Croix, United States Parallel Sessions 2.3.7 Narrative inquiry into practitioners' perspectives of gifted education in South Australia Lesley Henderson, Australia 2.3.8 Designing and assessment of standards-based professional development in gifted education Debbie Troxclair, United States 2.3.9 Developing a manuscript: Publishing in Gifted and Talented International Leonie Kronborg, Australia; C. June Maker, United States; Nielsen Pereira, United States; Ann Robinson*; Barbara Kerr* Parallel Sessions 2.4.7 Partnerships with parents of young gifted children: Early childhood teachers’ perspectives in NSW, Australia Kerry Hodge, Australia 2.4.8 The ‘cost’ of giftedness: Neoliberal governance of early childhood education in Aotearoa New Zealand Andrea Delaune, New Zealand 2.4.9 Talent development academies: Providing access and opportunity to advanced learning for underserved students Julie Swanson, United States; Laura Brock* Parallel Sessions 2.5.7 Twice-exceptionality – opportunities and possibilities: Three mixed-methods research studies Michelle Bannister-Tyrrell, Australia; MaryAnne Haines, Australia; Anne O’Donnell-Ostini, Australia 2.5.8 Cancelled Claire Spicer, Australia 2.5.9 A tale of two Es: Case studies of twice-exceptional students’ growth in an all-gifted school Kimm Doherty, United States; Melissa Bilash, United States Parallel Sessions 2.6.7 The use of Arduinos in STEM education – A hands-on approach Hui Leng Tan, Singapore; Puay Hong Yeo, Singapore 2.6.8 STEM career pathway through research mentoring programme: The Malaysian gifted and talented students experience Noriah Mohd. Ishak, Malaysia; Rorlinda Yusof, Malaysia 2.6.9 An innovative pedagogic model that integrates scientific enrichment with intra-inter personal dimension to promote fulfillment of the potential of gifted students Dr. Orni Meerbaum-Salant, Israel; Dr. bruria haberman*, Israel; Sarah Pollack* Parallel Sessions 2.7.7 Problem-based learning: An apprenticeship in expert thinking Shelagh Gallagher, United States 2.7.8 The effects of graphic organisers: Problem-Based Learning program on the critical and creative thinking abilities and the attitudes of the gifted ShinDong Lee, South Korea; WoonJung Koh, South Korea; SoYoung Joo, South Korea 2.7.9 ChallenGE Project: Applying design-thinking and design-based research to improve outcomes for gifted students Janet Farrall, Australia; Alice Duffield, Australia; Desiree Gilbert, Australia; Lesley Henderson, Australia Symposium 2.8.7 Do short term programs have a place in providing for gifted children? Helen Dudeney, Australia; Lyndal Reid, Australia; Carolyn Giles, Australia; Adrienne Alexander, Australia; Anne Grant, Australia Symposium 2.9.7 Problem solvers today – Leaders tomorrow! April Dennis, United States; Niranjan Casinader, Australia; Nicola Desoe, Australia Parallel Sessions 2.10.7 Mindfulness and development: Exploring the role of mindfulness in supporting students Laurie Croft, United States 2.10.8 In practice, not just in theory: A developmental approach to supporting social and emotional growth in gifted students Anna Meuli, New Zealand 2.10.9 Being with like-minds: A mixed methods study of gifted children's perspectives Tracy Riley, New Zealand; Deborah Walker, New Zealand Parallel Sessions 2.11.7 Using conceptual frameworks, tiered inquiry and assessment to engage gifted learners in mixed ability classrooms Bronwyn MacLeod, Australia 2.11.8 Learning through geographical field inquiry for high-ability learners Roslinda Chan, Singapore 2.11.9 Raising the quality of gifted and talented education through interdisciplinary learning Ju Ah Kim, South Korea; Mi Kyung Lee*, South Korea; Daniel Suh*, South Korea
3:00pm-3:30pm Afternoon Break (Mathews)
3:30pm-4:00pm Poster Presentations 1 Accounting for creativity: English teachers' understandings of creative practice across different educational contexts Narelle Wood, Australia 2 Alternative education options for gifted and twice exceptional children Kathleen Humble, Australia 3 An exploratory study about the social and emotional development of gifted children Ehun-Shik Moon, South Korea 4 Another theory of relativity: Giftedness as conditionality Owen Lo, Canada; Kuei-Fang Tsai*; Chen-Ming Chen* 5 Early Entrance Program for Saudi Accelerated Students Jawaher Bin Yousef, United Kingdom 6 Middle school students in full-time gifted programming Lenae Lazzelle, United States 7 Mirrors Mohammad Awadh Rawas, Saudi Arabia 8 Peer perceptions of academically high-performing adolescents in regular classrooms: A country-comparative analysis of gender and academic achievement level Hyerim Oh, Germany 9 Peer perceptions of talented students in Korea Myung-Seop Kim*; Seon-Young Lee, South Korea; Keunchan Baek, South Korea; Jongho Shin* 10 Professional development and acceleration: Changing attitudes and practices Susannah Wood*, United States; Laurie Croft, United States 11 Teach from the heart: Meeting the social-emotional needs of diverse gifted learners Vickie Crockett, United States 12 The context of cultivating creative and innovative talents under the contemporary maker movement: An analysis of American cases and Taiwan's experience YUNG-LING CHI, Taiwan 13 Tournament of Minds - a six-week challenge or a lifetime of valuable skills? Tanya Atherton, Australia
4:00pm-5:00pm 2.2 Keynote - Kirsi Tirri (Clancy) Holistic Perspectives on Gifted Education for the 21st Century
Professor Kirsi Tirri
5:15pm-6:00pm General Members Meeting (Clancy) All members of the World Council for Gifted and Talented Children are invited to attend the General Members meeting.
6:00pm-6:45pm
7:45am-1:00pm Registration (Back of Clancy) NSW Australian attendees will need to sign on each day to gain their full NESA accreditation.
8:00am-5:00pm 8:30am-9:30am 3.1 Keynote - Helen Watt (Clancy) Harnessing Girls’ and Women’s Talent Potentials in STEM Domains
Professor Helen Watt
9:45am-11:00am G&T G&T G&T Identification Programming Programming Social/Emotional Underachievement Guidance Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Mathews D Parallel Sessions 3.1.1 Contributions of critical thinking to motivation Birsel Nemlioglu, Turkey; Umit Davasiıgil, Turkey 3.1.2 Cancelled This session has been cancelled 3.1.3 Development and validation of Self-concept Inventory for Preschooler (SCI-K) Kyunghwa Lee, South Korea; Jinyoung Koh* Parallel Sessions 3.2.1 Forensics@Kristin: Who Dunnit? Raewyn Casey, New Zealand 3.2.2 Architecture workshop for high talented children: Experience and method Ana Gallego, Spain 3.2.3: 1 + 1 + 4 = Thousands of kids Deborah Walker, New Zealand Parallel Sessions 3.3.1 Russia: State of talents Andrey Barkin, Russia 3.3.2 Cancelled Faisal Alamiri, Saudi Arabia 3.3.3 Cancelled This session has been cancelled Parallel Sessions 3.4.1 Re-envisioning culturally proficient leadership to expand student success for all: Examining the identification of underrepresented minority gifted children in rural Colorado Kristina Hesbol, United States; Norma Hafenstein, United States; Justine Lopez, United States; Julia Watson, United States 3.4.2 Identifying the gifted learner in a rural context Carmel Meehan, Australia 3.4.3 Gifted identification in rural and remote areas Christine Ireland, Australia Parallel Sessions 3.5.1 Philosophy for children: Our story of philosophy withdrawal gifted groups influencing whole school curriculum change Craig Davidson, Australia; Rebecca Napier, Australia 3.5.2 The IB’s Middle Years Program – A good fit for gifted learners in Qatar? Jeffrey MacRaild, Qatar 3.5.3 Special schools for the gifted in Saudi Arabia, Jordan, and Egypt: Past, present and future Nasser Almutairi, Australia Parallel Sessions 3.6.1 Developing a system-wide approach to gifted education Craig Wattam, Australia; Sally Brock, Australia; Christine Chapple, Australia 3.6.2 A holistic model for serving the needs of identified gifted students Kathryn Grubbs, United States; Nancy Hertzog, United States 3.6.3 Gifted education programming: One size does not fit all – a vision from the coalface Nancy Wines, Australia; Geraldine Townend, Australia Parallel Sessions 3.7.1 Human raising with relationships in mind - The scientific way Katerina Morjanoff, Australia 3.7.2 Compassionate empathy and emotional fragility: Supporting the sensitive gifted child Michele Kane, United States 3.7.3 Talent development, career exploration, work habits, meaning in life, and connectedness of Chinese adolescents Mantak Yuen, China; Jesus Alfonso D. Datu*; Shui-wai Wong*; Josephine Yau*; Norma C. Gysbers* Symposium 3.8.1 A cross-cultural comparison of leading school models for engaging intellectually able students: USA and Australia Leonie Kronborg, Australia; Julia Link Roberts, United States; Toni Meath, Australia; Kate Mitchell, Australia; Roger Page, Australia Symposium 3.9.1 Professional learning in gifted education: Models, research, and practice Laurie Croft, United States; Connie Phelps, United States; Wendy Behrens, United States; Kimberley Chandler, United States; Christine Weber, United States; Dina Brulles, United States Parallel Sessions 3.10.1 Elements that help or hinder the achievement of academically gifted and talented secondary school boys Graeme Miller, New Zealand 3.10.2 Identification of underachievement in ability grouped settings Ruth Phillips, Australia 3.10.3 The effect of two interventions on high ability underachievers in an independent school Lye Chan Long, Australia; Adrienne Erwin, Australia Parallel Sessions 3.11.1: Cancelled This session has been cancelled, Australia 3.11.2 The frustration inferno: Counselling gifted children experiencing chronic boredom and acute frustration Fiona Smith, Australia; Dominic Westbrook*, Australia 3.11.3 Gifted girls speak out: A qualitative study exploring career development experiences of gifted adolescent girls Rebecca Napier, Australia
11:00am-11:15am Morning Tea (Mathews Pavilion)
11:15am-12:30pm Diversity Identification Programming 2e Creativity Leadership Social/Emotional G&T Programming Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Mathews D Parallel Sessions 3.1.4 Equity and excellence in gifted education: Meeting the needs of underserved learners April Wells, United States 3.1.5 Scenario performance: Creating new options for demonstrating problem solving for children beyond the square Christine Casinader, Australia 3.1.6 Gifted English Language Learners - Success stories in secondary schools Aranzazu Blackburn, Australia Parallel Sessions 3.2.4 A case study: A comparison of identification and assessment processes between second and fourth grade students enrolled in Turkish Science and Art Centers (SACs): From the experts’ perceptions Abdullah Eker, Turkey; Hakan Sarı* 3.2.5 Diversified Model of Identifying Gifted Students: An exploratory study in India classrooms Jyoti Sharma, India 3.2.6 The Gifted Rating Scale for the Marginalised (GRSM) Kyung-Sook Lee, South Korea; Shin-Dong Lee, South Korea; Jinho, H. Kim, South Korea; Sang-Hee Lee, South Korea Parallel Sessions 3.3.4 Student agency in a New Zealand specialist gifted programme Madelaine Willcocks, New Zealand 3.3.5 The seven challenges of the gifted child Femke Hovinga, Netherlands; Tijl Koenderink, Netherlands 3.3.6 Using student feedback to monitor and enhance programming strategies for talent development Nicole Sabbadin, Australia Parallel Sessions 3.4.4 ‘Self-propelled learning’: Facilitating talent development in highly able individuals on the autism spectrum Susan Wade, Australia; Leonie Kronborg, Australia 3.4.5 Using a strengths -based approach to support twice exceptional learners in the classroom Amanda Drury, Australia 3.4.6 Teachers’ perceptions of their preparedness to meet the needs of gifted and twice-exceptional learners Geraldine Townend, Australia Parallel Sessions 3.5.4 Family and school connectedness in the development of creative and critical thinking self-efficacy Ricci W. Fong, Hong Kong 3.5.5 The relationships between achievement factors and creativity: Why they are different and how they can be explained Donggun An, South Korea 3.5.6 Creative engineering and design in action: Designing and evaluating learning activities connecting engineering and creativity Nielsen Pereira, United States; Mehdi Ghahremani*; Shawn Jones* Parallel Sessions 3.6.4 Professional training: Developing leaders in gifted education Laurie Croft, United States; Anna Payne, United States 3.6.5 Leadership development in gifted adolescents Lynne Maher, Australia 3.6.6 Student-led action research for the primary grades: Growing gifted students into civic minded inquisitive researchers Katherine Martin, United States; Michael Moss*; Carmela Fowler* Parallel Sessions 3.7.4 Exploring the relationship between intelligence and popularity: The social and academic popularity of gifted elementary students Abdulkadir Bahar, United States 3.7.5 Mapping common ground: Relationships between giftedness, introversion, and heightened sensitivities Jodie Valpied, Australia 3.7.6 Self-handicapping, achievement goals, and self-efficacy of gifted students Harun Tadik*; Abdullah Eker, Turkey Symposium 3.8.4 Learnings from a national community supporting professionals working with gifted and talented students in Aotearoa, New Zealand Louise Tapper, New Zealand; Nadine Ballam, New Zealand; Jo Dean, New Zealand; Andrea Delaune, New Zealand Symposium 3.9.4 Essential connections: Inspiring and promoting creative teacher leadership to transform gifted education Gillian Eriksson, United States; Dorothy Sisk, United States; Margaret Sutherland, United Kingdom Parallel Sessions 3.10.4 Conditions gifted students and their peers prefer when working alone and with others on a challenging project Lannie Kanevsky, Canada 3.10.5 Examining critical issues in gifted education: A case study approach Wendy A Behrens, United States; Christine L. Weber, United States 3.10.6 Mapping gifted knowing and thinking in the classroom: A prelude to effective differentiated pedagogy John Munro, Australia; Joseph Santoro, Australia Parallel Sessions 3.11.4 cancelled This session has been cancelled 3.11.5 Promoting cultural relevance in the secondary classroom through arts integration Kimberley Chandler, United States 3.11.6 Talented and gifted: Music education for exceptional students Marshall Haning, United States
12:30pm-1:30pm 1:30pm-2:30pm 3.2 Chester Finn Video and Discussion Panel (Clancy) Gifted but disadvantaged
Dr. Chester Finn
2:30pm-3:45pm Ed Tech G&T G&T Programming Differentiation Advocacy Social/Emotional G&T Identification Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Mathews D Parallel Sessions 3.1.7 Investigation of internet addiction in gifted students according to the different variables Ahmet Kurnaz, Turkey; Aynur Usta* 3.1.8 Impact of the difference in e-feedback patterns within a simulation-based software to teach programming for gifted students Seham Alnafea, Saudi Arabia 3.1.9 Mind the gap: Youngsters growing up in the digital age Laura Hayward, United States Parallel Sessions 3.2.7 The importance of culture in defining and accommodating giftedness: A Lebanese perspective Maya Antoun, Lebanon; Leonie Kronborg, Australia; Margaret Plunkett, Australia 3.2.8 Can we legislate for gifted education? Kai Zhang, United Kingdom 3.2.9 Talent support networks ensuring capacities and a quality of talent development Stanislav Zelenda, Czech Republic Parallel Sessions 3.3.7 The state of gifted education in Australia: A SWOT analysis Jae Yup Jung, Australia 3.3.8 To “reach your potential” – should that really be the question? Re-thinking ideas around underachievement. Louise Tapper, New Zealand 3.3.9 Developing national programming for advancing the gifted and talented in Israel Eli Fried, Israel Parallel Sessions 3.4.7 Educational alchemy: How project-based learning and an ancient mystery transformed gifted children into a team Allyson O'Rourke-Barrett, United States; Jill Williford Wurman, United States 3.4.8 Using rich tasks as differentiation in the elementary mathematics classroom Gabrielle Oslington, Australia 3.4.9 How to teach physics and chemistry to gifted children? Martin Konecny, Czech Republic Parallel Sessions 3.5.7 A multi-modal approach in teaching chemical bonding using the Parallel Curriculum Model Li Kheang Koo, Singapore; Wei Quan Daniel Soh* 3.5.8 Differentiated curriculum using conceptual frameworks, inquiry-based learning and the Australian Curriculum Kath Morwitch, Australia; Alex Galland, Australia; Lisa Cockerill*, Australia 3.5.9 Leading differentiated learning for the gifted Manoj Chandra Handa, Australia Parallel Sessions 3.6.7 Public attitudes towards the gifted: Myth and reality Elizabeth Jones, United States; Dr. Shelagh Gallagher, United States 3.6.8 The state of gifted education in the U.S.: Patchwork, problematic...and promising Jenny Nance*, United States; Melissa Bilash, United States; Wendy Behrens 3.6.9 Pathways to professional proficiency in gifted education: A process and product Julia Watson, United States; Norma Hafenstein, United States Parallel Sessions 3.7.7 Difference in bullying and victimization between academically gifted and normal group: Multi-group analysis of cross-sectional latent means and longitudinal stability Byeong-Ho Choi, South Korea; Seon-Young Lee, South Korea 3.7.8 Bullying among gifted students Halil Aslan, Turkey; Ozgur Erdur-Baker*, Turkey 3.7.9 Socio-emotional issues among gifted and talented students: Implication to guidance and counselling services Rorlinda Yusof, Malaysia; Noriah Mohd Ishak*, Malaysia; Afifah Mohd Radzi* Symposium 3.8.7 Realising potential: Practical programming for the highly able in the 21st century Mark Smith, Australia; Hayley Lewkowicz Symposium 3.9.7 Making gifted education more inclusive Gilman W. Whiting, United States; Marcia Gentry, United States; Nielsen Pereira, United States; C. Matthew Fugate, United States; F. Richard Olenchak, United States Parallel Sessions 3.10.7 Undertaking pedagogical change in an academically selective high school: The beginning of a journey Mark Long, Australia; Bronwyn MacLeod, Australia; Ruth Phillips, Australia 3.10.8 Re-establishing Perth Modern School as Western Australia's only fully selective school for academically gifted students Lois Joll, Australia; Val Furphy, Australia 3.10.9 The trials and tribulations of establishing Australia’s first fulltime school for gifted children Lynda Simons, Australia; Christine Grzesik, Australia Parallel Sessions 3.11.7 Defensible identification: We can’t lead differentiation if we don’t know who we have! Karen Rogers, United States 3.11.8 Multiple Identification Model for the gifted children in India Anitha Kurup, India; Shalini Dixit*; Ajay Chandra* 3.11.9 Cancelled This session has been cancelled
3:45pm-4:00pm Afternoon Break (Mathews)
4:00pm-4:30pm Poster Presentations 14 A narrative journey of a profoundly gifted student in mainstream schooling Kylie Booker, Malaysia 15 A study on the use of formative feedback and growth portfolio to enhance self-regulatory capacity amongst high-ability learners. Rohaida Ismail, Singapore 16 Beyond imagining: A case study in building comprehensive gifted services that embrace diversity Dina Brulles, United States 17 Design-based research practices for the implementation of gifted education provisions in Australian schools Danielle Cioffi, Australia 18 Developing creative and critical problem solving skills in lower primary classrooms: a structured approach Nicola Desoe, Australia 19 Enabling cultures for acceleration: Gifted girls in single-sex secondary schools in New Zealand Margaret Crawford, New Zealand 20 Gifted education in Norway, from teachers' perspectives Astrid Lenvik, Norway; Lise Øen Jones*; Elisabeth Hesjedal* 21 How far can multiculturalism advance the learning of social studies for the gifted in Singapore? See Ping Loh, Singapore 22 Impactful service: Authentic professorship in the gifted education community Joyce MIller, United States 23 Improve students’ mathematics-learning ability Ying Huang, China 24 Investigating active learning in a Biology classroom through an inquiry approach for high ability learners Ai Khim Lim, Singapore; Tien Lee* 25 Multi-genre projects: Rigor and creativity in the classroom Susanna Hapgood, United States; Martha Champa, United States 26 The application of modeling in biology teaching Lirong Zhang, China 27 The effect of frustration caused by difficult tasks on gifted learners' achievements. Chelsea O'Brien, Netherlands
4:30pm-5:30pm 3.3 Keynote - Jane Piirto (Clancy) Organic Creativity in the Classroom: Teaching to Intuition in Academics and in the Arts
Dr. Jane Piirto
5:30pm-5:50pm 6:30pm-9:30pm
7:45am-1:00pm Registration (Back of Clancy) NSW Australian attendees will need to sign on each day to gain their full NESA accreditation.
8:00am-2:00pm 8:30am-9:30am 4.1 Keynote - Seon-Young Lee (Clancy) Talent Dissemination: A Path Leading into the Future GT Education
Dr. Seon-Young Lee
9:45am-11:00am School Alternatives Programming G&T Parenting Identification Social/Emotional Programming Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Parallel Sessions 4.1.1 Homeschooling your gifted child Noel Jett, United States; Nancy Shastid, United States 4.1.2 Educating gifted learners at home: Perspectives and lived experiences Charlton Wolfgang, United States 4.1.3 Feniks: a drop-out center for twice exceptional high school students Tijl Koenderink, Netherlands; Femke Hovinga, Netherlands Parallel Sessions 4.2.1 What role does reflective thinking play in assessing the understanding and growth about Differentiation? Christine Weber, United States; Wendy Behrens, United States 4.2.2 The Investigation of Metacognitive Levels of Elementary Teachers Çiğdem Nilüfer Umar, Turkey; Gülşah Batdal Karaduman* 4.2.3 Interactions between high school teachers and a gifted student in a mixed-ability classroom: Teachers’ response styles Naama Benny, Israel; Ron Blonder* Parallel Sessions 4.3.1 Embedding gifted education in regional pre-service teacher education Margaret Plunkett, Australia 4.3.2 Creativity as described by young, Ekphrastic Poetry Contest winners Martha Champa, United States 4.3.3 Can I handle this highly-intelligent but maladjusted gifted student? International comparison of gifted stereotyping Svenja Matheis, Germany; Franzis Preckel*; Leonie Kronborg, Australia Parallel Sessions 4.4.1 Creative Characteristics and Strategies for Developing Creative Potential in Teachers' Perception Jane Farias Chgaas Ferreira, Brazil 4.4.2 Counselling parents of gifted children: A Brazilian experience Denise Fleith, Brazil; Daniela Vilarinho-Rezende, Brazil 4.4.3 Enabling parents, enabling children Julia Bailey, Australia Parallel Sessions 4.5.1 Development and validation of Self-Directed Learning Ability Test Suyeon Kim, South Korea; Hyesung Park, South Korea; Kyunghwa Lee, South Korea 4.5.2 Identifying gifted students in multiple areas and targeting strategies to turn potential into performance Brooke Trenwith, New Zealand 4.5.3 Using the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) in identifying gifted students in Oman Mohamed Ahmed, Oman Parallel Sessions 4.6.1 Gender, levels of intelligence, academic performance, and perfectionism in Indonesian gifted and non-gifted students Fitriani Yustikasari Lubis, Indonesia; Lydia Freyani Hawadi*; Rose Mini Agoes Salim*; Urip Purwono* 4.6.2 Finding Control in Chaos: Understanding Perfectionism, Substance Abuse, and Self-Destructive Behaviour in Gifted Students Kate Burton, Australia 4.6.3 School library user stereotypes – the students speak out! A mixed method study exploring the role of secondary school libraries in the lives of gifted students Mariusz Sterna, Australia Parallel Sessions 4.7.1 Singular and plural: Balancing individually differentiated curriculum with cohort and group learning in gifted education Jill Williford Wurman, United States; Melissa Bilash, United States 4.7.2 Cluster grouping at OLGC: Meeting the needs of gifted learners in a mainstream setting Janet Agostino, Australia 4.7.3 Making it work: Supporting and measuring growth in a gifted cluster grouping model Dina Brulles, United States Symposium 4.8.1 But I'm a second-grader! Benefits and challenges of gifted acceleration Marshall Haning, United States; Rachael Haning, United States; Emily Edwards, Australia Symposium Symposium 4.10.1 Insights into practice and research of William-Stern-Association for gifted research and gifted education Nina Krüger, Germany; Sören Fiedler, Germany; Mara Suhren-Geipel, Germany; Mieke Johannsen, Germany; Marguerite Peritz, Germany; Mara Ohligschläger, Germany
11:00am-11:30am Morning Tea (Mathews Pavilion)
11:30am-12:45pm Creativity Parenting Social/Emotional Parenting Guidance G&T Acceleration 2e Mathews 101 Mathews 102 Mathews 103 Mathews 104 Mathews 230 Mathews 231 Mathews 232 Mathews A Mathews B Mathews C Parallel Sessions 4.1.4 The development and effects of a parent education program for creativity improvement using art activities and thinking tools Sun-Hee An*, South Korea; EunHyun Sung, South Korea 4.1.5 Out on a limb! Susan Nikakis; Geraldine Nicholas 4.1.6 Cultivating imagination with Elegant Problems Sandra I Kay, United States Parallel Sessions 4.2.4 The making of a modern day renaissance man (The unique case of Jozef Erece) Maynard Erece, Australia 4.2.5 Is it a problem if Australian schools don’t foster mathematical promise? Parent perspectives and implications Simone Zmood, Australia 4.2.6 Cancelled This Session Has Been Cancelled Parallel Sessions 4.3.4 Belonging: Young gifted children starting school Anne Grant, Australia 4.3.5 Meeting young children’s emotional needs through transitions Jo Dean, New Zealand 4.3.6 Global perspectives on the Tall Poppy Syndrome Connie Phelps, United States; Bailey Carter, United States; Abby Phelps*, United States Parallel Sessions 4.4.4 Parenting gifted children 101: An introduction to gifted kids and their needs Tracy Inman, United States 4.4.5 A process oriented talent development model for guiding gifted children Desirée Houkema, Netherlands; Nora Steenbergen-Penterman; Yvonne Janssen 4.4.6 Early childhood inclusion in care giving: Exploration into policy and practice for gifted children Mahal Hosne Tilat*; Zahirul Islam, Bangladesh; Hossain Md. Monir* Parallel Sessions 4.5.4 Bright to brilliant: Coaching for high ability children and their families Alan D. Thompson, Australia 4.5.5 Predictors of STEM career intentions for gifted international exchange students with Australian educational experiences Peta K. Hay, Australia; Jae Yup Jung, Australia; Tay T.R. Koo* 4.5.6 Reading fiction as existential inspiration for the gifted Paula Christensen, United States Parallel Sessions 4.6.4 Developing the Talent of Students Srinivasan Muthusamy, India 4.6.5 Performance in working memory and attentional networks in gifted children Alexandre Aubry, France; Béatrice Bourdin* 4.6.6 Building a new gifted and talented program in Saudi Arabia Robyn Collins, Saudi Arabia Parallel Sessions 4.7.4 Long-term effects of grade skipping – spanning 70 years Annette Heinbokel, Germany 4.7.5 To accelerate or not: Negotiating the secondary mathematics curriculum with mathematically able adolescent females Julie Bartley - Buntz, Australia; Leonie Kronborg, Australia 4.7.6 Acceleration: A prominent curriculum option for gifted students Gail Young, Australia; Kathlyn Dyer*; Neil Adams, Australia Symposium 4.8.4 Cross cultural instrumentation for gifted education research and programming: Purdue’s repository Marcia Gentry, United States; Nielsen Pereira, United States; Rachael Kenney, United States; C. Matthew Fugate, United States; Yukiko Maeda, United States Symposium 4.9.4 The creative spirit: Actually, not figuratively C. June Maker, United States; Dorothy Sisk, United States; Manoj Chandra Handa, Australia Parallel Sessions 4.10.4 When the world is just too rough: Twice exceptional gifted children with sensory processing disorder Yee Han Chu, United States; Bradley Myers, United States 4.10.5 ADHD and the gifted child: Dual exceptionality or paradox? Melinda Gindy, Australia 4.10.6 Which gifted students are more likely to become disengaged from regular secondary education? An analysis of learning profiles John Munro, Australia
12:45pm-1:45pm 1:45pm-2:45pm 4.2 Keynote - Karen Rogers (Clancy) Worth the Effort: Finding and Supporting Twice Exceptional Learners in Schools
Professor Karen Rogers
2:45pm-4:00pm Closing Ceremony (Clancy)