{"id":1178,"date":"2021-04-19T13:34:41","date_gmt":"2021-04-19T18:34:41","guid":{"rendered":"https:\/\/worldgifted2021.com\/?page_id=1178"},"modified":"2021-04-19T13:34:41","modified_gmt":"2021-04-19T18:34:41","slug":"concurrent-sessions-and-panel-discussions","status":"publish","type":"page","link":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/concurrent-sessions-and-panel-discussions\/","title":{"rendered":"Concurrent Sessions and Panel Discussions"},"content":{"rendered":"\t\t
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Concurrent sessions and panel discussions will be live\/simulive presentations. Each will be recorded for later viewing in case you are unable to attend the live presentation.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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17 #likeaboss: Growing up gifted, talented and female<\/strong><\/p>\n

Eunice Gaerlan-Price, Laidlaw College, New Zealand<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: In the wake of women\u2019s 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\u2019 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.<\/div>\n
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211 20 Years on: The experience of out-of-school programs for precocious children<\/strong><\/p>\n

Lilja Kristinsd\u00f3ttir, UC SYD, Denmark<\/p>\n

Meyvant \u00de\u00f3r\u00f3lfsson, University of Iceland, Iceland<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: In 2001-2004, an out-of-school program for gifted children named \u201cPrecocious Children \u2013 Proper Assignments\u201d 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.<\/div>\n
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27 A comprehensive look at the new Gifted Rating Scales 2<\/strong><\/p>\n

Angelina Paolozza, MHS, Canada<\/p>\n

Mathangi Selvamenan, MHS, Canada<\/p>\n

Steven Pfeiffer, United States<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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43 Adaptation to online learning by Hong Kong families with gifted students during the COVID-19 pandemic<\/strong><\/p>\n

Tze-ho Fung, Hong Kong Academy for Gifted Education (HKAGE), Hong Kong<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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\u2019 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\u2019 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.<\/div>\n
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293 Better together: When parents and professionals organize and advocate collaboratively for gifted children<\/strong><\/p>\n

Alexandra Vuyk, Red de Profesionales en Altas Capacidades \/ Universidad Catolica Nuestra Senora de la Asuncion, Paraguay<\/p>\n

Veronica Dura, FUPAC – Fundacion Paraguaya de Altas Capacidades, Paraguay<\/p>\n

Liz Barrios, REDPAC, Red de Profesionales en Altas Capacidades – Paraguay, Paraguay<\/p>\n

Maureen Montania, REDPAC, Red de Profesionales en Altas Capacidades – Paraguay, Paraguay<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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313 Beyond academics: essential strategies for parenting and nurturing the whole gifted child<\/strong><\/p>\n

Janette Boazman, University of Dallas\/DeBusk Foundation, United States<\/p>\n

Michele Kane, Northeastern Illinois University, United States<\/p>\n

Tracy Inman, Western Kentucky University, United States<\/p>\n

Kathleen Nilles, NAGC, United States<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: 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\u2019s 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.<\/div>\n
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343 Comparative effects of differentiated education on intelligence and academic performance among gifted students<\/strong><\/p>\n

Andrew Almazan Anaya, CEDAT Talent Attention Center, Mexico<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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84 Considering gifts and talents through an ontological lens: Yol\u014bu Way, and Australian Aboriginal approach to talent development<\/strong><\/p>\n

Genevieve Thraves, University of New England, Australia<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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 Yol\u014bu (an Australian Aboriginal group) views of giftedness, talents, and talent development and will endeavor to frame the study\u2019s findings in terms of Yol\u014bu ontology.<\/div>\n
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96 Creating a network of specialist support<\/strong><\/p>\n

Deb Walker, New Zealand Centre for Gifted Education, New Zealand<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: A network of educators with a common interest in improving outcomes for gifted learners can support each other to reach their goals. \u201cFor teacher, by teachers\u201d 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 \u201cwaka\u201d \u2014 vehicles \u2014 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.<\/div>
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253 Designing for choice: Pedagogical and programmatic considerations<\/span><\/p>

Li Yun Grace Koh, CHIJ St Nicholas Girls’ School (Sec), Singapore<\/p>

Chan Taiping, Joseph, CHIJ St Nicholas Girls’ School (Sec), Singapore<\/p>

Lee Ruo-ning, CHIJ St Nicholas Girls’ School (Sec), Singapore<\/p>

Law Huizhen, Sharon, CHIJ St Nicholas Girls’ School (Sec), Singapore<\/p>

Abstract<\/span>: In order to align with the 21st-century competencies framework and to further promote self-directed learners, teachers from CHIJ St Nicholas Girls\u2019 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\u2019 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.<\/div><\/div>\n
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184 Developing and operating a creative leadership program based on design thinking using action research<\/strong><\/p>\n

Jung Kil Park, Soongsil University, South Korea<\/p>\n

Ji Young Park, Soongsil University, South Korea<\/p>\n

Song Hyun Park, Soongsil University, South Korea<\/p>\n

Chanhee Jo, Soongsil University, South Korea<\/p>\n

Heera Bae, Soongsil University, South Korea<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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2 Does gifted program participation benefit all students equally?<\/strong><\/p>\n

Kristen Stephens, Duke University, United States<\/p>\n

William Darity, Jr., Duke University, United States<\/p>\n

Malik Henfield, Loyola University Chicago, United States<\/p>\n

Madeline Carrig, Duke University, United States<\/p>\n

Erica Phillips, Duke University, United States<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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139 Exploring twice-exceptionality in Dubai private schools: Awareness, perceptions, current practices, and suggested enhancing educational strategies<\/strong><\/p>\n

Aida Younis, British University in Dubai, United Arab Emirates<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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\u2019s 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.<\/div>\n
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319 It\u2019s not segregated; it\u2019s simultaneous: Differentiating for the profoundly gifted \u2014 *within* a gifted program<\/strong><\/p>\n

Jill Williford Wurman, The Grayson School, United States<\/p>\n

Melissa Bilash, The Grayson School, United States<\/p>\n

P. Susan Jackson, Daimon Institute for the Highly Gifted Inc., Canada<\/p>\n

Kimm Doherty, The Grayson School, United States<\/p>\n

Ashley Freeborn, The Grayson School, United States<\/p>\n

Derek J. Graves, The Grayson School, United States<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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49 Making space for able learners: Cognitive challenge – principles into practice<\/strong><\/p>\n

Ann McCarthy, National Association for Able Children in Education, United Kingdom<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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 \u201cMaking Space for Able Learners\u201d 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 \u201ccognitive challenge,\u201d 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.<\/div>\n
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124 Nurturing affective skills in Hong Kong\u2019s gifted and talented students<\/strong><\/p>\n

Hok Ling Amia Cheung, Hong Kong Academy for Gifted Education, Hong Kong<\/p>\n

Jonathan Plucker, Johns Hopkins University, United States<\/p>\n

Mary Simonsen, Johns Hopkins University, United States<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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44 Preparing educators to review and improve gifted services: A critical best practice<\/strong><\/p>\n

Susan Corwith, Northwestern University, Center for Talent Development, United States<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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137 STEAM and programming education for the gifted in a digital makerspace<\/strong><\/p>\n

Ellen Egeland Fl\u00f8, University of Oslo, Norway<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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?<\/div>\n
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108 Talent delayed\/talent denied II: Boundary-breaking advocacy<\/strong><\/p>\n

Shelagh Gallagher, Engaged Education, United States<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: Henry David Thoreau famously said that \u201cthe question is not what you look at but what you see.\u201d 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.<\/div>\n
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78 The Gifted speak about the gifted identity, human worth, and self-esteem<\/strong><\/p>\n

Rosemary Keighley, rosemarykeighley.com, Australia<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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121 Transforming the INVISIBLE to VISIBLE: Developing an inclusive, empowering education for gifted LGBTQ+ students<\/strong><\/p>\n

Alena Treat, Upper Iowa University, United States<\/p>\n

Orla Dunne, Centre For Talented Youth, Ireland, Ireland<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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.<\/div>\n
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207 Twice-exceptional students who are gifted and have dyslexia: The \u201ccanaries in the mine\u201d?<\/strong><\/p>\n

Nancy Young, Nancy Young Educational Consulting, Canada<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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 \u201ccanaries in the mine\u201d that can help us improve reading and writing instruction for all students while providing enrichment opportunities for advanced students.<\/div>\n
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266 University teaching approaches that provide for gifted education, talent development, and\/or creativity<\/strong><\/p>\n

Leonie Kronborg, Monash University, Australia<\/p>\n

Barbara A. Kerr, University of Kansas, United States<\/p>\n

C. June Maker, University of Arizona, United States<\/p>\n

Ann Robinson, University of Arkansas Little Rock, United States<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: 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\u2019s approaches to teaching the gifted, talented, and creative will be highlighted.<\/div>\n
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335 Using the metacognitive cycle to build executive functioning skills in gifted\/2e learners<\/strong><\/p>\n

Emily Kircher-Morris, The Neurodiversity Podcast, United States<\/p>\n

Type<\/strong>: Concurrent Session<\/p>\n

Abstract<\/strong>: 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 \u2014 a process that involves self-monitoring, self-evaluating, and self-regulating.<\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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111 A call to action: Supporting equity, diversity, and access for gifted students<\/strong><\/p>\n

Lynette Breedlove, The Gatton Academy of Mathematics and Science, United States<\/p>\n

Tracy Inman, The Center for Gifted Studies, United States<\/p>\n

Julia Robert, The Center for Gifted Studies\/The Gatton Academy of Mathematics and Science, United States<\/p>\n

Javetta Jones-Roberson, McKinney Independent School District, United States<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: A critical new document created by The Association for the Gifted will be shared that presents a summary of research along with recommended action to address equity and access in gifted education for under-represented students. This issue is critical in the field as we must ensure all high-ability students’ needs are met. This session will enable participants to understand the Excellence Gap in addition to the Achievement Gap; advocate for under-represented populations based on current research; and identify resources to aid in the effort of identifying and serving under-represented students.<\/div>\n
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48 Beyond global awareness for the gifted: Decolonizing your classroom bookshelves<\/strong><\/p>\n

Rhoda Myra Garces-Bacsal, UAE University, United Arab Emirates<\/p>\n

Hala Elhoweris, UAE University, United Arab Emirates<\/p>\n

Hind Tuaib Ghufli, UAE University, United Arab Emirates<\/p>\n

Najla Sultan Al Owais, UAE University, United Arab Emirates<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: In order to “teach for social justice,” one must first be able to read for social justice. This session will push participants to reimagine the idea of reading as an act of resistance, hope, and transformation by introducing gifted educators to diverse picturebooks that allow spaces for cognitive disequilibrium, leading to the emergence of more pluralistic approaches and transformative pedagogies.<\/div>\n
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109 Early college entrance programs: A student perspective<\/strong><\/p>\n

Lynette Breedlove, The Gatton Academy of Mathematics and Science, United States<\/p>\n

Julia Roberts, The Gatton Academy of Mathematics and Science, United States<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: Early college entrance programs give high-ability and gifted students the opportunity to accelerate academically into an environment with extensive opportunities. They also specialize in providing social and emotional support to their students and a community of true peers. The components of early college entrance programs address the whole child\u2019s needs in meaningful ways. Learn about a publicly-funded early college entrance program and hear directly from students about their experiences in this specialized environment. A panel of students will discuss why they chose to attend, the services they were provided, and how the program was meaningful to their development.<\/div>\n
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77 Gatekeepers in talent development: Deciders of who gets in and who stays out<\/strong><\/p>\n

Frank C. Worrell, University of California, Berkeley, United States<\/p>\n

Megan Foley Nicpon, University of Iowa, United States<\/p>\n

Steve Portenga, iPerformance Consultants, United States<\/p>\n

Steven E. Knotek, University of North Carolina at Chapel Hill, United States<\/p>\n

Franzis Preckel, University of Trier, Germany<\/p>\n

Paula Olszewski-Kubilius, Center for Talent Development, Northwestern University, United States<\/p>\n

Rena Subotnik, American Psychological Association, United States<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: Gatekeepers are individuals who, on their own or within their agencies, decide whether to open doors for candidates or keep them out. Their role in every domain of talent development is acknowledged but wrapped in mystery sufficient to elicit our scholarly exploration. How does one become a gatekeeper? Does the label come with any training? How do gatekeepers operate at different levels of talent development in different domains? This session will introduce the concept of gatekeepers and gatekeeping, present the current state of research and propose ways that members of the audience can gain more insights into this exclusive club.<\/div>\n
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127 Gifted education programs in schools<\/strong><\/p>\n

Ayesha Umar, Ayesha Umar- Careers and Education Consultancy, Australia<\/p>\n

Donna Elizabeth Wright, Bandiana Primary School, Australia<\/p>\n

Darryl Ward, Albury High School, Australia<\/p>

Justin Beckett, Trinity Anglican College, Australia<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: Three Australian school principals come together to discuss gifted education in schools facilitated by a gifted education consultant. The participants include the Australian Principal of the Year Awardee 2020, the Australian Council of Educational Leaders NSW Leadership Awardee 2019, and the biggest regional New South Wales independent school principal (K-12). Join us to learn about the challenges these school leaders have faced in implementing gifted education programs in their schools and how their students have excelled as a consequence of these programs.<\/div>\n
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86 Identifying the essential tensions in teaching gifted students<\/strong><\/p>\n

Dr. Brian P. Godor, Erasmus University Rotterdam, Netherlands<\/p>\n

Dr. Antonia Szymanski, Western Kentucky University, United States<\/p>\n

Dr. Laurie Croft, University of Iowa, United States<\/p>\n

Dr. Lianne Hoogeveen, Radboud University Nijmegen, Netherlands<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: The aim of this panel discussion is to further explore teaching pedagogies for gifted students and to actively engage each participant in this exploration. The central theme, the essential tensions in teaching the gifted, will cover several topics that are at the heart of teaching and inform the day-to-day pedagogical decisions made by teachers, such as excellence vs. equity, coverage vs. self-discovery, and monodisciplinary vs. pluridisciplinary, as well as several other central tensions.<\/div>\n
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365 Implications of family and personal dimensions on the development of 21st-century skills<\/strong><\/p>\n

Connie Phelps, Emporia State University, United States<\/p>\n

Kyung Hwa Lee, Soongsil University, South Korea<\/p>\n

Todd Lubart, University of Paris, France<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: This intercultural study investigated the influence of the home environment, parenting style, self-efficacy, personality, and achievement constructs on the development of 21st-century skills. Conducted in three countries, the study invited college students and educators to complete five peer-reviewed measures through an online survey. A goodness of fit model applied to results showed a correlation of measures in the three countries except for parenting style and self-efficacy. This panel discussion addresses each construct with intercultural implications for parents, educators, and mental health professionals who wish to support creative potential, development, and productivity in children, students, and clients.<\/div>\n
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99 Supporting the social and emotional well-being of gifted students in practice, not just in theory<\/strong><\/p>\n

Madelaine Armstrong Willcocks, New Zealand Centre for Gifted Education, New Zealand<\/p>\n

Smruti Pavlov, New Zealand Centre for Gifted Education, New Zealand<\/p>\n

Sue Luus, New Zealand<\/p>\n

Type<\/strong>: Panel Discussion<\/p>\n

Abstract<\/strong>: The New Zealand Centre for Gifted Education\u2019s (NZCGE) curriculum for gifted learners includes a specific content strand entitled Personal Development, aimed at supporting gifted students in gaining an understanding of what it means to be gifted and in building better intra- and interpersonal knowledge. Students who develop greater self-awareness become empowered to take better control of their social and emotional needs. The Centre sees ongoing powerful social and emotional outcomes for the students it works with, and the NZCGE panel is happy to discuss and share aspects of this content with the international gifted education community.<\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"CTY\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Concurrent Sessions and Panel Discussions Concurrent sessions and panel discussions will be live\/simulive presentations. Each will be recorded for later viewing in case you are unable to attend the live presentation. Concurrent Sessions 17 #likeaboss: Growing up gifted, talented and female Eunice Gaerlan-Price, Laidlaw College, New Zealand Type: Concurrent Session Abstract: In the wake of women\u2019s increasing visibility […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1178","page","type-page","status-publish","hentry"],"yoast_head":"\nConcurrent Sessions and Panel Discussions - 2021 WCGTC World Conference<\/title>\n<meta name=\"description\" content=\"The Virtual World Conference will feature several live\/simulive concurrent sessions and panel discussions.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/concurrent-sessions-and-panel-discussions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Concurrent Sessions and Panel Discussions - 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The table below lists the times in three different time zones (AEST, CDT, and BST). Links for viewing the times in your local time zone are also included below. This schedule is tentative and subject\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":646,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/submit\/","url_meta":{"origin":1178,"position":1},"title":"Proposal Submissions","author":"admin","date":"February 19, 2020","format":false,"excerpt":"Proposal Submission Guide Deadline Extended through March 8 Presenters are eligible to receive a 20% discount on registration The process for submission is: Read all instructions contained in this guide. Develop your proposal description and review it carefully before beginning the online submission. Follow prompts and complete all fields. Submit\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1326,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/audiovisual-presentations\/","url_meta":{"origin":1178,"position":2},"title":"Audiovisual Presentations","author":"admin","date":"July 8, 2021","format":false,"excerpt":"Audiovisual Presentations 280 A laboratory for the early identification of giftedness Larisa\u00a0KalininaSamara State University of Social Sciences and EducationRussia Dmitry\u00a0IvanovSamara State University of Social Sciences and EducationRussia Nikolai\u00a0NikitinSamara State University of Social Sciences and EducationRussia A description of a laboratory designed to identify the giftedness of six-year-olds is presented. The\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1271,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/on-demand-sessions\/","url_meta":{"origin":1178,"position":3},"title":"On-Demand Sessions","author":"admin","date":"June 21, 2021","format":false,"excerpt":"On-Demand Sessions Below is a tentative list of on-demand sessions that will be available at the virtual World Conference. 327 \u201cPathological differentiation\u201d in math is optimal differentiation in math Jill Williford\u00a0Wurman, The Grayson School, United States Melissa\u00a0Bilash, The Grayson School, United States Kimm\u00a0Doherty, The Grayson School, United States Traci\u00a0Brody, The\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":801,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/sponsors-and-exhibitors\/","url_meta":{"origin":1178,"position":4},"title":"Sponsors and Exhibitors","author":"admin","date":"January 18, 2021","format":false,"excerpt":"Sponsors and Exhibitors There are several sponsorship opportunities available as well as the opportunity to have a virtual exhibit. See the list of sponsorships below. To become a sponsor you may complete the form at\u00a0https:\/\/giftedwku.wufoo.com\/forms\/z1qri4m11dug9fo\/\u00a0or\u00a0email Tyler Clark at headquarters@world-gifted.org. Click here to Apply to be a Sponsor or Exhibitor Presenting\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"WKU Center for Gifted Studies - 2021 Virtual WCGTC World Conference Agenda Sponsor","src":"https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2021\/03\/WKU-Long-New-Red.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":425,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/about\/","url_meta":{"origin":1178,"position":5},"title":"About","author":"admin","date":"July 31, 2019","format":false,"excerpt":"https:\/\/www.youtube.com\/watch?v=v8ZU22rPKic 24th Biennial World Conference Due to the ongoing pandemic, the 24th WCGTC\u00ae World Conference will be held virtually focusing on Developing the Future of Gifted Education. The World Conference is a great opportunity for researchers, educators, psychologists, parents, and other stakeholders to gather from around the globe to discuss\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"World Council for Gifted and Talented Children Logo","src":"https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2020\/11\/WCGTC-Logo-R-With-Org-Name-no-bg-300x260.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/pages\/1178","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/comments?post=1178"}],"version-history":[{"count":0,"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/pages\/1178\/revisions"}],"wp:attachment":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/media?parent=1178"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}