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2019 WCGTC World Conference

Full Program

We look forward to having you in Nashville for the 2019 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. Each symposium will last 75 minutes including questions.

This is a preliminary schedule and is subject to change.

For additional information about the World Conference, please visit http://www.worldgifted2019.com. If you have any questions, please contact headquarters@world-gifted.org.

To help you organise which presentations interest you and to bookmark your preferences, please use the check boxes next to the sessions below. This is not a pre-booking function and all sessions are on a first-come first-served basis. Click the Create My Program button at the bottom of the page, then save or print your personalized program through your browser.

Authors followed by an asterisk (*) are not presenting at the World Conference.


Tuesday, 23 July 2019
9:30am-12:30pm
(Peabody College)Session Chair: Tamra Stambaugh, Vanderbilt University

Tamra Stambaugh and Sarah DeLisle
Vanderbilt University Programs for Talented Youth
USA

This preconference session requires registration. To register, please email headquarters@world-gifted.org.

Wednesday, 24 July 2019
8:00am-1:30pm
(Student Life 140 Board of Trust Room)
8:00am-9:00am
9:00am-12:00pm
Alumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomRand 308
Session Chair: Tracy Riley, Massey University

Tracy Riley
Massey University
New Zealand

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

Session Chair: Dorothy Sisk, Lamar University

Dorothy Sisk
Lamar University
USA

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

Session Chair: Leonie Kronborg, Monash University

Leonie Kronborg
Monash University
Australia

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

Session Chair: Christine Deitz, University of Arkansas at Little Rock

Christine Deitz and Kristy Kidd
University of Arkansas at Little Rock
United States

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

12:00pm-12:45pm
(Rand Dining Center)

Lunch on July 24 is provided only for individuals participating in both morning and afternoon preconference workshops.

12:45pm-3:45pm
Alumni Hall 100 LoungeAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomRand 308
Session Chair: Rena Subotnik, American Psychological Association Center for Psychology in Schools and Education

Rena Subotnik
American Psychological Association Center for Psychology in Schools and Education
USA

Paula Olszewski-Kubilius
Northwestern University Center for Talent Development
USA

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

Session Chair: Margaret Sutherland, University of Glasgow

Niamh Stack and Margaret Sutherland
University of Glasgow
Scotland

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

Session Chair: Denise Fleith, University of Brasilia

Sheyla Blumen
Pontifical Catholic University of Peru
Peru

Denise Fleith
University of Brasilia
Brazil

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

Session Chair: Eleonoor van Gerven, Slim! Educatief

Eleonoor van Gerven
Slim! Educatief
The Netherlands

This preconference session requires registration. To register, visit https://www.world-gifted.org/wcgtc19.

1:00pm-4:00pm
2:30pm-4:00pm
(Student Life 140 Board of Trust Room)
4:00pm-4:45pm
(SLC Commodore Ballroom)

Join us for the opening ceremony of the 23rd Biennial WCGTC World Conference!

4:45pm-5:45pm
(SLC Commodore Ballroom)

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.

6:00pm-8:00pm
(ESB Lobby)

Join us for the Welcome Reception for the 23rd Biennial WCGTC World Conference!

Thursday, 25 July 2019
7:00am-12:00pm
(SLC Commodore Ballroom)
7:45am-8:00am
(SLC Commodore Ballroom)
8:00am-4:00pm
(Student Life 140 Board of Trust Room)
8:00am-9:00am
(SLC Commodore Ballroom)Session Chair: Tracy Riley, Massey University

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:

9:15am-10:30am
STEAMProgrammingMiscSocial/EmotionalAdvocacyCreativityIdentificationG&T2e
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Linda Sheffield, Northern Kentucky UniversityProject Period Table: A Creative, Successful Use of Type III Enrichment For The GiftedDelanie Almazan Anaya, United States; Tufic Habib Libien, Mexico; Erick Reyes Labastida, Mexico; Eryx Elizarraras, Mexico; Octavio Lopez, Mexico; Ian Toto, Mexico; Ricardo Valdez, MexicoDoes The Lebanese Education System Hinder The Performance of The Highly Able Learners?Maya Antoun, Lebanon; Rayya Younes, Lebanon; Sara Salloum, LebanonShape Up: Developing Spatial Abilities For Steam Expertise and InnovationLinda Sheffield, United States Session Chair: Shirley Farrell, Troy UniversityPractical Ideas For Improving Critical Thinking and WritingNathan Levy, United StatesIntegrating Scientific Enrichment With Science Communication Skills To Promote Self-Efficacy and Scientific Knowledge of Gifted StudentsOrni Meerbaum-Salant, Israel; Bruria Haberman, Israel; Sarah Pollack, IsraelUsing Infographics To Develop Visual LiteracyShirley Farrell, United States Session Chair: Kimberly Clayton-Code, Northern Kentucky UniversityThe Seen and Unseen World of The Spiritually GiftedPatricia Gatto-Walden, United StatesPolyhedron Model of WisdomSareh Karami, United States; Mehdi Ghahremani, United States; Marcia Gentry, United StatesCamp Give: Possibilities Through PhilanthropyKimberly Clayton-Code, United States Session Chair: Connie Phelps, Emporia State UniversityNo Children’s Play: Early Childhood Sexual Harassment — Understanding, Coping, and Prevention In The Educational System and CommunityAyelet Giladi, IsraelCovert Aggression and Minority Gifted ChildrenLouise Reid, United States; Connie Phelps, United StatesSocial-Emotional Issues of Gifted Students and Bullying PreventionRaquel Lutterbach Giannini, Brazil; Cristina Maria Delou*, Brazil Session Chair: Melinda Gindy, Australian Association for the Education of the Gifted and TalentedSupporting A Gifted Global Society: Advocating Through Exponential Influences, Fostering Partnerships, and Telling Your StoryCiminy St. Clair, United States; Kali Fedor, United StatesEstablishing and Facilitating A National Gifted Awareness WeekMelinda Gindy, Australia; Deb Walker, New ZealandTips For Advocating For Gifted Education: Strategy Suggestions From One State Nonprofit OrganizationCatherine Blando, United States; Maureen Marron, United States; Brett Monnard, United States Session Chair: Sarah Shuster-Tucker, RGI CreativeLearning For A New World: Innovative Design-Build Enrichment For Creatively Gifted and All LearnersSarah Shuster-Tucker, United States; Sylvia Rimm, United States; Ryan Gerber, United States; John Stipek, United States; Maureen Goodwin, United States Session Chair: Poul Nissen, Aarhus UniversityDetection Talent From The Perspectives of Students, Parents, and TeachersPoul Nissen, DenmarkIdentifying Talent Across Contexts Using The Tabs (traits, Aptitudes and Behaviors)Meg Hines, United States; Sarah Sumners, United StatesA Classroom-Based Multiple Instrument Process For Identifying Gifted Six- and Seven-Year-Old ChildrenEileen Slater, Australia Session Chair: C. June Maker, University of ArizonaCriteria and Procedures For Accreditation of Assessments of Giftedness and TalentC. June Maker, United States; Ketty Sarouphim-McGill, Lebanon; Julia Link Roberts, United States; Diana Hill, United States Session Chair: Jilliane McCardle, Model Laboratory School - Eastern Kentucky UniversityEmpowering 2e Learners Through The Visual and Performing ArtsJilliane McCardle, United States; Mary Elizabeth Henton, United States; Karen Edwards, United States; Jana Mayer, United States; Christi Sexton, United States
10:30am-11:00am
(Student Life Center)
11:00am-11:25am
Social/EmotionalGuidanceG&TSTEAMG&TG&TDiversityG&TG&T
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Frank Worrell, University of California - BerkeleyTime Attitude Profile Differences In Personality, Perfectionism, Coping, and Environmental Concerns Among Gifted Slovenian AdolescentsFrank Worrell, United States; James Andretta, United States; Mojca Juriševič, Slovenia Session Chair: Fiona Smith, Gifted Minds, Pty., Ltd.Introducing Swift: The Smith/westbrook Intellectual Frustration Therapy, Designed Specifically For Gifted IndividualsFiona Smith, Australia; Dominic Westbrook, Australia Session Chair: Shengpeng Huang, University of Science and Technology of ChinaPublic Images of Gifted Programs In China: Analysis of Chinese News Reports On Gifted EducationShengpeng Huang, China; Yan Kong*, China Session Chair: Dieter Hausamann, DLR - German Aerospace CenterStem Talent Support: How To Create Innovative Young ResearchersDieter Hausamann, Ghana; Tobias Schüttler, Germany Session Chair: Carolyn Prince, Education QueenslandUncovering Gifted: A Profile of An UnderperformerCarolyn Prince, Australia Session Chair: Andrew Almazan Anaya, CEDAT Talent Attention CenterMental Speed Changes As A Consequence of Gifted Education: A 12-Month-Long Comparative StudyAndrew Almazan Anaya, Mexico Session Chair: Bob Seney, Mississippi University for WomenServing and Honoring Gender Diversity In Education: A World of PossibilitiesRobert (bob) Seney, United States Session Chair: Vicki Phelps, Sumner County SchoolsAn Exploration of Gifted Adolescent Motivation In Academic Learning ExperiencesVicki Phelps, United States Session Chair: Hyeseong Lee, Purdue UniversityThe 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
(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.

1:00pm-2:40pm
Educator BeliefsTeacher PreparationEducator BeliefsLeadershipIdentificationMiscDiversityDiversityCreativity
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Mike Mhlolo, CUTUsing Measures of Implicit Conceptions In Gifted Education ResearchErin Miller, United StatesTeachers' Perspectives In North Italy and In The Netherlands: How Teachers Approach Gifted StudentsMartina Brazzolotto, Italy; Lianne Hoogeven, NetherlandsMathematics Teachers’ Knowledge On Grouping Strategies In Teaching Mathematically Gifted LearnersLukanda Kalobo, South Africa; Michael Mhlolo, South AfricaTeachers' Personality Factors As Correlates of Academic Achievement of High Ability Students In NigeriaOlufemi Aremu Fakolade , Nigeria Session Chair: Leann Pickerill, Paris Indpendent SchoolsCurrent Practice and Future Perspective of Gifted Education In SloveniaPolonca Pangrčič, Slovenia; Mojca Kukanja Gabrijelčič*, SloveniaTraining Process of Gifted TeachersAndrew Almazan Anaya, Mexico; Dafne Almazan Anaya, MexicoBuilding Confidence In Regional Pre-Service Teachers For Teaching Gifted StudentsMargaret Plunkett, Australia; Wendy Holcombe*, AustraliaReimagination of Gifted and Talented Services and Identification (paris Independent Schools)Leann Pickerill, United States Session Chair: Deb Walker, New Zealand Centre for Gifted EducationInfusing Gifted Education Into Undergraduate Courses In Educator Preparation ProgramsDebra Troxclair, United States; Margaret Swope, United StatesWhat 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 StatesEliciting Creative Thinking Across The Curriculum-Teacher Perception and PracticeTaylor Thompson, United StatesTeachers MatterDeb Walker, New Zealand Session Chair: Lisa Murley, Western Kentucky UniversityPrinciples of Fearless LeadershipJoseph Gulino, United StatesEmpowering Girls To Empower Other Girls: Sharing Outcomes of The Young Women Lead Conference InitiativeKimberly Clayton-Code, United StatesDeveloping 21st Century Competencies To Enhance Leadership Among Gifted StudentsRachel Zorman, IsraelGifted Leadership In A "Leader In Me" WorldLisa Murley, United States; Pamela Jukes, United States Session Chair: Karen Cahill, Sydney Catholic Schools AustraliaAcknowledging, Nurturing, and Celebrating Giftedness For Heightened Engagement, Achievement, and Self-Aawareness In Gifted StudentsJohn Charadia, AustraliaBenefits of Holistic Assessment From A German PerspectiveMadeleine Majunke, GermanyAn Archdiocesan Approach To The Identification and Selection of Gifted LearnersPenina Barry, AustraliaHow An Australian Archdiocese Embedded Gifted Pedagogy Within A System of SchoolsKaren Cahill, Australia Session Chair: Michele Kane, Northeastern UniversityTeaching For Talent Development: How To Motivate, Engage, and Educate InnovatorsJeanne Paynter, United StatesAsynchrony Revealed: The Columbus Group StoryMichele Kane, United States; Barbara Mitchell Hutton, United States; Ellen D. Fiedler, United States; Linda Kreger Silverman, United States; Patricia Gatto-Walden, United States; Shelagh A. Gallagher, United States Session Chair: Michelle LynchEducator Perceptions of Gifted and Talented English Language LearnersMichelle Lynch, United StatesDeveloping Equity and Access For American Indian/alaska Native Youth With Gifts and TalentsAnne Gray, United States; Marcia Gentry, United StatesCulture In Gifted Programming: A Native American Case Study At Standing Rock Community SchoolsEdwin Edpalina, United States; Yee Han Chu, United StatesAdolescent Latina Identity In Dual Language Gifted and Talented ClassroomsJenna Nelson, United States Session Chair: Wendy Behrens, Minnesota Department of EducationRecognizing and Serving Diversity In Rural Gifted PopulationsNorma Hafenstein, United States; Kristina Hesbol, United StatesPanel Discussion: Policies and Practices That Promote Equity In Gifted EducationSoha Elzalabany, Egypt; Wendy A. Behrens, United States; Julia Roberts, United States; Leonie Kronborg, Australia; Jonathan Plucker, United States Session Chair: April Dennis, Future Problem Solving Program InternationalCreativity Composure: Reasonable Identification and Practice, Reasonably AppliedBonnie O-Regan, United States; Yvonne-Nicole de St. Croix*, United StatesCreative Problem Solvers Today – Innovative Leaders Tomorrow!Marcia Delcourt, United States; April Dennis, United States; Sandy Horton, United States
2:40pm-3:15pm
(Student Life Center)
3:15pm-3:40pm
School AlternativesGuidanceG&TSTEAMProgrammingProgrammingDiversityDiversityAdvocacy
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Ahmed Mohamed, United Arab Emirates UniversityEffect of Using A Science Enrichment Program On High-Achieving Students' Science AchievementAhmed Mohamed, United Arab Emirates Session Chair: Renata Muniz Prado, University Mauricio de NassauFemale Talent Development In The 21st Century: A Brazilian Online Counseling Program For Graduate StudentsRenata Muniz Prado, Brazil; Denise Fleith, Brazil Session Chair: Shoshana Rosemarin, Ariel University - AmeritusWas Korczak Really Ahead of His Time?Shoshana Rosemarin, Israel Session Chair: Denise Zigler, JPL-NASAReach For The StarsDenise Zigler, United States Session Chair: Carolyn Prince, Education QueenslandAdvocating For Gifted Programming In A Low Socio-Economic School: Can One Person Make Change?Carolyn Prince, Australia Session Chair: Mira Alameddine, LWIS-City International SchoolCatering For Gifted Learners In Lebanon: The Case of Lwis-City International SchoolMira Alameddine, Lebanon; Nather Simhari, Lebanon Session Chair: Jo Tuite, Ball State UniversityBest Practices To Facilitate High Ability Lgbtq+ Student SuccessJo Tuite, United States Session Chair: Claire Hughes, College of Coastal Georgia2e Literature: An International Content AnalysisClaire Hughes, United States; Debra Troxclair, United States Session Chair: María Leonor Conejeros-Solar, Pontificia Universidad Católica de ValparaísoWhy do We Not Have Gifted Education In Schools? Facilitators and Barriers For Implementation In ChileMaría 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
(SLC Commodore Ballroom)Nasa Balloon Powered CarDenise Zigler, United StatesOvercoming Gender Bias In Stem: The Effect of Adding The Arts (steam)Pessy Sloan, United StatesIncreasing Women’s Pursuit of Stem Degrees: Selective High Schools and A Challenging Curriculum May HelpPessy Sloan, United StatesTeacher Perceptions of Gate Certification Practices In A Southern Californian District: A Replication StudyJessica Cannaday, United States; Jennifer Courduff, United StatesConnecting Students To A World of Possibilities In Authentic Science ResearchShirley Farrell, United StatesDeveloping Gifted Social/emotional and Academic Skills In A K-Fifth Gifted CommunityLinda Kirby, United StatesOne School'S Journey To Implementing Identity Workspaces and Culturally Responsive EducationTiffany Blassingame, United StatesSelf-Regulated Learning: What It Can Look LikeChiou Yen Chang, Singapore; King Koon Koh, SingaporeDeepening Knowledge Through Visual Arts and TechnologyAlicia Weyeneth, United StatesProfessional Development of Teachers To Improve The Education of Gifted and Talented ScholarsShelbie Dixon-Brown, United StatesA World of Possibilities: Gifted Hispanic Students Overcoming Barriers To Advanced PlacementAmy Graefe, United StatesA Possible School: The Educational Center For High CapacitiesJulián Betancourt Morejón, Mexico; María de Los Dolores Valadez Sierra, MexicoAn Exploration of School Belonging, Connectedness, and Life Satisfaction of High Ability Lgbtq+ StudentsJo Tuite, United StatesThe Influence of Creative Classroom Environments On The Creativity of Children Aged 10-14 YearsXiaochen Ma, China; Li Cheng, China; Yan Wang , China; Zhiyu Xu, China
4:10pm-5:30pm
(SLC Commodore Ballroom)

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:

Friday, 26 July 2019
7:30am-12:00pm
8:00am-4:00pm
(Student Life 140 Board of Trust Room)
8:00am-9:40am
DiversityProgrammingAccelerationSocial/EmotionalAdvocacySocial/EmotionalCreativityG&TIdentification
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomBronson MPR 1003Sarratt 112Sarratt 197 CinemaSarratt 216/220Sarratt 363
Session Chair: Angela Novak, East Carolina University"We Can do It, Too!" Blended Learning Strategies For 2e and Gifted English Language LearnersJavetta Jones Roberson, United StatesBelonging While Brown: Navigating The World As A Gifted Student of ColorAshley Scott, United States; Tiffany Blassingame, United StatesGeneral Education Teachers' Understanding of High Potential In Typically Underserved StudentsPam Peters, United States; Kelly Kearney, United States; Rebecca O'Brien, United States; Catherine Little*, United StatesGuiding The Gatekeepers: Using Professional Learning To Promote Equity and Access In K-12 Gifted EducationAngela Novak, United States; Katie Lewis, United States Session Chair: Debbie Troxclair, Lamar UniversityAn International Cooperative Problem Solving Based Program For Nurturing Future ScientistsChing-Chih Kuo, Taiwan; Chia Chao Li, TaiwanEffects of Pbl On Gifted Education and Best PracticesMucahit Karakas, United StatesTransdisciplinary Made Possible: When Gifted Education Meets Culturally Responsive Steam EducationDebbie Troxclair, United States; Chin-Wen Lee*, United States; Sheron Mark*, United StatesProject Textures: The Power of Team Teaching and Multiple GenresTommie Chen, Singapore; Pei Li Liew*, Singapore Session Chair: Annette Heinbokel, Institut fuer Enrichment und AkzelerationA Review of Educational Interventions For Gifted Students - Methodological Shortcomings and Implications For ResearchCaroline Sims, SwedenTeachers' Views On AccelerationEsra Kanli, TurkeySupporting The Needs of All Students: Curriculum CompactingKelly Miller, United States; Stacy Hayden, United StatesLong-Term Effts of Grade Skipping: Spanning 70 YearsAnnette Heinbokel, Ecuador Session Chair: Jill Wurman, The Grayson SchoolEmpathy In Action: A Toolkit For The Gifted ClassroomBeth Hahn, United States; Diane Witt, United StatesGifted Students and The Exploration of Affects Through The ArtsJennifer Bartee, United StatesMeeting The Affective Needs of Gifted Students While Addressing Required CurriculumTamra Stambaugh, United StatesThey’re Gifted All The Time: Teaching Non-Academic Subjects To Gifted ChildrenJill Wurman, United States; Jessica Curtiss, United States; Alexa Fusselbaugh, United States; Stacey Angelillo, United States; Jared Scheetz, United States Session Chair: Chad Phillips, Henderson Community CollegeSocial Construction of Gifted Students In Federal PoliciesChad Phillips, United StatesBibliotherapy In The Classroom: Using Picture Books To Support Effective Decision-Making For Secondary StudentsElizabeth Ebers-Truesdale, United States; Breanna Prochnow, United States; Joan Jacobs, United StatesWhat Can South Africa Learn From The Red Dot On The Map? A Comparative StudyAnnari Milne, South Africa; Mike Mhlolo, South AfricaPisa Gold – A Wealth of Potential Evidence Advocating Policy For Gifted and Talented EducationKathleen Stone, United States Session Chair: Lynette Breedlove, The Gatton Academy of Mathematics and ScienceBibliotherapy By The Campfire: Building Social & Emotional Skills Through Picture BooksTracy Alley, United StatesGreat Books For Gifted StudentsLynette Breedlove, United StatesDiverse Social and Emotional Learning Booklist From Around The World For Gifted StudentsRhoda Myra Garces-Bacsal, Singapore Session Chair: Rena Subotnik, American Psychological AssociationYou Don'T Sound Like Sheldon: A College Course In Gifted Popular CultureRichard Mehrenberg, United States; Charlton Wolfgang, United StatesAchieving 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 Session Chair: Ahmed Mohamed, United Arab Emirates UniversityOn Identifying As A Gifted Adult: An International Focus Group StudyMaggie Brown, New ZealandAdapting Tests For Different CulturesAhmed Mohamed, United Arab Emirates; C. June Maker, United States; Hala Elhoweris, United Arab Emirates Session Chair: Sören Fiedler, Helmut-Schmidt-University HamburgA Thirty-Year Study On Identification Procedures and Program Options For Nebraska Gifted Middle School StudentsPatricia Hoehner, United States; Scott Fredrickson, United States; Dick Meyer, United States; Jude Matyo-Cepero, United StatesScience Olympiads: Talents Search and NurturanceAmaal Alhazzaa, Saudi ArabiaValidation of Scat From Cty In Catalan and Spanish Language From Primary To High SchoolersCarla Duran Garcia, Spain; Xavier Berché Cruz, SpainHow Is Need For Cognition Related To School Achievement In Particularly Talented Young People?Sören Fiedler, Germany; Nina Krüger, Germany; Mieke Johannsen, Germany
9:40am-10:10am
10:10am-11:25am
Social/EmotionalGuidanceSocial/EmotionalSchool AlternativesCreativityEducator BeliefsSocial/Emotional2eProgramming
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomBronson MPR 1003Sarratt 112Sarratt 197 CinemaSarratt 216/220Sarratt 363
Session Chair: Bob Seney, Mississippi University for WomenAm I Different? Exploring Gifted Identity Formation Through A Lens of DifferenceKimberley Perry, AustraliaComing Home To OneselfPatricia Gatto-Walden, United StatesCreating Possibilities Through BibliotherapyBob Seney, United States Session Chair: Renata Muniz Prado, University Mauricio de NassauImpact of Boredom and Belonging On Feelings of Anxiety and Depression Among Gifted StudentsTim Stambaugh, United States; Tamra Stambaugh, United StatesSchool Counselors’ Self-Efficacy Regarding Gifted Students: The Role of School Counselors' Self-Competence and PerceptionHalil Aslan, TurkeyTraining Psychologists On Giftedness: A Brazilian ExperienceRenata Muniz Prado, Brazil; Daniela Vilarinho-Rezende, Brazil Session Chair: Tina Harlow, Guiding BrightOpenness To Experience and Overexcitability: Same, Similar, Or Different?Shelagh Gallagher, United StatesExamining The Relationship Between Overexcitabilities and Protective Factors of High-Achieving AdolescentsAhmed Mohamed, United Arab EmiratesGifted Women'S Qualitative Perspectives of Everyday Creativity, Self-Awareness, and The Education-of-Oneself From A Dabrowskian PerspectiveTina Harlow, United States; Susan Daniels, United States; Elizabeth Ringlee, United States Session Chair: Molly Isaacs-McLeod, Gifted Unlimited, LLCFrom Invisible To Protagonist: Positive Initiatives That Impact The Lives of Gifted Kids In BrazilMariana Monteiro, BrazilWhere No One Waits To Learn: The Intersection of Professional Learning, Leadership, and Classroom ExperienceAnde Noktes, United StatesRadical Acceleration: College For Content Versus Sleepaway CollegeMolly Isaacs-McLeod, United States; Norma Hafenstein, United States Session Chair: Ingeborg Veldman- de Jonge, ConexusAdaptation and Application of Thinking Creatively In Action and Movement In Hong Kong and MacaoTin Wai Chiang, Hong KongHandwriting and Spelling: do We Need To Teach The Foundations of Writing In Gifted Education?Miriam Ramzy, CanadaThe Power of Parents In Entering Primary School Levels: A Good PracticeIngeborg Veldman- de Jonge, Netherlands Session Chair: Leonie Kronborg, Monash UniversityIn Search of An Inspirational School Principal: A Dabrowskian PerspectiveJoe Frank, Canada; Janneke Frank, Canada; Peter Khu, Canada; David Holland, Canada; Audrey Smith, CanadaGifted and Regular Pupils’ Views of Characteristics of Good Primary School TeachersAnouke Bakx, Netherlands; Ton van Houtert, Netherlands; Maartje van den Brand, Netherlands; Lisette Hornstra, NetherlandsPreparing Teachers To Respond Effectively To Gifted Students In Classrooms: Longitudinal Case Study ResultsLeonie Kronborg, Australia; Margaret Plunkett, Australia Session Chair: Richard Courtright, Duke University Talent Identification Program (Duke TIP)Socratic Inquiry: A Pedagogy To Address The Social-Emotional Needs of The Gifted In The ClassroomRichard Courtright, United States; Crissy Brown, United States; Laura Courtright, United States Session Chair: Patti Wood, Samford UniversitySelf-Regulated Learning Strategies For Twice Exceptional LearnersChristian Fischer, Germany; Christiane Fischer-Ontrup, GermanyUdl For Gifted and 2e Learners: Integrating Special Education and Gifted Education StrategiesClaire Hughes, United StatesBibliotherapy With Twice-Exceptional Learners: Using Picture Books To Address Affective IssuesPatti Wood, United States Session Chair: Joyce Miller, Texas A&M University CommerceImaginarium: A Holistic Approach Toward Nurturing and Growing Gifted Girls So They Can FlourishBek Duyckers, AustraliaIdeas Matter! Fostering Social Entrepreneurship & Philanthropy In Gifted LearnersBarbara Swicord, United StatesComputational Thinking: Gt Applications Beyond The Math Classroom and Across The CurriculumJoyce Miller, United States; Isaac Gang, United States
11:30am-1:00pm
(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.

1:00pm-2:40pm
2eDiversitySocial/EmotionalCreativityEducator BeliefsGuidanceSocial/EmotionalProgrammingProgramming
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomBronson MPR 1003Sarratt 112Sarratt 197 CinemaSarratt 216/220Sarratt 363
Session Chair: Anies Al-Hroub, American University of Beirut/University of ConnecticutSupportive Strategies For Guiding Twice/multi-Exceptional Learners, Their Parents, and Teachers In Diverse Schooling SituationsRaquel Bronsoler, MexicoThe Assessment of Teachers’ Attitudes Toward Twice-Exceptionality: Development and ValidationPam Peters, United States; D. Betsy McCoach , United StatesTeaching Executive Function Skills: Bridging The Gap Between Theory and Implementation With 2e LearnersLey-Anne Folks, Canada; Heather Lai, CanadaExamining Overexcitabilities and Adhd In Gifted Students In JordanAnies Al-Hroub, United States; Malak Krayem, Lebanon Session Chair: Karen Blake Qualls, The University of CincinnatiProductive Giftedness of Eminent African American Writers: Maya Angelou and Langston HughesKenya Marshall-Harper, United States; Susan Paik, United StatesReading Rainbow Remix: Fostering Cultural Competence of Gifted Teachers Through Literature In Professional Learning SettingsKatie Lewis, United States; Angela Novak, United StatesArt Education, A Tool For Talent Development For Underrepresented Gifted and Talented StudentsMaria Katsaros-Molzahn, United StatesHow 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 Session Chair: Lisa van Gemert, Lisa Van Gemert, LLCSurvival Mode: Trauma-Informed Practices For Gifted StudentsEmily Kircher-Morris, United StatesGiftedness and TraumaAdam Laningham, United StatesAssessment of The Gifted Adolescents' Functional State of The Organism Under The Psychological StressMadlena Arakelyan, ArmeniaAddressing Suicide In Gifted Youth: Educator Response To Existential CrisisLisa van Gemert, United States Session Chair: Daniela Vilarinho-Rezende, UniAnchietaWays To Enhance Creative Behavior Using Torrance’s IndicatorsBarbara Swicord, United StatesExamples of Best Practice Around The World As A Model For Change In Gifted EducationEva Vondrakova, Czech RepublicShining A Spotlight of Possibilities On Technology For Gifted LearnersShirley Farrell, United StatesProfessors’ and Students’ Perceptions of Information and Communication Technologies In Higher Education: Creativity and MotivationDaniela Vilarinho-Rezende, Brazil; Denise Fleith, Brazil Session Chair: Connie Phelps, Emporia State UniversityRelationship Between Anti-Intellectualism and Attitudes Toward Gifted Education Among Emerging School LeadersMeredith Austin, United StatesPrimary School Principals' Support Toward Teaching and Learning of Gifted Learners In Inclusive ClassroomsMotshidisi Gertrude van Wyk , South Africa; Michael Kainose Mhlolo, South AfricaThe Role of School Trustees In Ensuring Gifted Education In SchoolsJohn Curry, CanadaProfessional Learning Experiences That Support Growth StagesConnie Phelps, United States; Margaret (peggy) Thorpe, United States; Louise Reid, United States Session Chair: Eleonoor van Gerven, Slim! EducatiefRethinking Social Competencies of Highly Intelligent StudentsWendi Schirvar, United StatesDeveloping Essential Skills Such As Self-Insight, Self-Management and Creative ThinkingNora Steenbergen-Penterman, NetherlandsCoaching Creative, High-Potential Drop-Outs In Their Search For MeaningDesirée Houkema, Netherlands; Albert Kaput, NetherlandsSip: The Systemic Intervention Protocol To Support Talent Development For Underachieving Gifted StudentsEleonoor van Gerven, Netherlands Session Chair: Sarah Awad, University of Erlangen-NurembergSocial-Emotional Skills Supporting Gifted Development: Keys To Unlocking PotentialMegan Parker Peters, United States; Emily Mofield, United StatesEmbodied Cognition: Findings and Practical ImplicationsSarah 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 Session Chair: Tillmann Grüneberg, University of LeipzigSports Talent'S Psychosocial Development: Periodized Psychological Assessment ContributionsLuis Ferreira, Portugal; Denise Fleith, Brazil; Fabrizio Veloso, BrazilMathematics Talent Search: Differences In Mathematical Giftedness In Girls and BoysNina Krüger, Germany; Sören Fiedler, GermanyDo Honors Students Study More? Exploring Patterns of Time Use For Honors College StudentsAngie Miller, United StatesThe Gap Between Complex Models of Giftedness and The Identification of Gifted Clients In CounselingTillmann Grüneberg, Germany Session Chair: Tamra Stambaugh, Vanderbilt UniversityApplying Methods For Helping Gifted Students Learn Native Language More EffectivelyLi Weng, ChinaIntegrating Art and The Smithsonian Learning Lab In The Gifted Language Arts ClassroomYolanda Toni, United StatesMuseum Studies For The Gifted: Making Art More Inclusive and Appealing For The TalentedDelanie Almazan Anaya, United StatesDeveloping Expertise By Modeling The Thinking of A Literary Analyst and Differentiating InstructionTamra Stambaugh, United States; Emily Mofield, United States
2:40pm-3:10pm
3:10pm-4:25pm
ProgrammingIdentificationTalent DevelopmentGuidanceProgrammingSocial/EmotionalG&TDiversitySTEAM
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomBronson MPR 1003Sarratt 112Sarratt 197 CinemaSarratt 216/220Sarratt 363
Session Chair: Shelagh Gallagher, Engaged EducationSupporting Gifted Students’ Need For Choice and Challenge To Maximize Gifts, Talents, and PotentialAmy Graefe, United StatesEffective Strategies For Increasing Choice and Voice of Gifted LearnersDiane Heacox, United States; Wendy Behrens, United StatesLessons Learned About Curriculum For Gifted Through 20 Years With Problem-Based LearningShelagh Gallagher, United States Session Chair: Marcia Gentry, Purdue UniversityIdentifying Gifted English Language LearnersMichelle Dubois, United States; Robin Greene, United StatesIdentifying Diverse Gifted Students In Large U.s. Urban DistrictsRae Lymer, United States; Dennis Jutras, United StatesValidation Study of The Hope Scale: Identifying Gifted Students From Low-Income and Multicultural FamiliesHyeseong Lee, United States; Marcia Gentry, United States Session Chair: Susan Corwith, Northwestern UniversityIndividualized Academic Pathways In U.s. and International Schools: Rethinking Pace, Progression, Personalization, Programming and PurposeAnita Churchville, IndiaThe Construction and Implementation of A School-Based Talent Development ProgramKai-Ju Huang, Taiwan; Chien-Hong Yu, TaiwanIdentifying and Nurturing Exceptional Ability In Young Children: A Talent Development ApproachSusan Corwith, United States Session Chair: Elizabeth Ebers-Truesdale, Lincoln Public SchoolsHelping Anxious Students Build Confidence and AchievementSylvia Rimm, United StatesToo Many Possibilities: Multipotentiality As A Challenge For Career DecisionsTillmann Grüneberg, GermanySolving Underachievement: Eleven Steps To Strengthening Tenacity, Resilience, and Mental PerseveranceElizabeth Ebers-Truesdale, United States; Joan Jacobs, United States Session Chair: Tingzhao Zhang, South China Normal UniversityProviding Multiple Pathways To Creating A Poetry Portfolio Through Process DifferentiationKia Yin Jassie Teo, SingaporeResearch and Teaching Practice of The Original English Book Instruction For The Intellectually Gifted ChildrenZhihui Wang , ChinaPedagogical Approaches: A Study of Gifted Readers In The Primary Classroom In China and ScotlandTingzhao Zhang, United Kingdom Session Chair: Carmel MeehanSpirituality and Sex: Our Tales of Positive DisintegrationJoi Lin, United StatesSocial and Emotional Gifted Characteristics and Over-Excitabilities In Students and In TeachersNorma Hafenstein, United StatesThe Metaphorical Masks of Dabrowski'S OverexcitabilitiesSusan Nikakis, Australia; Carmel Meehan, Australia Session Chair: Pamela Clinkenbeard, University of Wisconsin-WhitewaterNeuroscience 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 Session Chair: Terry Friedrichs , Friedrichs EducationGifted Lgbtq Students Around The World: Needs and ResponsesTerence Friedrichs, United States; Fiona Smith, Australia; Frans Corten, Netherlands; Susan Jackson, Canada; Orla Dunne, Canada Session Chair: Antonia (toni) Szymanski, Western Kentucky UniversityWired From Birth: Technology and The Gifted Adolescent BrainJill Wurman, United States; Melissa Bilash, United StatesGifted + 2e + Robotics = True PeersMolly Isaacs-McLeod, United StatesUsing 3d Printing To Engage Gifted LearnersAntonia (toni) Szymanski, United States; Andrea Paganelli, United States; Janet Tassell, United States
4:35pm-5:35pm
(SLC Commodore Ballroom)

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.

Sponsored by:

5:35pm-6:00pm
(SLC Commodore Ballroom)
6:00pm-6:45pm
(SLC Commodore Ballroom)
Saturday, 27 July 2019
7:30am-12:00pm
(SLC Commodore Ballroom)
8:00am-4:00pm
(Student Life 140 Board of Trust Room)
8:00am-9:40am
CreativityParenting2eSchool AlternativesUnderachievementSTEAMAdvocacyAdvocacyProgramming
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Celia Whitler, Grassland Elementary School / Nashville areaCreativity and Problem-Based Learning: Tips and Tricks For TeachersAnne M. Roberts, United States; Lindsay Ellis Lee, United StatesCreativity: A Universal Language For Global ClassroomsPatti Drapeau, United StatesThe Paradox of Creativity and RigorSylvia Rimm, United StatesCollaborative Songwriting As An Educational Activity For The Gifted LearnerCelia Whitler, United States Session Chair: Claudette van Ravenstein, Harmony Public SchoolsGreat Expectations But Misunderstood: Addressing Executive Function Skills For Black, Gifted StudentsTiffany Blassingame, United States; Ashley Scott, United StatesExtreme Parenting = Extreme Self-CareMichele Kane, United StatesHow To Create A More Well-Rounded Gifted and Talented Program With Booster Program ComponentsClaudette van Ravenstein, United StatesExamining Underrepresented Cultures and Marginalized Families' Perceptions of Success Across Educational Pipelines In Rural CommunitiesJustine López , United States; Louise El Yaafouri (kreuzer), United States Session Chair: Edward R Amend, Amend Psychological ServicesYes, Dad. I Can Hear You! I'M Choosing To Ignore YouMaynard Erece, Australia; Borja-Erece Josephine, Australia; Maynah Josephine Lourellen Borja Erece, AustraliaIrritability and The 2e BrainJulie Skolnick, United States; Joanna Haase, United StatesEducating Twice Exceptional Elementary Students: What Works? What Doesn'T Work? A Parent’s PerspectiveAmanda Drury, AustraliaMisdiagnosis and Missed Diagnosis of Gifted IndividualsEdward R Amend, United States Session Chair: Kirsten Stein, Athena's Advanced Academy, LLCLearning From Those We Have Failed: Listening To The Voices of The Australian Home-Schooling CommunityKate Burton, AustraliaHomeschooling The Gifted: Experiences From Australian and Chilean ContextsMaria Leonor Conejeros-Solar, Chile; Susen Smith, AustraliaThe Gifted Speak About Gifted Identity, Human Worth, and Self-EsteemRosemary Keighley, AustraliaDiscover A Powerful Online Learning Model Designed For Gifted StudentsKirsten Stein, United States Session Chair: Joan Jacobs, Lincoln Public SchoolsEngaging The Gifted But Reluctant LearnerDiane Heacox, United StatesRevisiting Underachievement: How We'Ve Gotten The Words All WrongLisa van Gemert, United StatesUnderachievement Amongst Gifted Students: How To Diagnose and Treat ItTodd Stanley, United StatesWhere’d You Put My Trombone?: Parenting Strategies For Improving Executive FunctioningJoan Jacobs, United States; Elizabeth Ebers-Truesdale, United States Session Chair: Bronwyn Macfarlane, University of Arkansas at Little RockT2i: Talent, Intelligence, Innovation: Experimental Protocol For Steam ProfilesAndrée Therrien, CanadaSpecialized Schools For Talent Development: Delivering An Advanced Education ProgramBronwyn Macfarlane, United States; Julia Roberts , United States; Christina Amspaugh , United States; Nancy Hertzog , United States; Kristina Ayers Paul, United States Session Chair: Lesley Henderson, Flinders UniversityLeveraging Organizational Development In Support of Gifted EducationMaureen Marron, United States; Susan Wouters, United StatesConnect, Collaborate, and Create: Growing Gifted Advocacy In Your Part of The WorldTerry Bradley, United States; Nanette Jones, United StatesGrowing Researchers Through National Professional Gifted AssociationsLesley Henderson, Australia; Tracy Riley, New Zealand Session Chair: Ann Lupkowski-Shoplik, University of Iowa Belin-Blank CenterIssues Impacting Inclusive Education For Highly Able Students In South Africa - Renewed Advocacy EffortsGillian Eriksson, United States; Kimberley Chandler, United States; Dimakatso Agnes Mohokare*, South AfricaGrade-Skipping, Subject Acceleration, and Early Entrance To Kindergarten: Developing Academic Acceleration PoliciesAnn Lupkowski-Shoplik, United States; Wendy Behrens, United States; Susan Assouline, United States Session Chair: Terry Friedrichs , Friedrichs EducationEscape The ClassroomKayla Busse, United States; Kate Garis , United States; Cathy Field, United StatesGifted Teens and College-Level Research: Factors In Their SuccessManashri Bhor, United States; Anish Kulkarni, United States; Amogh Kulkarni, United States; Terry Friedrichs , United States; Devesh Bhor, United States
9:40am-10:00am
(Student Life Center)
10:00am-11:15am
Social/EmotionalParentingSocial/EmotionalDiversityProgrammingSchool Alternatives2eSTEAMGrouping
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Janette Boazman, University of DallasThe Character Education of Gifted and Talented ChildrenKubra Kirca Demirbaga, United KingdomGifted Characteristics and Satisfaction With Life: Mediating and Moderating Effects of General Self-EfficacyDaniel Shek, Hong Kong; Alan Cheung, Hong Kong; Anna Hui, Hong Kong; Huimin Liu, Hong Kong; Xiaoyan Sun, Hong KongGifted Student Hopefulness: A Goal Directed Strengths Approach For Student Success and Personal Well-BeingJanette Boazman, United States Session Chair: Jane Farias Chagas Ferreira, University of BrasiliaAn Analysis of Awareness of Parents of Gifted Children In TurkeyNüket Afat, TurkeyContribution of Parental Style On Critical Thinking and MotivationAdviye Pinar Konyalioglu, Turkey; Sevgi Birsel Nemlioglu, Turkey; Umit Davasligil, TurkeyA Study of The Profile of Brazilian Families With Gifted ChildrenJane Farias Chagas Ferreira, Brazil; Sheila Perla Maria de Andrade da Silva*, Brazil Session Chair: Bek Duyckers, Imaginarium @ Perth CollegeScaffolding The Social Emotional Learning of Intellectually Gifted Children: The Casel ApproachSusen Smith, AustraliaSupporting Gifted Students’ Social-Emotional Needs In A Mentoring ProgramShirley Moon Ling Kwok, Hong KongInfluence of A Mentoring Program On Gifted Girls' Social, Emotional, and Academic DevelopmentBek Duyckers, Australia Session Chair: Hoda Kilani, The Right Career and School FitImpact of Inclusion On The Functioning of Students With Without Special Educational NeedsNidal Jouni, Lebanon; Anies Alhroub, LebanonGlobal Competencies For P-20 Gifted LearnersConnie Phelps, United States; Louise Reid, United StatesExploring The Linguistic Profile of Gifted English Language LearnersHoda Kilani, Canada Session Chair: Angela Wakshul, Anne Arundel County Public SchoolsEscalating The Challenge: Differentiation StrategiesBreanna Prochnow, United States; Elizabeth Ebers-Truesdale, United States; Joan Jacobs, United StatesIndividual Education For Gifted Students To Preserve Their MotivationPetra Leinigen, GermanyMy Gifted Students Nailed It! What Now?Angela Wakshul, United States; Jo-Ann Shields, United States Session Chair: Lynette Breedlove, The Gatton Academy of Mathematics and ScienceStudent Voices: Attending A State-Wide Residential Stem High School On A University CampusLynette Breedlove, United States; Julia Roberts, United States; Zack Ryle, United States Session Chair: Lianne Hoogeveen, Radboud UniversityWalk Out of A Meeting Smiling? Provocative Teaming Ideas For 2e Students, Parents, and EducatorsLinda Collins, United States; William Collins, United StatesParent Advocacy Strategies For Accessing School-Based Gifted and Special Education ServicesTerence Friedrichs , United StatesInclusive Education For Twice-Exceptional Gifted Students: Myths and Facts About The Frustration of TalentLianne Hoogeveen, Netherlands; Agnes Burger-Veltmeijer*, Netherlands; Alexander Minnaert*, Netherlands; Evelyn Kroesbergen*, Netherlands Session Chair: Heidrun Stoeger, University of RegensburgThe Role of Mentoring For Talent Development and ExcellenceHeidrun Stoeger, Germany; Rena Subotnik, United States; Barbara Kerr, United States; Laura Lunsford, United States Session Chair: Amy Graefe, University of Northern ColoradoFidelity of Implementation of The Total School Cluster Grouping Model: The Role of TeachersJuliana Tay, United States; Nielsen Pereira, United States; Alissa Cress, United States; Marcia Gentry, United StatesTotal School Cluster Grouping (tscg): A Talent Development Approach To Programming In K-6Marcia Gentry, United StatesGrouping Students To Maximize Gifts, Talents, & Potential: What Gifted Students Say Works For ThemAmy Graefe, United States
11:30am-1:00pm
(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.

1:00pm-2:40pm
2eParentingProgrammingEducator BeliefsEducator BeliefsProgrammingDepth and ComplexityDiversityParenting
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Maryanne HainesCycle For Success: Parenting and Teaching 2eJulie Skolnick, United StatesFinding Our Fractaled Children: Lessons Learned From Fractals In Nature: Casting A Wider NetLinda Collins, United States; William Collins, United StatesStrategies For Supporting Students Who Are 2eCharlton Wolfgang, United States; Richard Mehrenberg, United StatesThe 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 Session Chair: Joan Jacobs, Lincoln Public SchoolsAn Introduction To Understanding Your High Ability StudentJo Tuite, United StatesSupporting The Emotional Needs of Gifted Students and Parents In Title I SchoolsDornswalo Wilkins-McCorey, United States; Mary Robin Schumaker, United States; Dr. Ardene Bunch, United StatesParenting Perfectionists: Scaffolding Failure and Building A Growth MindsetKimberley Perry, AustraliaMoving From “but What If” To “i Can”: Parenting The Anxious Gifted ChildJoan Jacobs, United States; Elizabeth Ebers-Truesdale, United States Session Chair: Astrid Lenvik, University of BergenGifted Students’ Perception of Gifted ProgrammingAndrea Hughs-Baird, United StatesWhat Helps Or Hinders The Achievement of Academically Talented Secondary School Boys?Graeme Miller, New ZealandSchool Engagement In High Ability Students: Developmental Trajectory, Contextual Factors, and Long-Term Educational OutcomesAlicia Ramos, Belgium; Karine Verschueren, Belgium; Bieke de Fraine, BelgiumTales From Norwegian Gifted YoungstersAstrid Lenvik, United States; Elisabeth Hesjedal*, Norway; Lise Jones*, Norway Session Chair: Mojca Juriševič, University of LjubljanaGiftedness and Gifted Education: Teachers’ Conception and Practice In The Indonesian ContextChairati Saleh, Australia; Leonie Kronborg, AustraliaStakeholders’ Views of Gifted Education In The Netherlands and Flanders and The United StatesEleonoor van Gerven, Netherlands; C. Matthew Fugate, United StatesRegular Classroom Teachers' Perception of Gifted LearnersJack Mathoga Marumo, South Africa; Mike Mhlolo, South AfricaContext Analysis On Attitudes Towards Gifted EducationMojca Jurisevic, Slovenia; Urska Zerak, Slovenia Session Chair: Claudia Cornejo, Monash UniversityTeachers of The Gifted Learning In Online Courses Through Group StrategiesPaula Christensen, United StatesProfessional Learning and Families: Working With Teachers To Create Learning Opportunities For ParentsKatie Lewis, United States; Angela Novak, United StatesOnboarding New Teachers In An All-Gifted Environment: Whys, Wherefores, and Saying Things Out LoudMelissa Bilash, United States; Jill Wurman, United StatesA Portrayal of Inspirational Teachers For Gifted and Highly Able Students: A Grounded Theory StudyClaudia Cornejo, Australia; Leonie Kronborg, Australia Session Chair: Sandra KayGifted Students’ Perceptions of Challenge: It’s Hard, It’s Fun, and They Want ItE. Jean Gubbins, United States; Pamela Peters, United States; Ashley Carpenter, United States; Del Siegle, United StatesOn Human Potential: Nurturing Talents, Cultivating ExpertiseSandra Kay, United States; Rena Subotnik, United States; Laurie Croft, United States Session Chair: Emily Mofield, Lipscomb UniversityImagine The Possibilities: Transform Math Instruction Using Strategies From Mentoring Mathematical MindsAngela Wakshul, United States; Jo-Ann Shields, United StatesIgniting Mathematical Minds: Rigorous Questioning Using The Icons of Depth and ComplexityJo-Ann Shields, United States; Angela Wakshul, United StatesGifted Learners In The Mainstream SchoolClaire Ball, Australia; Emma Brice, Australia; Andrew Watts*, AustraliaPerceiving The Forest, Not The Trees: Problem-Solving For Global Issues and Social Studies ContentEmily Mofield, United States; Tamra Stambaugh, United States Session Chair: Marcia Gentry, Purdue UniversityThe Implementation of The Young Scholars Model In A Small, Diverse School DistrictStacy Hayden, United States; Kelly Miller, United StatesDreams Deferred: Access, Equity, and Missing Children In Gifted Education Across The United StatesMarcia Gentry, United States; Gilman Whiting, United States; Nielsen Pereira, United States; Anne Gray, United States Session Chair: Janette Boazman, University of DallasParenting For High Potential: Essential Caregiving Strategies For Nurturing The Whole Gifted ChildJanette Boazman, United States; Tracy Inman, United States; Michele Kane, United States; Kathy Nilles, United States
3:00pm-3:30pm
(Student Life Center)
3:30pm-4:30pm
(SLC Commodore Ballroom)

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.

4:30pm-5:00pm
(SLC Commodore Ballroom)The Relationship Between Creativity and Creative Dispositions Among Kindergarten Children In Hong KongHoi Wai Wong, Hong KongThinking About Physics and Chemistry Through Feedback: A Path For Gifted StudentsMartin Konecny, Czech RepublicFostering Career Success and Satisfaction For Gifted and Talented StudentsJoi Lin, United StatesExamining Teacher Discourse In Stem Classrooms In A Summer Enrichment ProgramNesibe Karakis, United States; Nielsen Pereira, United StatesA Program For Nurturing The Potential of Indigenous Community Children From Arunachal Pradesh, IndiaMrinmayi Vaishampayan, IndiaGifted and Faced With A Problem: The Use of (meta)cognitive and Affective StrategiesChelsea O'Brien, NetherlandsGifted Children In Primary Schools. Children'S Perspectives As Participants Across Social Arenas, Activities and TeachingCharlotte Madsen, DenmarkVisual Literacy: Navigating A World Immersed In Visual LanguageDr. Martha Champa, United States; Dr. Susanna Hapgood, United StatesTwice-Exceptionality Research In Brazil: What do We Know?Aline Galassi, Brazil; Daniela Vilarinho-Rezende, BrazilGifted-Ebd: Program Design and Next StepsBarbara Lazarou, United StatesPlace-Based Learning: Acquiring 21st-Century Skills and Increasing Cultural Cognizance Through TravelAshley Scott, United StatesThe Rubik'S Cube: A Unique Twist In Steam Gifted EducationDan van der Vieren, United StatesHelping The Gifted Children Solve Practical Problems With MathematicsZhijie Liu, China
7:00pm-9:00pm
(Wildhorse Saloon)

You must register to attend the gala dinner. The cost is $90 USD and you can add the gala dinner by visiting www.worldgifted2019.com/registration.

Sunday, 28 July 2019
7:30am-10:00am
(SLC Commodore Ballroom)
8:00am-12:00pm
(Student Life 140 Board of Trust Room)
8:00am-9:40am
Social/EmotionalProgramming2eProgrammingIdentificationSchool AlternativesG&T
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 202 Joe C Davis Memorial HallAlumni Hall 206 Reading RoomSarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Examining Teacher Perceptions About The Teaching and Learning of Mathematically Gifted Learners In South AfricaMichael Mhlolo, South AfricaAccomplished Teaching Strategies That Work!Kelly Lomax, United StatesGlobal Suitcases: Training Teachers Through Authentic Case Studies of Diverse Gifted Immigrants Using Virtual SimulationsGillian Eriksson, United States; Jennifer Sanguiliano, United StatesTeachers Who Make A Difference: What Gifted Students SayAnna Payne, United States; Laurie Croft, United States Session Chair: Shane Kamsner, Carey Baptist Grammar SchoolUsing Mindfulness To Enhance Wellbeing For Gifted StudentsAntonia Szymanski, United StatesMindfulness As A Changemaker For Global Peace: Gifted Children & Youth InvolvedDorothy Sisk, United StatesMotivation, Engagement, and Talent Development: Preventing and Reversing UnderachievementJeanne Paynter, United StatesPerfect Pitch: Designing and Delivering A Student Centered Well-Being Program For Gifted ThinkersShane Kamsner, Australia; Carolyn Giles, Australia Session Chair: Susannah Wood, University of IowaApplied Improvisation In The ClassroomChristiana Frank, United StatesTeaching Their Bodies, Not Their Brains: Instructing Physical Education Differently To Gifted ChildrenJill Wurman, United States; Jessica Curtiss, United States; Alexa Fusselbaugh, United StatesIs It Ok To Start Without A Plan? To Work Without A Net?Beth Hahn, United States; Karen Qualls, United StatesSelf-Made Identity:how Using Avatars Influences Online BehaviorSusannah Wood, United States; Antonia (toni) Szymanski, United States Session Chair: Wendy Behrens, Minnesota Department of EducationTrauma and The Gifted BrainMaria Katsaros-Molzahn, United StatesPedro: A Twice-Exceptional StudentRenata Maia-Pinto, BrazilParadox of Giftedness and Asperger’s Syndrome: A Case Study In A Private School In DubaiAida Younis, United Arab EmiratesExploring Issues of Identifying Twice Exceptional Learners Through Case StudiesWendy A. Behrens, United States; C. Matthew Fugate, United States; Tracy Inman, United States Session Chair: Judith Lombard, Washoe County School DistrictEngaging Our Gifted Students Using Authentic LearningTodd Stanley, United StatesSustainability and Productivity In Gifted Education Programs: A New Vision From The University of JeddahFaisal Yahya Alamiri, Saudi ArabiaMeeting The Needs of The Many; Gifted Programming From 2nd – 12th GradesJudith Lombard, United States; Cheri Dimartino, United States; Bonnie Pillaro, United States; Sean Johnson, United StatesShared Journey, Different Perspectives: Snapshots From DownunderKathy Harrison, Australia; Mark Smith, Australia; Amy Horneman, Australia; Hayley Lewkowicz, Australia Session Chair: Ketty Sarouphim-McGill, Lebanese American UniversityIdentifying and Predicting Gifted Children’s Achievement Trajectories: Effects of Teachers, Peers, and Child CharacteristicsTessa Weyns, Belgium; Bieke de Fraine, Belgium; Karine Verschueren, BelgiumPerformance Based Assessments To Identify Gifted and Talented StudentsKetty Sarouphim-McGill, Lebanon; Abdulnasser Alhussaini, Saudi Arabia; C. June Maker, United States; Randal Pease, United States Powerful Strategies To Enhance The Learning of Gifted StudentsNathan Levy, United StatesApplying Sternberg’s Theory of Mental Self-Government To Explore Creative and Critical ThinkingMehdi Ghahremani, United StatesSeeing The World of Possibilities: Creative Problem SolvingLaurie Croft, United StatesTake A Look At This! Creativity, Visual Thinking, and Active LearningSusan Daniels, United States Session Chair: Susan Assouline, University of Iowa Belin-Blank CenterThe Impact of Outside-of-School Learning: Insights From “super Users” of Supplemental Gifted ProgramsSusan Corwith, United StatesAcceleration: An Effective Option For The Development of TalentsSusan Assouline, United States; Ann Lupkowski-Shoplik, United States; Lianne Hoogeveen, Netherlands; Laurie Croft, United States Session Chair: Kimberley Perry, Emmanuel Catholic CollegeFostering Creativity From Age 0 To 8Srinivasan Muthusamy, IndiaEstablishing and Fostering Positive Partnerships: Collaboration and Twice/multi-Exceptional ChildrenKimberley Perry, Australia; Melinda Gindy, Australia; Bek Duyckers, Australia; Carolyn Prince, Australia
9:50am-11:05am
STEAMProgrammingG&TDiversitySocial/EmotionalProgrammingDiversityMisc
Alumni Hall 100 LoungeAlumni Hall 201 ClassroomAlumni Hall 206 Reading RoomSarratt 112Sarratt 112Sarratt 197 CinemaSarratt 216/220SLC Commodore BallroomSLC Meeting Rooms 1 & 2
Session Chair: Maria P. Gomez-Arizaga, Universidad de los AndesStemulate Engineering Academy: Authentic Learning Opportunities In Stem For Low-Income and Diverse LearnersDebbie Dailey, United States; Michelle Buchanan, United States; Jason Trumble, United States; Alicia Cotabish, United StatesCareer Interests In Science Among Malaysian Gifted and Talented StudentsRorlinda Yusof, Malaysia; Noriah Mohd Ishak, Malaysia; Siti Noor Diana Mohd Kamaruddin, MalaysiaSocioemotional Characteristics of Gifted Female and Male Students In Science and MathematicsMaria P. Gomez-Arizaga, Chile; Marianela Navarro Ciudad, Chile; Annjeanette Martin, Chile Session Chair: Kelly Lomax, Mobile County Public School SystemThe Five Habits of Mind: Critical Questioning For High Ability LearnersSeth Jaeger, ColombiaBalancing Content Standards With The Hallmarks of Gt PedagogyJessica J. Reinhard, United StatesBuilding A Culture of Thinkers For Every LearnerKelly Lomax, United States Session Chair: Melinda Gindy, Australian Association for the Education of the Gifted and TalentedHow Good Was That? Meaningful Ways To Assess Gifted and Talented Student LearningChristine Deitz, United StatesA World of Products: Encouraging Excellence Through Product ProtocolTracy Inman, United States; Julia Roberts, United StatesDepth and Complexity In Gifted Students: Understanding and Simplifying Differentiated AssessmentMelinda Gindy, Australia Session Chair: Bruce Riegel, Maryland State Department of EducationIn Search of Equity: Providing Access To Training and Resources Through Free Online ResourcesBruce Riegel, United States; Wendy Behrens, United StatesEthical Challenges Using Participatory Methods With Gifted AdolescentsLaurie Walden, United KingdomGifted and Multilingual Learners: How Can We Effectively Identify and Serve Them?Megan Parker Peters, United States; Jeanne Gilliam Fain, United States Session Chair: Mira Alameddine, LWIS-City International SchoolDiversity of Characteristics of Gifted Anxiety Among Arabic-Islamic CultureGhazi Chakroun, Tunisia; Mira Alameddine, Lebanon; Mohammed Jafar Jamalallail, Saudi Arabia; Aysha Ajweh, JordanSome Dimensions of Gifted Anxiety and The Prospect of The Future of Education and LifeGhazi Chakroun, Tunisia; Naima Benyakoub, AlgeriaThe Application of The Gifted Anxiety Scale On Gifted Lebanese YouthMira Alameddine, Lebanon; Nidal Jouni, Lebanon Session Chair: Angela Novak, East Carolina UniversityPractical Programming For Rural Gifted Teachers and AdministratorsAngela Novak, United States; Bronwyn Macfarlane, United States; Katie Lewis, United States Mindsets of Underachievers: Understanding Why They Underachieve and What We Can doEmily Mofield, United States; Megan Parker Peters, United StatesMultiple Intelligences and Psychological Well-Being Among Gifted Students In Hong KongLai Kwan Chan, Hong Kong; David Chan*, Hong Kong; Huimin Liu, Hong Kong; Xiaoyan Sun, Hong Kong Session Chair: Del Siegle, National Center for Research on Gifted EducationResults of Four Years' Research At The National Center For Research On Gifted EducationDel Siegle, United States; D. Betsy McCoach, United States; E. Jean Gubbins, United States; Daniel Long, United States; Carolyn Callahan, United States Session Chair: L. Kathleen Casper, Florida Association for the GiftedSupporting Potentially-Gifted Learners In The Early Years (birth Through Age 5) Across The WorldL. Kathleen Casper, United States; Margaret Sutherland, United Kingdom; Dagmar Bergs-Winkels, Germany; Jo Dean, New Zealand; Andrea Delaune, New Zealand
11:05am-11:30am
(Student Life Center)
11:30am-12:30pm
(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, environmentsdiffer, 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 outsideof the individual, while endogenous learning resources can be found withinthe 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.

Sponsored by:

12:00pm-2:00pm
(Student Life 140 Board of Trust Room)
12:30pm-1:00pm
(SLC Commodore Ballroom)

Join us for the opening ceremony of the 23rd Biennial WCGTC World Conference!


 


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