BEGIN:VCALENDAR VERSION:2.0 PRODID:-//World Council for Gifted and Talented Children - ECPv6.15.18//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:World Council for Gifted and Talented Children X-ORIGINAL-URL:https://world-gifted.org X-WR-CALDESC:Events for World Council for Gifted and Talented Children REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20210314T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20211107T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20220313T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20221106T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20230312T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST 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DTSTART:20221106T090000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT DTSTART:20230312T100000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST DTSTART:20231105T090000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Asia/Taipei BEGIN:STANDARD TZOFFSETFROM:+0800 TZOFFSETTO:+0800 TZNAME:CST DTSTART:20210101T000000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Chicago:20250423T160000 DTEND;TZID=America/Chicago:20250423T160000 DTSTAMP:20260404T094008 CREATED:20250414T162248Z LAST-MODIFIED:20250414T162655Z UID:9186-1745424000-1745424000@world-gifted.org SUMMARY:WCGTC Webinar: Gifted Education in the Age of AI DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/gifted-education-in-the-age-of-ai-tools-trends-and-transformation/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20250317T110000 DTEND;TZID=America/Chicago:20250317T123000 DTSTAMP:20260404T094008 CREATED:20250305T230122Z LAST-MODIFIED:20250314T143235Z UID:9130-1742209200-1742214600@world-gifted.org SUMMARY:Gifted Potential in Displacement: Educational and Social Pathways for Success DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/gifted-potential-in-displacement-educational-and-social-pathways-for-success/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250130T120000 DTEND;TZID=America/New_York:20250130T130000 DTSTAMP:20260404T094008 CREATED:20241223T212415Z LAST-MODIFIED:20250107T180819Z UID:8993-1738238400-1738242000@world-gifted.org SUMMARY:WCGTC Webinar - From Manuscript to Publication: Navigating the GTI Submission Process with Editors - January 30\, 2025 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-from-manuscript-to-publication-navigating-the-gti-submission-process-with-editors-january-30-2025/ ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20241018 DTEND;VALUE=DATE:20241020 DTSTAMP:20260404T094008 CREATED:20240701T165048Z LAST-MODIFIED:20240722T212025Z UID:8772-1729209600-1729382399@world-gifted.org SUMMARY:International Conference on Gifted Education (ICGE) 2024 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/international-conference-on-gifted-education-icge-2024/ LOCATION:Kaveri College of Arts\, Science and Commerce\, Ganeshnagar\, Pune\, S. NO.36\, SHRI G.M. SHETTY EDUCATIONAL COMPLEX\, Ganeshnagar\, Pune\, 411038\, India END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240828 DTEND;VALUE=DATE:20240901 DTSTAMP:20260404T094008 CREATED:20220906T190133Z LAST-MODIFIED:20240109T145256Z UID:7464-1724803200-1725148799@world-gifted.org SUMMARY:2024 ECHA Conference DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/2024-echa-conference/ LOCATION:Anatolia College & Thessaloniki Concert Hall\, Thessaloniki\, Greece END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240817 DTEND;VALUE=DATE:20240821 DTSTAMP:20260404T094008 CREATED:20231229T192028Z LAST-MODIFIED:20231229T192028Z UID:8195-1723852800-1724198399@world-gifted.org SUMMARY:18th Asia-Pacific Conference on Giftedness DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/18th-asia-pacific-conference-on-giftedness/ LOCATION:Takamatsu City\, Kagawa Prefecture\, Takamatsu\, Japan END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20240620T120000 DTEND;TZID=America/Chicago:20240620T140000 DTSTAMP:20260404T094008 CREATED:20240604T160758Z LAST-MODIFIED:20240618T165820Z UID:8613-1718884800-1718892000@world-gifted.org SUMMARY:WCGTC Webinar – Equity– June 20\, 2024 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-equity-june-20-2024/ ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20240519T130000 DTEND;TZID=America/New_York:20240521T143000 DTSTAMP:20260404T094008 CREATED:20231005T145221Z LAST-MODIFIED:20231005T145346Z UID:8130-1716123600-1716301800@world-gifted.org SUMMARY:2024 Wallace Research Symposium on Talent Development DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/2024-wallace-research-symposium-on-talent-development/ LOCATION:University of Connecticut\, Storrs\, CT\, 06269\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20240508T140000 DTEND;TZID=America/New_York:20240508T153000 DTSTAMP:20260404T094008 CREATED:20240320T223832Z LAST-MODIFIED:20240409T121104Z UID:8383-1715176800-1715182200@world-gifted.org SUMMARY:WCGTC Webinar - Exploring Overexcitabilities and Creativity in Educational Settings - May 8\, 2024 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-exploring-overexcitabilities-and-creativity-in-educational-settings-may-2024/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240426 DTEND;VALUE=DATE:20240427 DTSTAMP:20260404T094008 CREATED:20240108T213141Z LAST-MODIFIED:20240108T213141Z UID:8210-1714089600-1714175999@world-gifted.org SUMMARY:2024 Marguerite-Bourgeoys School Board Conference on Giftedness DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/2024-marguerite-bourgeoys-school-board-conference-on-giftedness/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20240409T070000 DTEND;TZID=America/Chicago:20240409T083000 DTSTAMP:20260404T094008 CREATED:20240306T170719Z LAST-MODIFIED:20240328T182936Z UID:8330-1712646000-1712651400@world-gifted.org SUMMARY:WCGTC Webinar - If You Build It\, They Will Come - April 2024 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-if-you-build-it-they-will-come-april-2024/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20240321T193000 DTEND;TZID=Europe/Amsterdam:20240321T210000 DTSTAMP:20260404T094008 CREATED:20240228T170510Z LAST-MODIFIED:20240303T232504Z UID:8255-1711049400-1711054800@world-gifted.org SUMMARY:WCGTC Webinar - Teacher Education - March 2024 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-teacher-education-march-2024/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20240208T193000 DTEND;TZID=Europe/Amsterdam:20240208T210000 DTSTAMP:20260404T094008 CREATED:20240114T161221Z LAST-MODIFIED:20240114T171333Z UID:8214-1707420600-1707426000@world-gifted.org SUMMARY:WCGTC Webinar - 2e Learners DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-2e-learners/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Sydney:20231026T083000 DTEND;TZID=Australia/Sydney:20231026T150000 DTSTAMP:20260404T094008 CREATED:20231005T143932Z LAST-MODIFIED:20231005T144731Z UID:8123-1698309000-1698332400@world-gifted.org SUMMARY:Gifted Education Online Symposium 2023 - Hosted by Griffith University DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/gifted-education-online-symposium-2023-hosted-by-griffith-university/ LOCATION:Virtual ORGANIZER;CN="Griffith University":MAILTO:giftededucation@griffith.edu.au END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20230805 DTEND;VALUE=DATE:20230814 DTSTAMP:20260404T094008 CREATED:20220903T212303Z LAST-MODIFIED:20220903T212503Z UID:7457-1691193600-1691971199@world-gifted.org SUMMARY:2023 WCGTC World Conference DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/2023-wcgtc-world-conference/ ATTACH;FMTTYPE=image/png:https://world-gifted.org/wp-content/uploads/2022/09/1WCGTC23-Save-the-Date-Card-210-×-148-mm.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20230517T210000 DTEND;TZID=Europe/Amsterdam:20230517T223000 DTSTAMP:20260404T094008 CREATED:20230306T172144Z LAST-MODIFIED:20230327T171150Z UID:7848-1684357200-1684362600@world-gifted.org SUMMARY:WCGTC Webinar - Multiple Facets of Creativity and Divergent Thinking DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-multiple-facets-of-creativity-and-divergent-thinking/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20230320T170000 DTEND;TZID=Europe/Amsterdam:20230320T183000 DTSTAMP:20260404T094008 CREATED:20230103T151619Z LAST-MODIFIED:20230123T192319Z UID:7780-1679331600-1679337000@world-gifted.org SUMMARY:WCGTC Webinar – Culturally Responsive Education for the Gifted DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-culturally-responsive-education-for-the-gifted/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20230305 DTEND;VALUE=DATE:20230308 DTSTAMP:20260404T094008 CREATED:20211122T174715Z LAST-MODIFIED:20220903T211808Z UID:6870-1677974400-1678233599@world-gifted.org SUMMARY:3rd Thematic ECHA Conference on Teaching Highly Able Students DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/3rd-thematic-echa-conference-on-teaching-highly-able-students/ LOCATION:Haifa\, Israel\, Haifa\, Israel ATTACH;FMTTYPE=image/jpeg:https://world-gifted.org/wp-content/uploads/2021/11/SAVE-THE-DATE-photo.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20230125T110000 DTEND;TZID=Europe/Amsterdam:20230125T133000 DTSTAMP:20260404T094008 CREATED:20221102T154544Z LAST-MODIFIED:20230122T165641Z UID:7591-1674644400-1674653400@world-gifted.org SUMMARY:WCGTC Webinar – How to Advocate for the Gifted? DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-how-to-advocate-for-the-gifted/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20221129T080000 DTEND;TZID=Europe/Amsterdam:20221129T102000 DTSTAMP:20260404T094008 CREATED:20221102T001757Z LAST-MODIFIED:20221124T015306Z UID:7555-1669708800-1669717200@world-gifted.org SUMMARY:WCGTC Webinar - Professional Learning in Gifted Education DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-professional-learning-in-gifted-education/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20221021 DTEND;VALUE=DATE:20221023 DTSTAMP:20260404T094008 CREATED:20220705T173511Z LAST-MODIFIED:20220705T173511Z UID:7393-1666310400-1666483199@world-gifted.org SUMMARY:2022 AAEGT Virtual Conference DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/2022-aaegt-virtual-conference/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220925 DTEND;VALUE=DATE:20220929 DTSTAMP:20260404T094008 CREATED:20210506T181926Z LAST-MODIFIED:20210506T181926Z UID:6309-1664064000-1664409599@world-gifted.org SUMMARY:INTERNATIONAL GROUP FOR MATHEMATICAL CREATIVITY AND GIFTEDNESS DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/international-group-for-mathematical-creativity-and-giftedness/ LOCATION:Alexis Park All Suite Resort and Conference Center\, 375 E Harmon Avenue\, Las Vegas\, NV\, 89169\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220831 DTEND;VALUE=DATE:20220904 DTSTAMP:20260404T094008 CREATED:20211119T165112Z LAST-MODIFIED:20220302T184104Z UID:6865-1661904000-1662249599@world-gifted.org SUMMARY:ECHA 2022 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/echa-2022/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220707 DTEND;VALUE=DATE:20220711 DTSTAMP:20260404T094008 CREATED:20211208T144235Z LAST-MODIFIED:20220412T164043Z UID:6967-1657152000-1657497599@world-gifted.org SUMMARY:17th APCG DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/17th-apcg/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220620 DTEND;VALUE=DATE:20220801 DTSTAMP:20260404T094008 CREATED:20220328T171918Z LAST-MODIFIED:20220328T171918Z UID:7200-1655683200-1659311999@world-gifted.org SUMMARY:Challenge For All Summer Sessions DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/challenge-for-all-summer-sessions/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220614 DTEND;VALUE=DATE:20220617 DTSTAMP:20260404T094008 CREATED:20220316T140452Z LAST-MODIFIED:20220316T140452Z UID:7188-1655164800-1655423999@world-gifted.org SUMMARY:The 2022 Hormel Symposium: Live\, Interactive\, and Virtual DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/the-2022-hormel-symposium-live-interactive-and-virtual/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220521 DTEND;VALUE=DATE:20220530 DTSTAMP:20260404T094008 CREATED:20211201T171321Z LAST-MODIFIED:20211201T171321Z UID:6964-1653091200-1653868799@world-gifted.org SUMMARY:Gifted Awareness Week Australia 2022 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/gifted-awareness-week-australia-2022/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20220316T170000 DTEND;TZID=America/New_York:20220316T183000 DTSTAMP:20260404T094008 CREATED:20211105T174419Z LAST-MODIFIED:20211105T174512Z UID:6795-1647450000-1647455400@world-gifted.org SUMMARY:WCGTC Webinar - Gifted Education in Latin America: Challenges and Achievements DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-gifted-education-in-latin-america-challenges-and-achievements/ LOCATION:Virtual ATTACH;FMTTYPE=image/png:https://world-gifted.org/wp-content/uploads/2021/11/Webinar-Spanish-Gifted-Ed-in-Latin-America.png END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220225 DTEND;VALUE=DATE:20220226 DTSTAMP:20260404T094008 CREATED:20220203T174904Z LAST-MODIFIED:20220203T174904Z UID:7034-1645747200-1645833599@world-gifted.org SUMMARY:Webinaire Psychologie du Haut Potentiel DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/webinaire-psychologie-du-haut-potentiel/ LOCATION:Virtual ORGANIZER;CN="Haut Poteiel Quebec":MAILTO:info@hautpotentielquebec.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220128 DTEND;VALUE=DATE:20220625 DTSTAMP:20260404T094008 CREATED:20220203T174804Z LAST-MODIFIED:20220203T174804Z UID:7031-1643328000-1656115199@world-gifted.org SUMMARY:Les midis-douance d'HPQ DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/les-midis-douance-dhpq/ LOCATION:Virtual ORGANIZER;CN="Haut Poteiel Quebec":MAILTO:info@hautpotentielquebec.org END:VEVENT END:VCALENDAR