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2017 WCGTC Biennial World Conference

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2.11.4 Personal best goal setting and self-regulation for engagement of gifted children in an enrichment programme

Developing social and emotional competencies includes building personal goal setting and self-regulation skills. This presentation will address the question: What are parents’ perspectives of their gifted children’s PB goal setting and self-regulation for engagement in an enrichment programme? Little is known about benefits or concerns regarding community enrichment programmes or about influences of these programmes on the social and emotional development of intellectually gifted students. This presentation reports initial findings from a quantitative survey regarding parental perspectives of influences on children’s participation in a university enrichment programme. Key early findings and implications for practice and research will be provided.

Author(s):

Susen Smith
susen.smith@unsw.edu.au

Australia

Dr Susen Smith is Senior Lecturer in Gifted and Special Education and GERRIC Senior Research Fellow at UNSW, Australia. Susen’s research interests include: Differentiating curriculum and pedagogy for gifted students, and she developed the Model of Dynamic Differentiation (MoDD) for supporting students with multi-exceptionalities and gifted underachievers and socio-emotional learning needs. She’s been visiting scholar at Columbia University, CUNY, and the Hong Kong Institute of Education, guest editor of the AJGE, is published and has keynoted internationally. Susen is recipient of UNE Vice-Chancellor’s Award for Outstanding Achievements in Interdisciplinary Research Innovation and UNSW Excellence in Postgraduate Research Award.

Ben North
Ben.North@det.nsw.edu.au

Australia

Dr Ben North is Principal Research Officer for the NSW Department of Education based at the Centre for Education Statistics and Evaluation (CESE). He is an experienced accredited secondary head teacher. Ben has worked with schools and systems across the world on projects such as differentiation, data analysis, policy development, and program evaluation. He is a recipient of the NSW Director-General’s Award for Teaching Excellence. Ben completed his Masters and Doctorate at UNSW in gifted education and educational psychology where he works as a casual academic. His research interests include factors that support and impede high achievement in high-ability students.

Andrew Martin*

Andrew Martin is Professor of Educational Psychology in the School of Education at the University of New South Wales Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Honorary Professor in the Faculty of Education and Social Work at the University of Sydney, Fellow of the American Psychological Association, Fellow of the American Educational Research Association, Fellow of the Academy of the Social Sciences in Australia, and President of the International Association of Applied Psychology’s Division 5 Educational, Instructional, and School Psychology.

 

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