17 #likeaboss: Growing up gifted, talented and female
Eunice Gaerlan-Price, Laidlaw College, New Zealand
Type: Concurrent Session
Abstract: In the wake of women’s increasing visibility in spaces of leadership across multiple societal spheres, what does it mean for girls today as they negotiate their journey to womanhood? This presentation explores the identity constructions of academically gifted and talented young women against the backdrop of postfeminist sentiment and a highly mediated and networked social landscape. This sociological research study uses the theoretical concepts of Pierre Bourdieu to understand the ways in which social structures interact with gifted and talented teenage girls’ subjective experiences and their identity constructions. Furthermore, this study uniquely engages with the creative research method of collective storying to bring to life in a fictional format the complex lived experiences of gifted and talented girls.
211 20 Years on: The experience of out-of-school programs for precocious children
Lilja Kristinsdóttir, UC SYD, Denmark
Meyvant Þórólfsson, University of Iceland, Iceland
Type: Concurrent Session
Abstract: In 2001-2004, an out-of-school program for gifted children named “Precocious Children – Proper Assignments” was run in the capital region in Iceland. It featured activities for precocious children aged 10 to 14. Subsequently, a small organization named Ad Astra was founded, offering a similar program in 2007-2011 to children aged 11 to 15. The purpose of this study was to explore the experience of such programs. Data collection comprised qualitative data about the development of the programs and, consequently, quantitative data based on questionnaires assigned to participants and others concerned for retrospective examination 20 years after the first program started.
27 A comprehensive look at the new Gifted Rating Scales 2
Angelina Paolozza, MHS, Canada
Mathangi Selvamenan, MHS, Canada
Steven Pfeiffer, United States
Type: Concurrent Session
Abstract: A critical step in addressing the needs of the gifted is developing an assessment tool that can assist in better serving this special needs population. The need for a valid and reliable assessment tool led to the development of the Gifted Rating Scales Second Edition (GRS 2), a new version of the GRS, the most widely used gifted rating scale in the USA. This presentation introduces the new GRS 2, a teacher and parent rating scale to help identify gifted students. Information will be provided on test development, automated local and national norms, special features, translated forms, and validity data.
43 Adaptation to online learning by Hong Kong families with gifted students during the COVID-19 pandemic
Tze-ho Fung, Hong Kong Academy for Gifted Education (HKAGE), Hong Kong
Type: Concurrent Session
Abstract: Regular face-to-face classes were cancelled due to COVID-19 in early 2020. Students had to learn alone at home. Thus, it is important to understand students’ learning situations when switching to online mode and the factors associated with their successful experiences or failures. Using the Rough Set Theory approach, the following factors/attributes, in decreasing order of significance, had prominent associations with the efficiency of students’ adaptation to online learning: School Support, Family Support, parental relationship, focused learning skills, time management skills, and parent education. The findings will provide insights for helping students to perform well in online learning.
293 Better together: When parents and professionals organize and advocate collaboratively for gifted children
Alexandra Vuyk, Red de Profesionales en Altas Capacidades / Universidad Catolica Nuestra Senora de la Asuncion, Paraguay
Veronica Dura, FUPAC – Fundacion Paraguaya de Altas Capacidades, Paraguay
Liz Barrios, REDPAC, Red de Profesionales en Altas Capacidades – Paraguay, Paraguay
Maureen Montania, REDPAC, Red de Profesionales en Altas Capacidades – Paraguay, Paraguay
Type: Concurrent Session
Abstract: In this session, we will describe how collaborative work in two organizations is opening up paths for high-ability individuals in Paraguay, where provisions are incipient and awareness is minimal. A parent advocacy organization that began in 2017 joined with a network of professionals in 2020 to work in a coordinated manner to reach key stakeholders and impact decision makers. We will describe the steps taken including initial meetings with the Ministry of Education and Sciences, first awareness workshops, work conducted in schools as outside professionals, a congressional bill, and meetings for policy advancement, as well as future directions.
313 Beyond academics: essential strategies for parenting and nurturing the whole gifted child
Janette Boazman, University of Dallas/DeBusk Foundation, United States
Michele Kane, Northeastern Illinois University, United States
Tracy Inman, Western Kentucky University, United States
Kathleen Nilles, NAGC, United States
Type: Panel Discussion
Abstract: Effective parenting and caregiving for the gifted goes beyond the academic needs of individuals. Gifted individuals who reach their full potential have a greater opportunity to thrive and flourish across their lifespan. Realization of full potential includes development of emotional, social, physical, academic, and spiritual identities. Topics in this presentation include Sayler’s model of Gifted and Thriving as one framework for research and holistic development; friendship and character development for gifted; practical approaches and strategies related to parenting; strategies to enhance relationships and the spiritual dimension; resources; and strategies beyond the classroom: the arts, clubs, family, parent groups, and advocacy strategies.
343 Comparative effects of differentiated education on intelligence and academic performance among gifted students
Andrew Almazan Anaya, CEDAT Talent Attention Center, Mexico
Type: Concurrent Session
Abstract: This longitudinal large-scale comparative research project explored the different cognitive and academic performance outcomes from distinct educational strategies for gifted students in Latin America. Conducted among 1,600 students, it assessed changes in IQ (Intelligence Quotient) and SAT (Scholastic Assessment Test) scores over a two-year period when three distinct enriched education strategies for talented were applied. A control group of 400 gifted students remained within a traditional school approach. Statistically significant differences were found in both IQ and SAT scores between the specialized programs and traditional education, with a significant correlation between the number of hours of differentiated programs and positive outcomes on intelligence and academic tests.
84 Considering gifts and talents through an ontological lens: Yolŋu Way, and Australian Aboriginal approach to talent development
Genevieve Thraves, University of New England, Australia
Type: Concurrent Session
Abstract: Giftedness has long been recognized as a cultural construct and as such has been subject to occasional interrogation from an epistemological standpoint. Very little has been written, though, on the ontological implications of differing cultural conceptions of gifts and talents. This presentation will report the results of an Australian study that investigated Yolŋu (an Australian Aboriginal group) views of giftedness, talents, and talent development and will endeavor to frame the study’s findings in terms of Yolŋu ontology.
96 Creating a network of specialist support
Deb Walker, New Zealand Centre for Gifted Education, New Zealand
Type: Concurrent Session
Abstract: A network of educators with a common interest in improving outcomes for gifted learners can support each other to reach their goals. “For teacher, by teachers” is the mantra used in Networks of Expertise in New Zealand of which Gifted Aotearoa is one. Gifted Aotearoa is an infrastructure of supports designed to appeal to as many educators as possible. Five different “waka” — vehicles — target educators from novice practitioners through to those who need mentoring to lead and support. This presentation covers the establishment, general operation, and benefits seen from using a nationwide model to create connections that bring about change.
253 Designing for choice: Pedagogical and programmatic considerations
Li Yun Grace Koh, CHIJ St Nicholas Girls’ School (Sec), Singapore
Chan Taiping, Joseph, CHIJ St Nicholas Girls’ School (Sec), Singapore
Lee Ruo-ning, CHIJ St Nicholas Girls’ School (Sec), Singapore
Law Huizhen, Sharon, CHIJ St Nicholas Girls’ School (Sec), Singapore
Abstract: In order to align with the 21st-century competencies framework and to further promote self-directed learners, teachers from CHIJ St Nicholas Girls’ School redesigned part of the curriculum to intentionally encourage student choice of what to and how to learn. With reference to self-determination theory, several lessons from history, chemistry, Chinese language, and project work were redesigned to explore the impact of choice on student attitude towards learning and mastery of the content and skills. The results of teacher observations, assessment of students’ deliverables, and student surveys demonstrated that there was an increase in student motivation towards learning, students being more self-directed in their learning, and confidence in the application of disciplinary skills. The session will share the considerations and steps taken to design a curriculum for greater student choice.
184 Developing and operating a creative leadership program based on design thinking using action research
Jung Kil Park, Soongsil University, South Korea
Ji Young Park, Soongsil University, South Korea
Song Hyun Park, Soongsil University, South Korea
Chanhee Jo, Soongsil University, South Korea
Heera Bae, Soongsil University, South Korea
Type: Concurrent Session
Abstract: This study was conducted as a field-centered problem-solving study through an action research method. In this study, a creative leadership program for adolescents that combines creativity, design thinking, and leadership was developed; a 60-hour program was operated for sixth graders in elementary school; and developers, instructors, coaches, students, and parents’ perceptions and satisfaction with the program were surveyed. Effective measures for the development and operation of a creative leadership program based on design thinking for youths focused on the field were presented.
2 Does gifted program participation benefit all students equally?
Kristen Stephens, Duke University, United States
William Darity, Jr., Duke University, United States
Malik Henfield, Loyola University Chicago, United States
Madeline Carrig, Duke University, United States
Erica Phillips, Duke University, United States
Type: Concurrent Session
Abstract: It is often assumed that participation in gifted programs sets students up for future academic opportunity and success, but does gifted program participation benefit all students equally? This current study examines those malleable factors that mediate and/or moderate the effects of gifted program participation among high ability students who have traditionally been underrepresented in such programs. Gifted education policy implications will also be discussed.
139 Exploring twice-exceptionality in Dubai private schools: Awareness, perceptions, current practices, and suggested enhancing educational strategies
Aida Younis, British University in Dubai, United Arab Emirates
Type: Concurrent Session
Abstract: The purpose of this transformative mixed-method study is to explore the awareness and perceptions of policymakers and educators about twice-exceptional students in Dubai’s very good and outstanding private schools. Also, the twice-exceptionality practices of identification and supporting programs are examined. Thus, from a transdisciplinary approach, strategies to improve the education of twice-exceptional students are recommended to policymakers and educators. Findings reveal that policymakers and educators have limited awareness and inadequate perceptions of twice-exceptional students. Based on such findings, recommendations include enhancing awareness, improving perceptions, and setting valid identification and support programs to serve twice-exceptional children.
319 It’s not segregated; it’s simultaneous: Differentiating for the profoundly gifted — *within* a gifted program
Jill Williford Wurman, The Grayson School, United States
Melissa Bilash, The Grayson School, United States
P. Susan Jackson, Daimon Institute for the Highly Gifted Inc., Canada
Kimm Doherty, The Grayson School, United States
Ashley Freeborn, The Grayson School, United States
Derek J. Graves, The Grayson School, United States
Type: Panel Discussion
Abstract: How can we best feed voracious profoundly gifted (PG) minds within an environment that is already accelerated and offering more complex material? One gifted school offers the intellectual complexity the PG need and the companionship they deserve. This panel will include the school founder; a PG-specialist psychotherapist; the school counselor; and instructors of language arts and advanced mathematics who work with micro-groups or one-on-one with PG students every day. Their decades of combined expertise with PG students, in particular, will offer insight and advice about the day-to-day reality of implementing such a program and will also share information about educational and social-emotional outcomes.
49 Making space for able learners: Cognitive challenge – principles into practice
Ann McCarthy, National Association for Able Children in Education, United Kingdom
Type: Concurrent Session
Abstract: There is a paucity of research-based evidence on which to build effective provisions for the most able learners, many of whom are often overlooked and underserved. The “Making Space for Able Learners” project reviews, extends and disseminates evidence-based practice in this field. The research utilizes contemporary writing and historic research from both within and beyond the field of education. It focuses on approaches to “cognitive challenge,” what this term means, and its significance to the education of more able pupils. The research closes the evidence gap between theory and practice and is brought to life by highly successful schools.
124 Nurturing affective skills in Hong Kong’s gifted and talented students
Hok Ling Amia Cheung, Hong Kong Academy for Gifted Education, Hong Kong
Jonathan Plucker, Johns Hopkins University, United States
Mary Simonsen, Johns Hopkins University, United States
Type: Concurrent Session
Abstract: Introducing affective education in contexts that emphasize traditional academic skills involves increasing awareness about affective education, providing resources to families of gifted and talented students, and laying the groundwork for integrating affective education into school curricula. Our comprehensive approach to integrating affective skills into educational landscapes is the first of its kind in Hong Kong. This presentation includes an overview of our research-driven approach to nurturing affective skills in gifted and talented students and overcoming contextual challenges as well as providing directions for future affective programming around the world.
44 Preparing educators to review and improve gifted services: A critical best practice
Susan Corwith, Northwestern University, Center for Talent Development, United States
Type: Concurrent Session
Abstract: Effective program evaluations help identify priorities, select appropriate models and strategies, and create coalitions for change and continuous improvement (formative purpose). Since gifted programs are frequently under scrutiny, program evaluation is also useful for gathering and analyzing data that can be used to demonstrate impact and compliance and to measure or benchmark growth over time (summative purpose). This session teaches participants about design principles for multi-faceted evaluations of local gifted services and strategies for engaging stakeholders in standards-based improvement. Success stories, cautionary tales, and common themes from recent reviews from a variety of school sizes and types will be shared.
137 STEAM and programming education for the gifted in a digital makerspace
Ellen Egeland Flø, University of Oslo, Norway
Type: Concurrent Session
Abstract: During the last years, there has been a growing interest in using makerspaces as an approach to STEAM (science, technology, engineering, arts, and mathematics) education. However, little research has been conducted into how this can be done, particularly for the gifted. This research investigates two interventions to STEAM and programming education, one based on a makerspace approach where students design, program, and make subject-relevant physical artifacts, and the other based on a classical approach where students do not make or program any physical objects. Which of the two interventions, taught through a digital environment (Zoom) due to COVID-19, appears most effective?
108 Talent delayed/talent denied II: Boundary-breaking advocacy
Shelagh Gallagher, Engaged Education, United States
Type: Concurrent Session
Abstract: Henry David Thoreau famously said that “the question is not what you look at but what you see.” Instead of seeing a public hostile towards gifted education, the North Carolina Association for Gifted and Talented decided to see statistics from reports like America Agrees that suggest that the public wants more gifted education, equitably accessible to all gifted students. We went a step further, holding an advocacy conference where people outside gifted education outnumbered those inside the field, in order to build a new advocacy base on behalf of gifted low-income students and gifted students of color.
78 The Gifted speak about the gifted identity, human worth, and self-esteem
Rosemary Keighley, rosemarykeighley.com, Australia
Type: Concurrent Session
Abstract: Gifted children attending, and adults who had attended, separate full-time gifted classes were interviewed. They were encouraged to raise topics of their own choosing and speak at length. Interviewees ranged in age from ten to 86 years. Several strong common themes emerged, the child data paralleling the adult data strikingly. This presentation focuses on the gifted identity, human worth, and self-esteem, exploring the inter-relationships that emerged between them as they affected both school and home life and later life. In the words of the subjects, some surprising outcomes from being identified as gifted are revealed, with their suggestions for improvement.
121 Transforming the INVISIBLE to VISIBLE: Developing an inclusive, empowering education for gifted LGBTQ+ students
Alena Treat, Upper Iowa University, United States
Orla Dunne, Centre For Talented Youth, Ireland, Ireland
Type: Concurrent Session
Abstract: This presentation is a preview of our chapter for Vol. 2 of Introduction to Gifted Education. It begins with a powerful quote by Adrienne Rich that depicts the current inability for G/LGBTQ+ students to thrive in gifted education. Next, nine issues beginning with the letters in INVISIBLE are presented, followed by seven sets of solutions/advice starting with the letters in VISIBLE. Attendees will also receive a starter kit (sample unit, inclusive role play cards, case study, PowerPoint, essential questions, big ideas, discussion questions) to help transform gifted education into an environment in which G/LGBTQ+ students can thrive.
207 Twice-exceptional students who are gifted and have dyslexia: The “canaries in the mine”?
Nancy Young, Nancy Young Educational Consulting, Canada
Type: Concurrent Session
Abstract: In many schools, students who are intellectually gifted and have dyslexia are at risk of not having their needs met and may not even be identified. These twice-exceptional (2e) students require programming that addresses their intellectual and personal strengths as they are learning to read, spell, and write. Emphasizing kindergarten through grade 3, this session summarizes the research and presents examples of teaching the structure of the English language. Attendees will see why these students may be the “canaries in the mine” that can help us improve reading and writing instruction for all students while providing enrichment opportunities for advanced students.
266 University teaching approaches that provide for gifted education, talent development, and/or creativity
Leonie Kronborg, Monash University, Australia
Barbara A. Kerr, University of Kansas, United States
C. June Maker, University of Arizona, United States
Ann Robinson, University of Arkansas Little Rock, United States
Type: Panel Discussion
Abstract: A panel of four leading university academic educators who have led different successful programs in gifted education, talent development, and/or creativity at their universities for 20-plus years will each discuss aspects of their teaching programs. Questions will be posed to each panel member and be facilitated by another university educator for teachers of gifted education programs from a different country and context. The diverse approaches to teacher education/professional learning of teachers and psychologists will be discussed in relation to key knowledge areas that were emphasized. Key research that underpinned each of the academic’s approaches to teaching the gifted, talented, and creative will be highlighted.
335 Using the metacognitive cycle to build executive functioning skills in gifted/2e learners
Emily Kircher-Morris, The Neurodiversity Podcast, United States
Type: Concurrent Session
Abstract: Gifted students may struggle with executive functioning skills due to being twice-exceptional or experiencing asynchronous development. Whether you are a teacher, parent, or counselor, this session will help you learn how to empower students to take control of their executive functioning skills by teaching them how to use the Metacognitive Cycle — a process that involves self-monitoring, self-evaluating, and self-regulating.
