8:00am-1:30pm
8:00am-9:00am
9:00am-12:00pm
12:00pm-12:45pm
12:45pm-3:45pm
1:00pm-4:00pm
2:30pm-4:00pm
4:00pm-4:45pm
4:45pm-5:45pm 1.1 Keynote - Lannie Kanevsky (SLC Commodore Ballroom) Download Slides
Personalizing Learning: Power, Preparation, & Possibilities
Teachers hold the majority of the power in classrooms; they control what and how students learn. The transfer of control from teacher to student distinguishes personalized learning from differentiated or individualized learning experiences. Years of research on motivation have reported the academic and emotional benefits of sharing control with students by creating opportunities for them to have a voice in the design and assessment of their learning. In the process, they develop their strengths, struggle to overcome obstacles, and become increasingly accountable for their growth from mistakes and accomplishments. Personalizing learning not only enhances engagement and development, it prepares learners to learn with greater passion and efficiency beyond school. These experiences are particularly empowering for individuals with the greatest potential to learn; however, even the most capable learners vary in their readiness to take responsibility for their learning. As well as relinquishing control, educators need to be prepared to support the development of their increasing autonomy. In British Columbia (Canada), our public schools are in the midst of this transition for all learners. It’s an exciting time to share the foundations, practices, and lessons learned. British Columbia’s high ability learners will speak for themselves, bringing life to the process with stories of personalizing their learning.
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6:00pm-8:00pm
7:00am-12:00pm
7:45am-8:00am
8:00am-4:00pm
8:00am-9:00am 2.1 Keynote - Sheyla Blumen (SLC Commodore Ballroom) Session Chair: Denise Fleith, University of Brasilia Culture and High Performance: Inclusive or Exclusive Practices?
Intervention strategies for high performers belonging to culturally diverse populations pose several challenges for professionals in schools and public policies as well as in the wider community. The major purposes of this keynote are to: (a) describe teachers’ perceptions about programs for high performing students following the cultural context; (b) analyze inclusive and exclusive provisions for high performers in Peru, underlining the cultural effect of social support; (c) discuss culturally sensitive intervention programs for young scholars in the Andean countries; and (d) present the challenges for future high performers belonging to the Latin American collectivistic context.
The first study explores the variables associated with teachers’ perceptions about intervention programs for high performing students in different cultural contexts of Latin America. Results reveal that the perception of “exclusive practices” might prevent certain intervention strategies (e.g., acceleration) from being applied in collectivistic groups, while “inclusive practices” are included in public policies. The second study explores the relationship between Academic Resilience, Achievement Goals and Implicit Theories of Intelligence in a senior class of the Peruvian Academy of High Achievers. Results revealed that the Mastery-Approach Goal became a mediating variable between the Incremental Theory of Intelligence and Academic Resilience, among other results. Study 3 follows a comparative study on creative performance and the classroom climate for creativity in high school students of Amazon rural and urban state-funded schools in Peru. Results will be discussed in relation to the challenges for high performers in collectivistic contexts for the future.
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9:15am-10:30am STEAM Programming Misc Social/Emotional Advocacy Creativity Identification G&T 2e Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Linda Sheffield, Northern Kentucky University 2.1.1 Project Period Table: A Creative, Successful Use of Type III Enrichment For The Gifted Delanie Almazan Anaya, United States; Tufic Habib Libien, Mexico; Erick Reyes Labastida, Mexico; Eryx Elizarraras, Mexico; Octavio Lopez, Mexico; Ian Toto, Mexico; Ricardo Valdez, Mexico 2.1.2 Does The Lebanese Education System Hinder The Performance of The Highly Able Learners? Maya Antoun, Lebanon; Rayya Younes, Lebanon; Sara Salloum, Lebanon 2.1.3 Shape Up: Developing Spatial Abilities For Steam Expertise and Innovation Linda Sheffield, United States
Parallel Sessions Session Chair: Shirley Farrell, Troy University 2.2.1 Practical Ideas For Improving Critical Thinking and Writing Nathan Levy, United States 2.2.2 Integrating Scientific Enrichment With Science Communication Skills To Promote Self-Efficacy and Scientific Knowledge of Gifted Students Orni Meerbaum-Salant, Israel; Bruria Haberman, Israel; Sarah Pollack, Israel 2.2.3 Using Infographics To Develop Visual Literacy Shirley Farrell, United States
Parallel Sessions Session Chair: Kimberly Clayton-Code, Northern Kentucky University 2.3.1 Polyhedron Model of Wisdom Sareh Karami, United States; Mehdi Ghahremani, United States; Marcia Gentry, United States 2.3.2 Camp Give: Possibilities Through Philanthropy Kimberly Clayton-Code, United States 2.3.3 The Fun Toy of Education: A Model For Every Teacher Everywhere Mohammad Rawas*, Saudi Arabia
Parallel Sessions Session Chair: Connie Phelps, Emporia State University 2.4.1 No Children’s Play: Early Childhood Sexual Harassment — Understanding, Coping, and Prevention In The Educational System and Community Ayelet Giladi, Israel 2.4.2 Covert Aggression and Minority Gifted Children Louise Reid, United States; Connie Phelps, United States 2.4.3 Social-Emotional Issues of Gifted Students and Bullying Prevention Raquel Lutterbach Giannini, Brazil; Cristina Maria Delou*, Brazil
Parallel Sessions Session Chair: Melinda Gindy, Australian Association for the Education of the Gifted and Talented 2.5.1 Supporting A Gifted Global Society: Advocating Through Exponential Influences, Fostering Partnerships, and Telling Your Story Ciminy St. Clair, United States; Kali Fedor, United States 2.5.2 Establishing and Facilitating A National Gifted Awareness Week Melinda Gindy, Australia; Deb Walker, New Zealand 2.5.3 Tips For Advocating For Gifted Education: Strategy Suggestions From One State Nonprofit Organization Catherine Blando, United States; Maureen Marron, United States; Brett Monnard, United States
Symposium Session Chair: Sarah Shuster-Tucker, RGI Creative S2.6.1 Learning For A New World: Innovative Design-Build Enrichment For Creatively Gifted and All Learners Sarah Shuster-Tucker, United States; Sylvia Rimm, United States; Ryan Gerber, United States; John Stipek, United States; Maureen Goodwin, United States
Parallel Sessions Session Chair: Poul Nissen, Aarhus University 2.7.1 Detection Talent From The Perspectives of Students, Parents, and Teachers Poul Nissen, Denmark 2.7.2 Identifying Talent Across Contexts Using The Tabs (traits, Aptitudes and Behaviors) Meg Hines, United States; Sarah Sumners, United States 2.7.3 Cancelled This Session Has Been Cancelled, Australia
Symposium Session Chair: C. June Maker, University of Arizona S2.8.1 Criteria and Procedures For Accreditation of Assessments of Giftedness and Talent C. June Maker, United States; Ketty Sarouphim-McGill, Lebanon; Julia Link Roberts, United States
Symposium Session Chair: Jilliane McCardle, Model Laboratory School - Eastern Kentucky University S2.9.1 Empowering 2e Learners Through The Visual and Performing Arts Jilliane McCardle, United States; Mary Elizabeth Henton, United States; Karen Edwards, United States; Jana Mayer, United States; Christi Sexton, United States
10:30am-11:00am
11:00am-11:25am Social/Emotional Guidance G&T STEAM G&T G&T Social/Emotional G&T G&T Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Frank Worrell, University of California - Berkeley 2.1.4 Time Attitude Profile Differences In Personality, Perfectionism, Coping, and Environmental Concerns Among Gifted Slovenian Adolescents Frank Worrell, United States; James Andretta, United States; Mojca Juriševič, Slovenia
Parallel Sessions Session Chair: Fiona Smith, Gifted Minds, Pty., Ltd. 2.2.4 Introducing Swift: The Smith/westbrook Intellectual Frustration Therapy, Designed Specifically For Gifted Individuals Fiona Smith, Australia; Dominic Westbrook, Australia
Parallel Sessions Session Chair: Shengpeng Huang, University of Science and Technology of China 2.3.4 Public Images of Gifted Programs In China: Analysis of Chinese News Reports On Gifted Education Shengpeng Huang, China; Yan Kong*, China
Parallel Sessions Session Chair: Dieter Hausamann, DLR - German Aerospace Center 2.4.4 Stem Talent Support: How To Create Innovative Young Researchers Dieter Hausamann, Ghana; Tobias Schüttler, Germany
Parallel Sessions Session Chair: Carolyn Prince, Education Queensland 2.5.4 Uncovering Gifted: A Profile of An Underperformer Carolyn Prince, Australia
Parallel Sessions Session Chair: Andrew Almazan Anaya, CEDAT Talent Attention Center 2.6.4 Mental Speed Changes As A Consequence of Gifted Education: A 12-Month-Long Comparative Study Andrew Almazan Anaya, Mexico
Parallel Sessions Session Chair: Kimberley Perry, Emmanuel Catholic College 2.7.4 Am I Different? Exploring Gifted Identity Formation Through A Lens of Difference Kimberley Perry, Australia
Parallel Sessions Session Chair: Vicki Phelps, Sumner County Schools 2.8.4 An Exploration of Gifted Adolescent Motivation In Academic Learning Experiences Vicki Phelps, United States
Parallel Sessions Session Chair: Hyeseong Lee, Purdue University 2.9.4 The Major Characteristics and Trends In Doctoral Dissertation Research In Gifted Education (2006-2016) Hyeseong Lee, United States; Marcia Gentry, United States
11:30am-1:00pm Lunch (Rand Dining Center) Group A go to lunch at 11:30 AM
Group B go to lunch at 11:50 AM
Group C go to lunch at 12:10 PM
Your nametag will include your lunch group.
11:30am-11:50am
1:00pm-2:40pm Educator Beliefs Teacher Preparation Educator Beliefs Leadership Identification Misc Diversity Diversity Creativity Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Mike Mhlolo, CUT 2.1.5 Using Measures of Implicit Conceptions In Gifted Education Research Erin Miller, United States 2.1.6 Teachers' Perspectives In North Italy and In The Netherlands: How Teachers Approach Gifted Students Martina Brazzolotto, Italy; Lianne Hoogeven, Netherlands 2.1.7 Mathematics Teachers’ Knowledge On Grouping Strategies In Teaching Mathematically Gifted Learners Lukanda Kalobo, South Africa; Michael Mhlolo, South Africa 2.1.8 Teachers' Personality Factors As Correlates of Academic Achievement of High Ability Students In Nigeria Olufemi Aremu Fakolade , Nigeria
Parallel Sessions Session Chair: Leann Pickerill, Paris Indpendent Schools 2.2.5 Current Practice and Future Perspective of Gifted Education In Slovenia Polonca Pangrčič, Slovenia; Mojca Kukanja Gabrijelčič*, Slovenia 2.2.6 Training Process of Gifted Teachers Andrew Almazan Anaya, Mexico; Dafne Almazan Anaya, Mexico 2.2.7 Building Confidence In Regional Pre-Service Teachers For Teaching Gifted Students Margaret Plunkett, Australia; Wendy Holcombe*, Australia 2.2.8 Reimagination of Gifted and Talented Services and Identification (paris Independent Schools) Leann Pickerill, United States
Parallel Sessions Session Chair: Deb Walker, New Zealand Centre for Gifted Education 2.3.5 Infusing Gifted Education Into Undergraduate Courses In Educator Preparation Programs Debra Troxclair, United States; Margaret Swope, United States 2.3.6 What do Teachers In Denominational Schools Want To Know About Gifted Students and Gifted Education? Ann Robinson, United States; Amy Sedivy-Benton*, United States; Keila Moreno, United States; Christine Deitz, United States 2.3.7 Eliciting Creative Thinking Across The Curriculum: Teacher Perception and Practice Taylor Thompson, United States 2.3.8 Teachers Matter Deb Walker, New Zealand
Parallel Sessions Session Chair: Kimberly Clayton-Code, Northern Kentucky University 2.4.5 Principles of Fearless Leadership Joseph Gulino, United States 2.4.6 Empowering Girls To Empower Other Girls: Sharing Outcomes of The Young Women Lead Conference Initiative Kimberly Clayton-Code, United States 2.4.7 Developing 21st Century Competencies To Enhance Leadership Among Gifted Students Rachel Zorman, Israel 2.4.8 Gifted Leadership In A "Leader In Me" World Lisa Murley, United States; Pamela Jukes, United States
Parallel Sessions Session Chair: Karen Cahill, Sydney Catholic Schools Australia 2.5.5 Acknowledging, Nurturing, and Celebrating Giftedness For Heightened Engagement, Achievement, and Self-Aawareness In Gifted Students John Charadia, Australia 2.5.6 Benefits of Holistic Assessment From A German Perspective Madeleine Majunke, Germany 2.5.7 An Archdiocesan Approach To The Identification and Selection of Gifted Learners Penina Barry, Australia 2.5.8 How An Australian Archdiocese Embedded Gifted Pedagogy Within A System of Schools Karen Cahill, Australia
Parallel Session/Symposium Session Chair: Michele Kane, Northeastern University 2.6.5 Teaching For Talent Development: How To Motivate, Engage, and Educate Innovators Jeanne Paynter, United States S2.6.6 Asynchrony Revealed: The Columbus Group Story Michele Kane, United States; Barbara Mitchell Hutton, United States; Ellen D. Fiedler, United States; Linda Kreger Silverman, United States; Shelagh A. Gallagher, United States
Parallel Sessions Session Chair: Michelle Lynch 2.7.5 Educator Perceptions of Gifted and Talented English Language Learners Michelle Lynch, United States 2.7.6 Developing Equity and Access For American Indian/alaska Native Youth With Gifts and Talents Anne Gray, United States; Marcia Gentry, United States 2.7.7 Culture In Gifted Programming: A Native American Case Study At Standing Rock Community Schools Edwin Edpalina, United States; Yee Han Chu, United States 2.7.8 Adolescent Latina Identity In Dual Language Gifted and Talented Classrooms Jenna Nelson, United States
Parallel Session/Symposium Session Chair: Wendy Behrens, Minnesota Department of Education 2.8.5 Recognizing and Serving Diversity In Rural Gifted Populations Norma Hafenstein, United States; Kristina Hesbol, United States S2.8.6 Panel Discussion: Policies and Practices That Promote Equity In Gifted Education Soha Elzalabany, Egypt; Wendy A. Behrens, United States; Julia Roberts, United States; Leonie Kronborg, Australia; Jonathan Plucker, United States
Parallel Session/Symposium Session Chair: April Dennis, Future Problem Solving Program International 2.9.5 Seeing The World of Possibilities: Creative Problem Solving Laurie Croft, United States S2.9.6 Creative Problem Solvers Today – Innovative Leaders Tomorrow! Marcia Delcourt, United States; April Dennis, United States; Sandy Horton, United States
2:40pm-3:15pm
3:15pm-3:40pm School Alternatives Guidance G&T STEAM Programming Programming Diversity Diversity Advocacy Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Ahmed Mohamed, United Arab Emirates University 2.1.9 Effect of Using A Science Enrichment Program On High-Achieving Students' Science Achievement Ahmed Mohamed, United Arab Emirates
Parallel Sessions Session Chair: Renata Muniz Prado, University Mauricio de Nassau 2.2.9 Female Talent Development In The 21st Century: A Brazilian Online Counseling Program For Graduate Students Renata Muniz Prado, Brazil; Denise Fleith, Brazil
Parallel Sessions Session Chair: Shoshana Rosemarin, Ariel University - Ameritus 2.3.9 Was Korczak Really Ahead of His Time? Shoshana Rosemarin, Israel
Parallel Sessions Session Chair: Denise Zigler, JPL-NASA 2.4.9 Reach For The Stars Denise Zigler, United States
Parallel Sessions Session Chair: Carolyn Prince, Education Queensland 2.5.9 Advocating For Gifted Programming In A Low Socio-Economic School: Can One Person Make Change? Carolyn Prince, Australia
Parallel Sessions Session Chair: Mira Alameddine, LWIS-City International School 2.6.9 Catering For Gifted Learners In Lebanon: The Case of Lwis-City International School Mira Alameddine, Lebanon; Nather Simhari, Lebanon
Parallel Sessions Session Chair: Jo Tuite, Ball State University 2.7.9 Best Practices To Facilitate High Ability Lgbtq+ Student Success Jo Tuite, United States
Parallel Sessions Session Chair: Claire Hughes, College of Coastal Georgia 2.8.9 2e Literature: An International Content Analysis Claire Hughes, United States; Debra Troxclair, United States
Parallel Sessions Session Chair: María Leonor Conejeros-Solar, Pontificia Universidad Católica de Valparaíso 2.9.9 Why do We Not Have Gifted Education In Schools? Facilitators and Barriers For Implementation In Chile María Leonor Conejeros-Solar, Chile; Katia Sandoval-Rodríguez*, Chile; María Paz Gómez-Arizaga, Chile; Sandra Catalán Henríquez*, Chile; Claudia Nuñez Chaufleur*, Chile
3:40pm-4:10pm Poster Presentations (SLC Commodore Ballroom) 1 Overcoming Gender Bias In Stem: The Effect of Adding The Arts (steam) Pessy Sloan, United States 3 Increasing Women’s Pursuit of Stem Degrees: Selective High Schools and A Challenging Curriculum May Help Pessy Sloan, United States 7 Teacher Perceptions of Gate Certification Practices In A Southern Californian District: A Replication Study Jessica Cannaday, United States; Jennifer Courduff, United States 9 Connecting Students To A World of Possibilities In Authentic Science Research Shirley Farrell, United States 11 Developing Gifted Social/emotional and Academic Skills In A K-Fifth Gifted Community Linda Kirby, United States 13 One School'S Journey To Implementing Identity Workspaces and Culturally Responsive Education Tiffany Blassingame, United States 15 Self-Regulated Learning: What It Can Look Like Chiou Yen Chang, Singapore; King Koon Koh, Singapore 17 Deepening Knowledge Through Visual Arts and Technology Alicia Weyeneth, United States 19 Professional Development of Teachers To Improve The Education of Gifted and Talented Scholars Shelbie Dixon-Brown, United States 21 A World of Possibilities: Gifted Hispanic Students Overcoming Barriers To Advanced Placement Amy Graefe, United States 23 A Possible School: The Educational Center For High Capacities Julián Betancourt Morejón, Mexico; María de Los Dolores Valadez Sierra, Mexico 27 The Influence of Creative Classroom Environments On The Creativity of Children Aged 10-14 Years Xiaochen Ma, China; Li Cheng, China; Yan Wang , China; Zhiyu Xu, China
4:10pm-5:30pm 2.2 Keynote - Paula Olszewski-Kubilius, Rena Subotnik, and Frank Worrell (SLC Commodore Ballroom) Session Chair: Margaret Sutherland, University of Glasgow The Psychology of High Performance
Psychologists and educators, fascinated with the beauty, grace, and sheer brilliance of extraordinary performers, share many words to describe their interest in outstanding production and performance. Texts on giftedness and talent tend to address what is known about identification, counseling, parenting, curriculum, or teacher preparation in a generic form – less on talent that is manifested developmentally in high performance within domains . Certainly, focusing on advanced and brilliant young people with high grade point averages or IQs, and what can be done to support their continued growth is important. Eventually, however, as individuals move into adolescence and adulthood, the label of gifted is less meaningful unless applied to advanced achievement and creativity in domains, fields, or professions. Our work and that of collaborating scholars builds on studies developed and led by Benjamin Bloom and his colleagues (1985, Developing Talent in Young People ), which explored similarities and differences in development between and among the domains of sport (tennis and swimming), arts (sculpture and piano performance), and academics (mathematics and neurology). Bloom’s book continues to be cited frequently in academic and educational circles. However, there has not been an update in over 30 years.
This session explores what is involved in the manifestation of high performance, including the major role of psychosocial skills in varied domains. Much can be learned from domains where psychological science and practice are deeply embedded, such as in sport or business, and applied to less developed fields. The session will end with a synthesis of important themes, highlighting similarities and differences across domains and gaps in the knowledge base, and providing some suggestions for future research on the psychology of high performance.
Sponsored by:
7:30am-12:00pm
8:00am-4:00pm
8:00am-9:40am Diversity Programming Acceleration Social/Emotional Advocacy Social/Emotional Creativity G&T Identification Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Rand 308 Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 Sarratt 363 Parallel Sessions Session Chair: Angela Novak, East Carolina University 3.1.1 "We Can do It, Too!" Blended Learning Strategies For 2e and Gifted English Language Learners Javetta Jones Roberson, United States 3.1.2 Belonging While Brown: Navigating The World As A Gifted Student of Color Ashley Scott, United States; Tiffany Blassingame, United States 3.1.3 General Education Teachers' Understanding of High Potential In Typically Underserved Students Pam Peters, United States; Kelly Kearney, United States; Rebecca O'Brien, United States; Catherine Little*, United States 3.1.4 Guiding The Gatekeepers: Using Professional Learning To Promote Equity and Access In K-12 Gifted Education Angela Novak, United States; Katie Lewis, United States
Parallel Sessions Session Chair: Debbie Troxclair, Lamar University 3.2.1 An International Cooperative Problem Solving Based Program For Nurturing Future Scientists Ching-Chih Kuo, Taiwan; Chia Chao Li, Taiwan 3.2.2 Effects of Pbl On Gifted Education and Best Practices Mucahit Karakas, United States 3.2.3 Transdisciplinary Made Possible: When Gifted Education Meets Culturally Responsive Steam Education Debbie Troxclair, United States; Chin-Wen Lee*, United States; Sheron Mark*, United States 3.2.4 Project Textures: The Power of Team Teaching and Multiple Genres Tommie Chen, Singapore; Pei Li Liew*, Singapore
Parallel Sessions Session Chair: Annette Heinbokel, Institut fuer Enrichment und Akzeleration 3.3.1 A Review of Educational Interventions For Gifted Students - Methodological Shortcomings and Implications For Research Caroline Sims, Sweden 3.3.2 Teachers' Views On Acceleration Esra Kanli, Turkey 3.3.3 Supporting The Needs of All Students: Curriculum Compacting Kelly Miller, United States; Stacy Hayden, United States 3.3.4 Long-Term Effts of Grade Skipping: Spanning 70 Years Annette Heinbokel, Germany
Parallel Sessions Session Chair: Jill Wurman, The Grayson School 3.4.1 Empathy In Action: A Toolkit For The Gifted Classroom Beth Hahn, United States; Diane Witt, United States 3.4.2 Gifted Students and The Exploration of Affects Through The Arts Jennifer Bartee, United States 3.4.3 Scaffolding The Social Emotional Learning of Intellectually Gifted Children: The Casel Approach Susen Smith, Australia 3.4.4 They’re Gifted All The Time: Teaching Non-Academic Subjects To Gifted Children Jill Wurman, United States; Jessica Curtiss, United States; Alexa Fusselbaugh, United States; Stacey Angelillo, United States; Jared Scheetz, United States
Parallel Sessions Session Chair: Chad Phillips, Henderson Community College 3.5.1 Social Construction of Gifted Students In Federal Policies Chad Phillips, United States 3.5.2 Bibliotherapy In The Classroom: Using Picture Books To Support Effective Decision-Making For Secondary Students Elizabeth Ebers-Truesdale, United States; Breanna Prochnow, United States; Joan Jacobs, United States 3.5.3 What Can South Africa Learn From The Red Dot On The Map? A Comparative Study Annari Milne, South Africa; Mike Mhlolo, South Africa 3.5.4 Pisa Gold – A Wealth of Potential Evidence Advocating Policy For Gifted and Talented Education Kathleen Stone, United States
Parallel Sessions Session Chair: Lynette Breedlove, The Gatton Academy of Mathematics and Science 3.6.1 Bibliotherapy By The Campfire: Building Social & Emotional Skills Through Picture Books Tracy Alley, United States 3.6.3 Great Books For Gifted Students Lynette Breedlove, United States 3.6.2 Diverse Social and Emotional Learning Booklist From Around The World For Gifted Students Rhoda Myra Garces-Bacsal, Singapore
Parallel Session/Symposium Session Chair: Rena Subotnik, American Psychological Association 3.7.1 You Don'T Sound Like Sheldon: A College Course In Gifted Popular Culture Richard Mehrenberg, United States; Charlton Wolfgang, United States S3.7.2 Achieving Eminence: What’s Known? What Needs To Be Known? Does It Matter For Our Field? Rena Subotnik, United States; Susan Paik, United States; Renata Muniz Prado, Brazil; Leonie Kronborg, Australia; Frank Worrell, United States; Paula Olszewski-Kubilius , United States
Parallel Session/Symposium Session Chair: Ahmed Mohamed, United Arab Emirates University 3.8.1 On Identifying As A Gifted Adult: An International Focus Group Study Maggie Brown, New Zealand S3.8.2 Adapting Tests For Different Cultures Ahmed Mohamed, United Arab Emirates; C. June Maker, United States; Hala Elhoweris, United Arab Emirates
Parallel Sessions Session Chair: Nina Krüger, University of Hamburg 3.9.1 A Thirty-Year Study On Identification Procedures and Program Options For Nebraska Gifted Middle School Students Patricia Hoehner, United States; Scott Fredrickson, United States; Dick Meyer, United States; Jude Matyo-Cepero, United States 3.9.2 Science Olympiads: Talents Search and Nurturance Amaal Alhazzaa, Saudi Arabia 3.9.3 Validation of Scat From Cty In Catalan and Spanish Language From Primary To High Schoolers Carla Duran Garcia, Spain; Xavier Berché Cruz, Spain 3.9.4 How Is Need For Cognition Related To School Achievement In Particularly Talented Young People? Nina Krüger, Germany; Sören Fiedler*, Germany; Mieke Johannsen, Germany
9:40am-10:10am
10:10am-11:25am Programming Guidance Social/Emotional School Alternatives Creativity Educator Beliefs Social/Emotional 2e Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Rand 308 Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 Parallel Sessions Session Chair: Joyce Miller, Texas A&M University Commerce 3.1.5 Imaginarium: A Holistic Approach Toward Nurturing and Growing Gifted Girls So They Can Flourish Bek Duyckers, Australia 3.1.6 Ideas Matter! Fostering Social Entrepreneurship & Philanthropy In Gifted Learners Barbara Swicord, United States 3.1.7 Computational Thinking: Gt Applications Beyond The Math Classroom and Across The Curriculum Joyce Miller, United States; Isaac Gang, United States
Parallel Sessions Session Chair: Renata Muniz Prado, University Mauricio de Nassau 3.2.5 Too Many Possibilities: Multipotentiality As A Challenge For Career Decisions Tillmann Grüneberg, Germany 3.2.6 School Counselors’ Self-Efficacy Regarding Gifted Students: The Role of School Counselors' Self-Competence and Perception Halil Aslan, Turkey 3.2.7 Training Psychologists On Giftedness: A Brazilian Experience Renata Muniz Prado, Brazil; Daniela Vilarinho-Rezende, Brazil
Parallel Sessions Session Chair: Tina Harlow, Guiding Bright 3.3.5 Openness To Experience and Overexcitability: Same, Similar, Or Different? Shelagh Gallagher, United States 3.3.6 Examining The Relationship Between Overexcitabilities and Protective Factors of High-Achieving Adolescents Ahmed Mohamed, United Arab Emirates 3.3.7 Gifted Women'S Qualitative Perspectives of Everyday Creativity, Self-Awareness, and The Education-of-Oneself From A Dabrowskian Perspective Tina Harlow, United States; Elizabeth Ringlee, United States; Susan Daniels*, United States
Parallel Sessions Session Chair: Molly Isaacs-McLeod, Gifted Unlimited, LLC 3.4.5 From Invisible To Protagonist: Positive Initiatives That Impact The Lives of Gifted Kids In Brazil Mariana Monteiro, Brazil 3.4.6 Where No One Waits To Learn: The Intersection of Professional Learning, Leadership, and Classroom Experience Ande Noktes, United States 3.4.7 Radical Acceleration: College For Content Versus Sleepaway College Molly Isaacs-McLeod, United States; Norma Hafenstein, United States
Parallel Sessions Session Chair: Ingeborg Veldman- de Jonge, Conexus 3.5.5 Adaptation and Application of Thinking Creatively In Action and Movement In Hong Kong and Macao Tin Wai Chiang, Hong Kong 3.5.6 Handwriting and Spelling: do We Need To Teach The Foundations of Writing In Gifted Education? Miriam Ramzy, Canada 3.5.7 The Power of Parents In Entering Primary School Levels: A Good Practice Ingeborg Veldman- de Jonge, Netherlands
Parallel Sessions Session Chair: Leonie Kronborg, Monash University 3.6.5 In Search of An Inspirational School Principal: A Dabrowskian Perspective Joe Frank, Canada; Janneke Frank, Canada; Peter Khu, Canada; David Holland, Canada; Audrey Smith, Canada 3.6.6 Gifted and Regular Pupils’ Views of Characteristics of Good Primary School Teachers Anouke Bakx, Netherlands; Ton van Houtert, Netherlands; Maartje van den Brand, Netherlands; Lisette Hornstra, Netherlands 3.6.7 Preparing Teachers To Respond Effectively To Gifted Students In Classrooms: Longitudinal Case Study Results Leonie Kronborg, Australia; Margaret Plunkett, Australia
Symposium Session Chair: Richard Courtright, Duke University Talent Identification Program (Duke TIP) S3.7.5 Socratic Inquiry: A Pedagogy To Address The Social-Emotional Needs of The Gifted In The Classroom Richard Courtright, United States; Crissy Brown, United States; Laura Courtright, United States
Parallel Sessions Session Chair: Patti Wood, Samford University 3.8.5 Self-Regulated Learning Strategies For Twice Exceptional Learners Christian Fischer, Germany; Christiane Fischer-Ontrup, Germany 3.8.6 Udl For Gifted and 2e Learners: Integrating Special Education and Gifted Education Strategies Claire Hughes, United States 3.8.7 Bibliotherapy With Twice-Exceptional Learners: Using Picture Books To Address Affective Issues Patti Wood, United States
11:30am-1:00pm Lunch (Rand Dining Center) Group A go to lunch at 11:30 AM
Group B go to lunch at 11:50 AM
Group C go to lunch at 12:10 PM
Your nametag will include your lunch group.
11:50am-12:10pm
1:00pm-2:40pm 2e Diversity Social/Emotional Creativity Educator Beliefs Guidance Social/Emotional Programming Programming Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Rand 308 Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 Sarratt 363 Parallel Sessions Session Chair: Anies Al-Hroub, American University of Beirut/University of Connecticut 3.1.8 Supportive Strategies For Guiding Twice/multi-Exceptional Learners, Their Parents, and Teachers In Diverse Schooling Situations Raquel Bronsoler, Mexico 3.1.9 The Assessment of Teachers’ Attitudes Toward Twice-Exceptionality: Development and Validation Pam Peters, United States; D. Betsy McCoach , United States 3.1.10 Teaching Executive Function Skills: Bridging The Gap Between Theory and Implementation With 2e Learners Ley-Anne Folks, Canada; Heather Lai, Canada 3.1.11 Examining Overexcitabilities and Adhd In Gifted Students In Jordan Anies Al-Hroub, United States; Malak Krayem, Lebanon
Parallel Sessions Session Chair: Angela Novak, East Carolina University 3.2.8 Productive Giftedness of Eminent African American Writers: Maya Angelou and Langston Hughes Kenya Marshall-Harper, United States; Susan Paik, United States 3.2.9 Reading Rainbow Remix: Fostering Cultural Competence of Gifted Teachers Through Literature In Professional Learning Settings Katie Lewis, United States; Angela Novak, United States 3.2.10 Art Education: A Tool For Talent Development For Underrepresented Gifted and Talented Students Maria Katsaros-Molzahn, United States 3.2.11 How do You Prepare Gifted and Talented Teachers For Student Diversity? Karen Blake Qualls, United States; Beth Hahn, United States; Tracy Alley, United States; Aimee Fletcher, United States; Kimberly Gordon, United States
Parallel Sessions Session Chair: Lisa van Gemert, Lisa Van Gemert, LLC 3.3.8 Survival Mode: Trauma-Informed Practices For Gifted Students Emily Kircher-Morris, United States 3.3.9 Giftedness and Trauma Adam Laningham, United States 3.3.10 Assessment of The Gifted Adolescents' Functional State of The Organism Under The Psychological Stress Madlena Arakelyan, Armenia 3.3.11 Addressing Suicide In Gifted Youth: Educator Response To Existential Crisis Lisa van Gemert, United States
Parallel Sessions Session Chair: Daniela Vilarinho-Rezende, UniAnchieta 3.4.8 Ways To Enhance Creative Behavior Using Torrance’s Indicators Barbara Swicord, United States 3.4.9 Examples of Best Practice Around The World As A Model For Change In Gifted Education Eva Vondrakova, Czech Republic 3.4.10 Shining A Spotlight of Possibilities On Technology For Gifted Learners Shirley Farrell, United States 3.4.11 Professors’ and Students’ Perceptions of Information and Communication Technologies In Higher Education: Creativity and Motivation Daniela Vilarinho-Rezende, Brazil; Denise Fleith, Brazil
Parallel Sessions Session Chair: Connie Phelps, Emporia State University 3.5.8 Relationship Between Anti-Intellectualism and Attitudes Toward Gifted Education Among Emerging School Leaders Meredith Austin, United States 3.5.9 Primary School Principals' Support Toward Teaching and Learning of Gifted Learners In Inclusive Classrooms Motshidisi Gertrude van Wyk , South Africa; Michael Kainose Mhlolo, South Africa 3.5.10 The Role of School Trustees In Ensuring Gifted Education In Schools John Curry, Canada 3.5.11 Professional Learning Experiences That Support Growth Stages Connie Phelps, United States; Margaret (peggy) Thorpe, United States; Louise Reid, United States
Parallel Sessions Session Chair: Eleonoor van Gerven, Slim! Educatief 3.6.8 Cancelled This Session Has Been Cancelled, United States 3.6.9 Developing Essential Skills Such As Self-Insight, Self-Management and Creative Thinking Nora Steenbergen-Penterman, Netherlands 3.6.10 Coaching Creative, High-Potential Drop-Outs In Their Search For Meaning Desirée Houkema, Netherlands; Albert Kaput, Netherlands 3.6.11 Sip: The Systemic Intervention Protocol To Support Talent Development For Underachieving Gifted Students Eleonoor van Gerven, Netherlands
Parallel Session/Symposium Session Chair: Sarah Awad, University of Erlangen-Nuremberg 3.7.8 Social-Emotional Skills Supporting Gifted Development: Keys To Unlocking Potential Megan Parker Peters, United States; Emily Mofield, United States S3.7.9 Embodied Cognition: Findings and Practical Implications Sarah Awad, Germany; Mariam Alghawi, United Arab Emirates; Thomas Eberle, Germany; Wilma Vialle, Australia; Albert Ziegler, Germany; Zinaida Adelhardt*, Germany; Tobias Debatin*, Germany; Barbara Jacob*, Germany; Stefan Markus*, Germany
Parallel Session Session Chair: Tillmann Grüneberg, University of Leipzig 3.8.8 Sports Talents Psychosocial Development: Periodized Psychological Assessment Contributions Luis Ferreira, Portugal; Denise Fleith, Brazil; Fabrizio Veloso, Brazil 3.8.9 Mathematics Talent Search: Differences In Mathematical Giftedness In Girls and Boys Nina Krüger, Germany; Sören Fiedler, Germany 3.8.10 do Honors Students Study More? Exploring Patterns of Time Use For Honors College Students Angie Miller, United States 3.8.11 The Gap Between Complex Models of Giftedness and The Identification of Gifted Clients In Counseling Tillmann Grüneberg, Germany
Parallel Sessions Session Chair: Tamra Stambaugh, Vanderbilt University 3.9.8 Applying Methods For Helping Gifted Students Learn Native Language More Effectively Li Weng, China 3.9.9 Integrating Art and The Smithsonian Learning Lab In The Gifted Language Arts Classroom Yolanda Toni, United States 3.9.10 Museum Studies For The Gifted: Making Art More Inclusive and Appealing For The Talented Delanie Almazan Anaya, United States 3.9.11 Developing Expertise By Modeling The Thinking of A Literary Analyst and Differentiating Instruction Tamra Stambaugh, United States; Emily Mofield, United States
2:40pm-3:10pm
3:10pm-4:25pm Programming Identification Talent Development Guidance Programming Social/Emotional G&T Diversity STEAM Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Rand 308 Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 Sarratt 363 Parallel Sessions Session Chair: Shelagh Gallagher, Engaged Education 3.1.12 Supporting Gifted Students’ Need For Choice and Challenge To Maximize Gifts, Talents, and Potential Amy Graefe, United States 3.1.13 Effective Strategies For Increasing Choice and Voice of Gifted Learners Diane Heacox, United States; Wendy Behrens, United States 3.1.14 Lessons Learned About Curriculum For Gifted Through 20 Years With Problem-Based Learning Shelagh Gallagher, United States
Parallel Sessions Session Chair: Marcia Gentry, Purdue University 3.2.12 Identifying Gifted English Language Learners Michelle Dubois, United States; Robin Greene, United States 3.2.13 Identifying Diverse Gifted Students In Large U.s. Urban Districts Rae Lymer, United States; Dennis Jutras, United States 3.2.14 Validation Study of The Hope Scale: Identifying Gifted Students From Low-Income and Multicultural Families Hyeseong Lee, United States; Marcia Gentry, United States
Parallel Sessions Session Chair: Susan Corwith, Northwestern University 3.3.12 Individualized Academic Pathways In U.s. and International Schools: Rethinking Pace, Progression, Personalization, Programming and Purpose Anita Churchville, India 3.3.13 The Construction and Implementation of A School-Based Talent Development Program Kai-Ju Huang, Taiwan; Chien-Hong Yu, Taiwan 3.3.14 Identifying and Nurturing Exceptional Ability In Young Children: A Talent Development Approach Susan Corwith, United States
Parallel Sessions Session Chair: Elizabeth Ebers-Truesdale, Lincoln Public Schools 3.4.12 Helping Anxious Students Build Confidence and Achievement Sylvia Rimm, United States 3.4.13 Impact of Boredom and Belonging On Feelings of Anxiety and Depression Among Gifted Students Tim Stambaugh, United States; Tamra Stambaugh, United States 3.4.14 Solving Underachievement: Eleven Steps To Strengthening Tenacity, Resilience, and Mental Perseverance Elizabeth Ebers-Truesdale, United States; Joan Jacobs, United States
Parallel Sessions Session Chair: Tingzhao Zhang, South China Normal University 3.5.12 Providing Multiple Pathways To Creating A Poetry Portfolio Through Process Differentiation Kia Yin Jassie Teo, Singapore 3.5.13 Research and Teaching Practice of The Original English Book Instruction For The Intellectually Gifted Children Zhihui Wang , China 3.5.14 Pedagogical Approaches: A Study of Gifted Readers In The Primary Classroom In China and Scotland Tingzhao Zhang, United Kingdom
Parallel Sessions Session Chair: Carmel Meehan 3.6.12 Spirituality and Sex: Our Tales of Positive Disintegration Joi Lin, United States 3.6.13 Social and Emotional Gifted Characteristics and Over-Excitabilities In Students and In Teachers Norma Hafenstein, United States 3.6.14 The Metaphorical Masks of Dabrowski'S Overexcitabilities Susan Nikakis, Australia; Carmel Meehan, Australia
Symposium Session Chair: Pamela Clinkenbeard, University of Wisconsin-Whitewater S3.7.12 Neuroscience and Gifted Education: Foundation For Practice Or Application Gap? Pamela Clinkenbeard, United States; Erin Miller, United States; Susan Assouline, United States; Curtis Bradley, United States
Symposium Session Chair: Terry Friedrichs , Friedrichs Education S3.8.12 Gifted Lgbtq Students Around The World: Needs and Responses Terence Friedrichs, United States; Fiona Smith, Australia; Frans Corten, Netherlands; Susan Jackson, Canada; Orla Dunne, Canada
Parallel Sessions Session Chair: Antonia (toni) Szymanski, Western Kentucky University 3.9.12 Wired From Birth: Technology and The Gifted Adolescent Brain Jill Wurman, United States; Melissa Bilash, United States 3.9.13 Gifted + 2e + Robotics = True Peers Molly Isaacs-McLeod, United States 3.9.14 Using 3d Printing To Engage Gifted Learners Antonia (toni) Szymanski, United States; Andrea Paganelli, United States; Janet Tassell, United States
4:35pm-5:00pm
5:15pm-6:15pm 3.1 Keynote - Melinda Webber (SLC Commodore Ballroom) Session Chair: Tracy Riley, Massey University Download Slides
Unleashing Indigenous potential: The purpose, power, and promise of gifted education
One of the greatest challenges impacting gifted Indigenous students’ participation in education concerns the restoration and experience of cultural pride and efficacy in their lives. Low teacher expectations of Indigenous students, inappropriate gifted identification criteria, ruinous media misrepresentation, and internalised deficit thinking by Indigenous students themselves, are key reasons why Indigenous under-participation in gifted education exists and persists.In this presentation, I use Aotearoa New Zealand as a case study, focusing on how Māori identity development affects the wellbeing, motivation, and academic engagement of gifted Māori students. Along with describing the importance and manifestation of gifted potential in Māori students’ lives, I offer solutions for change using the findings of the Ka Awatea study (Macfarlane, Webber, McRae and Cookson-Cox, 2014). Five social-psychological themes concerning the personal, familial, school, and community conditions for gifted Maori students thriving are discussed: Mana Whānau (familial pride), Mana Motuhake (personal pride and a sense of embedded achievement), Mana Tū (tenacity and self-esteem), Mana Ūkaipo (cultural belonging and connectedness) and Mana Tangatarua (the ability to maximise their bi- and multi-cultural knowledge bases).
Sponsored by:
6:15pm-7:00pm
7:30am-12:00pm
8:00am-4:00pm
8:00am-9:40am Creativity Parenting 2e School Alternatives Underachievement STEAM Advocacy Advocacy Programming Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Celia Whitler, Grassland Elementary School / Nashville area 4.1.1 Creativity and Problem-Based Learning: Tips and Tricks For Teachers Anne M. Roberts, United States; Lindsay Ellis Lee, United States 4.1.2 Creativity: A Universal Language For Global Classrooms Patti Drapeau, United States 4.1.3 The Paradox of Creativity and Rigor Sylvia Rimm, United States 4.1.4 Collaborative Songwriting As An Educational Activity For The Gifted Learner Celia Whitler, United States
Parallel Sessions Session Chair: Claudette van Ravenstein, Harmony Public Schools 4.2.1 Great Expectations But Misunderstood: Addressing Executive Function Skills For Black, Gifted Students Tiffany Blassingame, United States; Ashley Scott, United States 4.2.2 Extreme Parenting = Extreme Self-Care Michele Kane, United States 4.2.3 How To Create A More Well-Rounded Gifted and Talented Program With Booster Program Components Claudette van Ravenstein, United States 4.2.4 Examining Underrepresented Cultures and Marginalized Families' Perceptions of Success Across Educational Pipelines In Rural Communities Justine López , United States; Louise El Yaafouri (kreuzer), United States
Parallel Sessions Session Chair: Edward R Amend, Amend Psychological Services 4.3.1 Yes, Dad. I Can Hear You! I'M Choosing To Ignore You Maynard Erece, Australia; Borja-Erece Josephine, Australia; Maynah Josephine Lourellen Borja Erece, Australia 4.3.2 Irritability and The 2e Brain Julie Skolnick, United States; Joanna Haase, United States 4.3.3 Educating Twice Exceptional Elementary Students: What Works? What Doesn'T Work? A Parent’s Perspective Amanda Drury, Australia 4.3.4 Misdiagnosis and Missed Diagnosis of Gifted Individuals Edward R Amend, United States
Parallel Sessions Session Chair: Kirsten Stein, Athena's Advanced Academy, LLC 4.4.1 Homeschooling The Gifted: Experiences From Australian and Chilean Contexts Maria Leonor Conejeros-Solar, Chile; Susen Smith, Australia 4.4.2 Cancelled This Session Has Been Cancelled, Australia 4.4.3 Discover A Powerful Online Learning Model Designed For Gifted Students Kirsten Stein, United States 4.4.4 Cancelled This Session Has Been Cancelled, Australia
Parallel Sessions Session Chair: Joan Jacobs, Lincoln Public Schools 4.5.1 Engaging The Gifted But Reluctant Learner Diane Heacox, United States 4.5.2 Revisiting Underachievement: How We'Ve Gotten The Words All Wrong Lisa van Gemert, United States 4.5.3 Underachievement Amongst Gifted Students: How To Diagnose and Treat It Todd Stanley, United States 4.5.4 Where’d You Put My Trombone?: Parenting Strategies For Improving Executive Functioning Joan Jacobs, United States; Elizabeth Ebers-Truesdale, United States
Parallel Session/Symposium Session Chair: Bronwyn Macfarlane, University of Arkansas at Little Rock 4.6.1 T2i: Talent, Intelligence, Innovation: Experimental Protocol For Steam Profiles Andrée Therrien, Canada S4.6.2 Specialized Schools For Talent Development: Delivering An Advanced Education Program Bronwyn Macfarlane, United States; Julia Roberts , United States; Christina Amspaugh , United States; Nancy Hertzog , United States; Kristina Ayers Paul, United States
Parallel Sessions Session Chair: Lesley Henderson, Flinders University 4.7.1 Leveraging Organizational Development In Support of Gifted Education Maureen Marron, United States; Susan Wouters, United States 4.7.2 Connect, Collaborate, and Create: Growing Gifted Advocacy In Your Part of The World Terry Bradley, United States; Nanette Jones, United States 4.7.3 Growing Researchers Through National Professional Gifted Associations Lesley Henderson, Australia; Tracy Riley, New Zealand
Parallel Session/Symposium Session Chair: Ann Lupkowski-Shoplik, University of Iowa Belin-Blank Center 4.8.1 Issues Impacting Inclusive Education For Highly Able Students In South Africa - Renewed Advocacy Efforts Gillian Eriksson, United States; Kimberley Chandler, United States; Dimakatso Agnes Mohokare*, South Africa S4.8.2 Grade-Skipping, Subject Acceleration, and Early Entrance To Kindergarten: Developing Academic Acceleration Policies Ann Lupkowski-Shoplik, United States; Wendy Behrens, United States; Susan Assouline, United States
Parallel Session/Symposium Session Chair: Terry Friedrichs , Friedrichs Education 4.9.1 Escape The Classroom Kayla Busse, United States; Kate Garis , United States; Cathy Field, United States S4.9.2 Gifted Teens and College-Level Research: Factors In Their Success Manashri Bhor, United States; Anish Kulkarni, United States; Amogh Kulkarni, United States; Terry Friedrichs , United States; Devesh Bhor, United States
9:40am-10:00am
10:00am-11:15am Social/Emotional Parenting Social/Emotional Diversity Programming School Alternatives 2e STEAM Grouping Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Janette Boazman, University of Dallas 4.1.5 The Character Education of Gifted and Talented Children Kubra Kirca Demirbaga, United Kingdom 4.1.6 Gifted Characteristics and Satisfaction With Life: Mediating and Moderating Effects of General Self-Efficacy Daniel Shek, Hong Kong; Alan Cheung, Hong Kong; Anna Hui, Hong Kong; Huimin Liu, Hong Kong; Xiaoyan Sun, Hong Kong 4.1.7 Gifted Student Hopefulness: A Goal Directed Strengths Approach For Student Success and Personal Well-Being Janette Boazman, United States
Parallel Sessions Session Chair: Jane Farias Chagas Ferreira, University of Brasilia 4.2.5 An Analysis of Awareness of Parents of Gifted Children In Turkey Nüket Afat, Turkey 4.2.6 Contribution of Parental Style On Critical Thinking and Motivation Adviye Pinar Konyalioglu, Turkey; Sevgi Birsel Nemlioglu, Turkey; Umit Davasligil, Turkey 4.2.7 A Study of The Profile of Brazilian Families With Gifted Children Jane Farias Chagas Ferreira, Brazil; Sheila Perla Maria de Andrade da Silva*, Brazil
Parallel Sessions Session Chair: Bek Duyckers, Imaginarium @ Perth College 4.3.5 Meeting The Affective Needs of Gifted Students While Addressing Required Curriculum Tamra Stambaugh, United States 4.3.6 Supporting Gifted Students’ Social-Emotional Needs In A Mentoring Program Shirley Moon Ling Kwok, Hong Kong 4.3.7 Influence of A Mentoring Program On Gifted Girls' Social, Emotional, and Academic Development Bek Duyckers, Australia
Parallel Sessions Session Chair: Hoda Kilani, The Right Career and School Fit 4.4.5 Impact of Inclusion On The Functioning of Students With Special Educational Needs Nidal Jouni, Lebanon; Anies Alhroub, Lebanon 4.4.6 Global Competencies For P-20 Gifted Learners Connie Phelps, United States; Louise Reid, United States 4.4.7 Exploring The Linguistic Profile of Gifted English Language Learners Hoda Kilani, Canada
Parallel Sessions Session Chair: Joan Jacobs, Lincoln Public Schools 4.5.5 Escalating The Challenge: Differentiation Strategies Breanna Prochnow, United States; Elizabeth Ebers-Truesdale, United States; Joan Jacobs, United States 4.5.6 Individual Education For Gifted Students To Preserve Their Motivation Petra Leinigen, Germany 4.5.7 My Gifted Students Nailed It! What Now? Angela Wakshul, United States; Jo-Ann Shields, United States
Symposium Session Chair: Lynette Breedlove, The Gatton Academy of Mathematics and Science S4.6.5 Student Voices: Attending A State-Wide Residential Stem High School On A University Campus Lynette Breedlove, United States; Julia Roberts, United States; Zack Ryle, United States
Parallel Sessions Session Chair: Lianne Hoogeveen, Radboud University 4.7.5 Walk Out of A Meeting Smiling? Provocative Teaming Ideas For 2e Students, Parents, and Educators Linda Collins, United States; William Collins, United States 4.7.6 Parent Advocacy Strategies For Accessing School-Based Gifted and Special Education Services Terence Friedrichs , United States 4.7.7 Inclusive Education For Twice-Exceptional Gifted Students: Myths and Facts About The Frustration of Talent Lianne Hoogeveen, Netherlands; Agnes Burger-Veltmeijer*, Netherlands; Alexander Minnaert*, Netherlands; Evelyn Kroesbergen*, Netherlands
Symposium Session Chair: Heidrun Stoeger, University of Regensburg S4.8.5 The Role of Mentoring For Talent Development and Excellence Heidrun Stoeger, Germany; Rena Subotnik, United States; Barbara Kerr, United States; Laura Lunsford, United States
Parallel Sessions Session Chair: Amy Graefe, University of Northern Colorado 4.9.5 Fidelity of Implementation of The Total School Cluster Grouping Model: The Role of Teachers Juliana Tay, United States; Nielsen Pereira, United States; Alissa Cress, United States; Marcia Gentry, United States 4.9.6 Total School Cluster Grouping (tscg): A Talent Development Approach To Programming In K-6 Marcia Gentry, United States 4.9.7 Grouping Students To Maximize Gifts, Talents, & Potential: What Gifted Students Say Works For Them Amy Graefe, United States
11:30am-1:00pm Lunch (Rand Dining Center) Group A go to lunch at 11:30 AM
Group B go to lunch at 11:50 AM
Group C go to lunch at 12:10 PM
Your nametag will include your lunch group.
11:30am-12:30pm
12:20pm-12:50pm
1:00pm-2:40pm 2e Parenting Programming Educator Beliefs Educator Beliefs Programming Depth and Complexity Diversity Parenting Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Maryanne Haines 4.1.8 Cancelled This Session Has Been Cancelled, United States 4.1.9 Finding Our Fractaled Children: Lessons Learned From Fractals In Nature: Casting A Wider Net Linda Collins, United States; William Collins, United States 4.1.10 Strategies For Supporting Students Who Are 2e Charlton Wolfgang, United States; Richard Mehrenberg, United States 4.1.11 The Adaptive Think-Aloud Framework: Is It Useful In The Preliminary Stage of Identifying Twice-Exceptionality? Maryanne Haines, Australia; Linley Cornish, Australia; Michelle Bannister-Tyrrell*, Australia
Parallel Sessions Session Chair: Joan Jacobs, Lincoln Public Schools 4.2.8 An Introduction To Understanding Your High Ability Student Jo Tuite, United States 4.2.9 Supporting The Emotional Needs of Gifted Students and Parents In Title I Schools Dornswalo Wilkins-McCorey, United States; Mary Robin Schumaker, United States; Dr. Ardene Bunch, United States 4.2.10 Parenting Perfectionists: Scaffolding Failure and Building A Growth Mindset Kimberley Perry, Australia 4.2.11 Moving From “but What If” To “i Can”: Parenting The Anxious Gifted Child Joan Jacobs, United States; Elizabeth Ebers-Truesdale, United States
Parallel Sessions Session Chair: Astrid Lenvik, University of Bergen 4.3.8 Gifted Students’ Perception of Gifted Programming Andrea Hughs-Baird, United States 4.3.9 What Helps Or Hinders The Achievement of Academically Talented Secondary School Boys? Graeme Miller, New Zealand 4.3.10 School Engagement In High Ability Students: Developmental Trajectory, Contextual Factors, and Long-Term Educational Outcomes Alicia Ramos, Belgium; Karine Verschueren, Belgium; Bieke de Fraine, Belgium 4.3.11 Tales From Norwegian Gifted Youngsters Astrid Lenvik, United States; Elisabeth Hesjedal*, Norway; Lise Jones*, Norway
Parallel Sessions Session Chair: Mojca Juriševič, University of Ljubljana 4.4.8 Giftedness and Gifted Education: Teachers’ Conception and Practice In The Indonesian Context Chairati Saleh, Australia; Leonie Kronborg, Australia 4.4.9 Stakeholders’ Views of Gifted Education In The Netherlands and Flanders and The United States Eleonoor van Gerven, Netherlands; C. Matthew Fugate, United States 4.4.10 Regular Classroom Teachers' Perception of Gifted Learners Jack Mathoga Marumo, South Africa; Mike Mhlolo, South Africa 4.4.11 Context Analysis On Attitudes Towards Gifted Education Mojca Jurisevic, Slovenia; Urska Zerak, Slovenia
Parallel Sessions Session Chair: Claudia Cornejo, Monash University 4.5.8 Teachers of The Gifted Learning In Online Courses Through Group Strategies Paula Christensen, United States 4.5.9 Professional Learning and Families: Working With Teachers To Create Learning Opportunities For Parents Katie Lewis, United States; Angela Novak, United States 4.5.10 Onboarding New Teachers In An All-Gifted Environment: Whys, Wherefores, and Saying Things Out Loud Melissa Bilash, United States; Jill Wurman, United States 4.5.11 A Portrayal of Inspirational Teachers For Gifted and Highly Able Students: A Grounded Theory Study Claudia Cornejo, Australia; Leonie Kronborg, Australia
Parallel Session/Symposium Session Chair: Sandra Kay 4.6.8 Gifted Students’ Perceptions of Challenge: It’s Hard, It’s Fun, and They Want It E. Jean Gubbins, United States; Pamela Peters, United States; Ashley Carpenter, United States; Del Siegle, United States S4.6.9 On Human Potential: Nurturing Talents, Cultivating Expertise Sandra Kay, United States; Rena Subotnik, United States; Laurie Croft, United States
Parallel Sessions Session Chair: Emily Mofield, Lipscomb University 4.7.8 Imagine The Possibilities: Transform Math Instruction Using Strategies From Mentoring Mathematical Minds Angela Wakshul, United States; Jo-Ann Shields, United States 4.7.9 Igniting Mathematical Minds: Rigorous Questioning Using The Icons of Depth and Complexity Jo-Ann Shields, United States; Angela Wakshul, United States 4.7.10 Gifted Learners In The Mainstream School Claire Ball, Australia; Emma Brice, Australia; Andrew Watts*, Australia 4.7.11 Perceiving The Forest, Not The Trees: Problem-Solving For Global Issues and Social Studies Content Emily Mofield, United States; Tamra Stambaugh, United States
Parallel Session/Symposium Session Chair: Marcia Gentry, Purdue University 4.8.8 The Implementation of The Young Scholars Model In A Small, Diverse School District Stacy Hayden, United States; Kelly Miller, United States S4.8.9 Dreams Deferred: Access, Equity, and Missing Children In Gifted Education Across The United States Marcia Gentry, United States; Gilman Whiting, United States; Nielsen Pereira, United States; Anne Gray, United States
Symposium Session Chair: Janette Boazman, University of Dallas S4.9.8 Parenting For High Potential: Essential Caregiving Strategies For Nurturing The Whole Gifted Child Janette Boazman, United States; Tracy Inman, United States; Michele Kane, United States; Kathy Nilles, United States
3:00pm-3:30pm
3:30pm-4:30pm 4.1 Keynote - Camilla Benbow (SLC Commodore Ballroom) Session Chair: Leonie Kronborg, Monash University Finding and Nurturing Exceptional Intellectual Talent Over 45 Years: The Long-Term Impacts
The Study of Mathematically Precocious Youth (SMPY), based at Vanderbilt University, has been tracking more than 5,000 highly-talented individuals for more than 45 years. Most were identified through talent searches at around age 13. The study’s findings have overturned conventional wisdom about exceptional talent and have shed valuable light on the educational policies and resources needed to support this population. In this address, SMPY co-director Camilla P. Benbow will discuss important findings for gifted education to have emerged from the study. For example, SMPY has shown that the talented and high-achieving knowledge-workers needed by our conceptual economy can be identified as early as age 12. Even among the most talented (0.01 percent) there is no threshold effect for ability. More is always better. Nevertheless, the pattern of specific abilities (and interests) does matter for education as well as career choice. Differences are further reflected in adulthood, where gifted men and women weigh the importance of work, family, and personal variables differently—even as they construct satisfying lives for themselves. Overall, SMPY has demonstrated that educational interventions on behalf of gifted students have both short-term and long-term positive benefits.
Sponsored by:
4:30pm-5:00pm Poster Presentations (SLC Commodore Ballroom) 2 Gifted-Ebd: Program Design and Next Steps Barbara Lazarou, United States 4 Twice-Exceptionality Research In Brazil: What do We Know? Aline Galassi, Brazil; Daniela Vilarinho-Rezende, Brazil 6 Visual Literacy: Navigating A World Immersed In Visual Language Dr. Martha Champa, United States; Dr. Susanna Hapgood, United States 8 Examining Teacher Discourse In Stem Classrooms In A Summer Enrichment Program Nesibe Karakis, United States; Nielsen Pereira, United States 10 A Program For Nurturing The Potential of Indigenous Community Children From Arunachal Pradesh, India Mrinmayi Vaishampayan, India 12 Fostering Career Success and Satisfaction For Gifted and Talented Students Joi Lin, United States 14 Gifted and Faced With A Problem: The Ase of (meta)cognitive and Affective Strategies Chelsea O'Brien, Netherlands 16 The Rubik'S Cube: A Unique Twist In Steam Gifted Education Dan van der Vieren, United States 18 Helping The Gifted Children Solve Practical Problems With Mathematics Zhijie Liu, China 20 Gifted Children In Primary Schools: Children'S Perspectives As Participants Across Social Arenas, Activities, and Teaching Charlotte Madsen, Denmark 22 The Relationship Between Creativity and Creative Dispositions Among Kindergarten Children In Hong Kong Hoi Wai Wong, Hong Kong 24 Place-Based Learning: Acquiring 21st-Century Skills and Increasing Cultural Cognizance Through Travel Ashley Scott, United States 26 Thinking About Physics and Chemistry Through Feedback: A Path For Gifted Students Martin Konecny, Czech Republic 5 Nasa Balloon Powered Car Denise Zigler, United States
6:00pm-9:00pm
7:30am-10:00am
8:00am-12:00pm
8:00am-9:40am Social/Emotional Programming 2e Programming Identification School Alternatives G&T Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Anna Payne, Baylor University 5.1.2 Examining Teacher Perceptions About The Teaching and Learning of Mathematically Gifted Learners In South Africa Michael Mhlolo, South Africa 5.1.1 Accomplished Teaching Strategies That Work! Kelly Lomax, United States 5.1.3 Global Suitcases: Training Teachers Through Authentic Case Studies of Diverse Gifted Immigrants Using Virtual Simulations Gillian Eriksson, United States; Jennifer Sanguiliano, United States 5.1.4 Teachers Who Make A Difference: What Gifted Students Say Anna Payne, United States; Laurie Croft, United States
Parallel Sessions Session Chair: Shane Kamsner, Carey Baptist Grammar School 5.2.1 Using Mindfulness To Enhance Wellbeing For Gifted Students Antonia Szymanski, United States 5.2.2 Mindfulness As A Changemaker For Global Peace: Gifted Children & Youth Involved Dorothy Sisk, United States 5.2.3 Perfect Pitch: Designing and Delivering A Student Centered Well-Being Program For Gifted Thinkers Shane Kamsner, Australia; Carolyn Giles, Australia 5.2.4 Cancelled This Session Has Been Cancelled, United States
Parallel Sessions Session Chair: Beth Hahn, University of Cincinnati 5.3.1 Applied Improvisation In The Classroom Christiana Frank, United States 5.3.2 Teaching Their Bodies, Not Their Brains: Instructing Physical Education Differently To Gifted Children Jill Wurman, United States; Jessica Curtiss, United States; Alexa Fusselbaugh, United States 5.3.3 Is It Ok To Start Without A Plan? To Work Without A Net? Beth Hahn, United States; Karen Qualls, United States 5.3.4 Self-Made Identity: How Using Avatars Influences Online Behavior Susannah Wood, United States; Antonia (toni) Szymanski, United States
Parallel Sessions Session Chair: Wendy Behrens, Minnesota Department of Education 5.4.1 Trauma and The Gifted Brain Maria Katsaros-Molzahn, United States 5.4.2 Pedro: A Twice-Exceptional Student Renata Maia-Pinto, Brazil 5.4.3 Paradox of Giftedness and Asperger’s Syndrome: A Case Study In A Private School In Dubai Aida Younis, United Arab Emirates 5.4.4 Exploring Issues of Identifying Twice-Exceptional Learners Through Case Studies Wendy A. Behrens, United States; C. Matthew Fugate, United States; Tracy Inman, United States
Parallel Sessions Session Chair: Judith Lombard, Washoe County School District 5.5.1 Engaging Our Gifted Students Using Authentic Learning Todd Stanley, United States 5.5.2 Sustainability and Productivity In Gifted Education Programs: A New Vision From The University of Jeddah Faisal Yahya Alamiri, Saudi Arabia 5.5.3 Meeting The Needs of The Many; Gifted Programming From 2nd – 12th Grades Judith Lombard, United States; Cheri Dimartino, United States; Bonnie Pillaro, United States; Sean Johnson, United States 5.5.4 Shared Journey, Different Perspectives: Snapshots From Downunder Kathy Harrison, Australia; Mark Smith, Australia; Amy Horneman, Australia; Hayley Lewkowicz, Australia
Symposium Session Chair: Ketty Sarouphim-McGill, Lebanese American University 5.6.1 Identifying and Predicting Gifted Children’s Achievement Trajectories: Effects of Teachers, Peers, and Child Characteristics Tessa Weyns, Belgium; Bieke de Fraine, Belgium; Karine Verschueren, Belgium S5.6.2 Performance Based Assessments To Identify Gifted and Talented Students Ketty Sarouphim-McGill, Lebanon; Abdulnasser Alhussaini, Saudi Arabia; C. June Maker, United States; Randal Pease, United States
Parallel Sessions Session Chair: Mehdi Ghahremani, Purdue University 5.7.1 Applying Sternberg’s Theory of Mental Self-Government To Explore Creative and Critical Thinking Mehdi Ghahremani, United States 5.7.2 Powerful Strategies To Enhance The Learning of Gifted Students Nathan Levy, United States 5.7.3 Creativity Composure: Reasonable Identification and Practice, Reasonably Applied Bonnie O-Regan, United States; Yvonne-Nicole de St. Croix*, United States 5.7.4 Cancelled This Session Has Been Cancelled, United States
Symposium Session Chair: Susan Assouline, University of Iowa Belin-Blank Center 5.8.1 The Impact of Outside-of-School Learning: Insights From “super Users” of Supplemental Gifted Programs Susan Corwith, United States S5.8.2 Acceleration: An Effective Option For The Development of Talents Susan Assouline, United States; Ann Lupkowski-Shoplik, United States; Lianne Hoogeveen, Netherlands; Laurie Croft, United States
Parallel Session/Symposium Session Chair: Kimberley Perry, Emmanuel Catholic College 5.9.1 Fostering Creativity From Age 0 To 8 Srinivasan Muthusamy, India S5.9.2 Establishing and Fostering Positive Partnerships: Collaboration and Twice/multi-Exceptional Children Kimberley Perry, Australia; Melinda Gindy, Australia; Bek Duyckers, Australia; Carolyn Prince, Australia
9:50am-11:05am STEAM Programming Diversity G&T Social/Emotional Programming Misc Diversity Misc Alumni Hall 100 Lounge Alumni Hall 201 Classroom Alumni Hall 202 Joe C Davis Memorial Hall Alumni Hall 206 Reading Room Sarratt 112 Sarratt 197 Cinema Sarratt 216/220 SLC Commodore Ballroom SLC Meeting Rooms 1 & 2 Parallel Sessions Session Chair: Maria P. Gomez-Arizaga, Universidad de los Andes 5.1.5 Stemulate Engineering Academy: Authentic Learning Opportunities In Stem For Low-Income and Diverse Learners Debbie Dailey, United States; Michelle Buchanan*, United States; Jason Trumble*, United States; Alicia Cotabish*, United States 5.1.6 Career Interests In Science Among Malaysian Gifted and Talented Students Rorlinda Yusof, Malaysia; Noriah Mohd Ishak*, Malaysia; Siti Noor Diana Mohd Kamaruddin*, Malaysia 5.1.7 Socioemotional Characteristics of Gifted Female and Male Students In Science and Mathematics Maria P. Gomez-Arizaga, Chile; Marianela Navarro Ciudad, Chile; Annjeanette Martin, Chile
Parallel Sessions Session Chair: Kelly Lomax, Mobile County Public School System 5.2.5 The Five Habits of Mind: Critical Questioning For High Ability Learners Seth Jaeger, Colombia 5.2.6 Balancing Content Standards With The Hallmarks of Gt Pedagogy Jessica J. Reinhard, United States 5.2.7 Building A Culture of Thinkers For Every Learner Kelly Lomax, United States
Parallel Sessions Session Chair: Bruce Riegel, Maryland State Department of Education 5.3.5 In Search of Equity: Providing Access To Training and Resources Through Free Online Resources Bruce Riegel, United States; Wendy Behrens, United States 5.3.6 Ethical Challenges Using Participatory Methods With Gifted Adolescents Laurie Walden, United Kingdom 5.3.7 Gifted and Multilingual Learners: How Can We Effectively Identify and Serve Them? Megan Parker Peters, United States; Jeanne Gilliam Fain, United States
Parallel Sessions Session Chair: Tracy Inman, Western Kentucky University 5.4.5 How Good Was That? Meaningful Ways To Assess Gifted and Talented Student Learning Christine Deitz, United States 5.4.6 A World of Products: Encouraging Excellence Through Product Protocol Tracy Inman, United States; Julia Roberts, United States 5.4.7 Depth and Complexity In Gifted Students: Understanding and Simplifying Differentiated Assessment Melinda Gindy, Australia
Parallel Sessions Session Chair: Mira Alameddine, LWIS-City International School 5.5.5 Diversity of Characteristics of Gifted Anxiety Among Arabic-Islamic Culture Ghazi Chakroun, Tunisia; Mira Alameddine, Lebanon; Mohammed Jafar Jamalallail, Saudi Arabia; Aysha Ajweh, Jordan 5.5.6 Some Dimensions of Gifted Anxiety and The Prospect of The Future of Education and Life Ghazi Chakroun, Tunisia; Naima Benyakoub, Algeria 5.5.7 The Application of The Gifted Anxiety Scale On Gifted Lebanese Youth Mira Alameddine, Lebanon; Nidal Jouni, Lebanon
Symposium Session Chair: Angela Novak, East Carolina University S5.6.5 Practical Programming For Rural Gifted Teachers and Administrators Angela Novak, United States; Bronwyn Macfarlane, United States; Katie Lewis, United States
Parallel Sessions Session Chair: Emily Mofield, Lipscomb University 5.7.5 Mindsets of Underachievers: Understanding Why They Underachieve and What We Can do Emily Mofield, United States; Megan Parker Peters, United States 5.7.6 Multiple Intelligences and Psychological Well-Being Among Gifted Students In Hong Kong Lai Kwan Chan, Hong Kong; David Chan*, Hong Kong; Huimin Liu, Hong Kong; Xiaoyan Sun, Hong Kong
Symposium Session Chair: Del Siegle, National Center for Research on Gifted Education S5.8.5 Results of Four Years' Research At The National Center For Research On Gifted Education Del Siegle, United States; D. Betsy McCoach, United States; E. Jean Gubbins, United States; Daniel Long, United States; Carolyn Callahan, United States
Symposium Session Chair: L. Kathleen Casper, Florida Association for the Gifted S5.9.5 Supporting Potentially-Gifted Learners In The Early Years (birth Through Age 5) Across The World L. Kathleen Casper, United States; Margaret Sutherland, United Kingdom; Dagmar Bergs-Winkels, Germany; Jo Dean, New Zealand; Andrea Delaune, New Zealand
11:05am-11:30am
11:30am-12:30pm 5.1 Keynote - Albert Ziegler (SLC Commodore Ballroom) Learning Resources and Talent Development
Within both research and practice, there has long been a profound interest in more than just the identification of gifted individuals, but also in what has been described as “gifted environments,” “smart contexts,” or “talent hotspots.” These concepts form the idea that not only do individuals differ in their potential to create extraordinary accomplishments, environments differ, too, in their potential to make extraordinary accomplishments possible. Indeed, talent hotspots are rich in terms of learning resources. Moreover, modern theories of talent development maintain that the target of gifted education is no longer the gifted individual, but the aggregate consisting of the individual and his or her material, social, and informational environments. Such a body – that is, the individual and her personal environment – is framed as an Actiotope in the Actiotope Model of Giftedness . Within said Actiotope, learning resources are located in both the environment as well as in the individual, thus making it necessary to devise a theory that encompasses both. Consider that exogenous learning resources lay outside of the individual, while endogenous learning resources can be found within the individual. These resources serve two main functions: (1) endogenous learning resources are necessary to process and to make full use of exogenous learning resources; and (2) they govern effective actions. This presentation offers a comprehensive categorization of learning resources, including five categories of exogenous learning resources credited as educational capital, and five categories of endogenous learning resources deemed learning capital. Practical implications of learning resource orientation for talent development are discussed in relation to two areas: talent identification and learning resource management, which is further illustrated with examples.
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12:00pm-2:00pm
12:30pm-1:00pm