14th International ECHA Conference Re:Thinking Giftedness: Giftedness in the Digital Age September 17–20, 2014 Programme and Abstract Book European Council for High Ability (ECHA) University of Ljubljana, Faculty of Education MiB, d. o. o. www.echa2014.info 14th International ECHA Conference Re:Thinking Giftedness: Giftedness in the Digital Age September 17–20, 2014 Ljubljana, Slovenia Programme and Abstract Book Editor: Mojca Juriševič Organised by: European Council for High Ability (ECHA) University of Ljubljana, Faculty of Education MiB, d. o. o. Ljubljana 2014 14th International ECHA Conference Welcome to the 14th ECHA Conference Re:Thinking Giftedness: Re:Thinking Giftedness: Giftedness in the Digital Age Giftedness in the Digital Age It is my great pleasure to welcome all ECHA Members and our other distinguished gue- September 17–20, 2014 sts at the 14th ECHA Conference! This abstract book shows the high quality traditions of Ljubljana, Slovenia ECHA, which was and is a major hallmark of the organization in the last 25 years. Additi- onally, the abstracts show the multiple colors of European talent support both from the Organised by: European Council for High Ability (ECHA) scientific point of view and in the practical applications. University of Ljubljana, Faculty of Education The high quality of the abstracts gives a glance to the high quality and treasures of the MiB, d. o. o. work they are about. All these lines warn us that we need to learn a lot more from each other than before. The recent proposal to establish a European Talent Support Network Editor: Mojca Juriševič (which will also be discussed and refined in this Conference) is just about to help this mu- tual learning process. The establishment of the European Talent Support Network would Publisher: University of Ljubljana, Faculty of Education help sharing of information and knowledge, would give and make accessible additional For the publisher: Janez Krek, dean resources, would connect partners, who worked separately before, would extend and multiply trustful, motivating environments, and would do all this by a flexible, sustaina- Tehnical editors: Polona Gradišek and Mira Metljak ble, non-bureaucratic, not over-controlling, non-hierarchical manner, concentrating on Design: Breda Pivko and MiB d. o. o. indirect and direct help of the highly able. Print: Tiskarna Littera picta d. o. o., Ljubljana I am sure that this 14th ECHA Conference will make ECHA even stronger and happier. My vision is to make this enrichment of ECHA a self-maintaining process, where young Copies: 380 talents of our days will serve as teachers, mentors, role models of the future talented ge- Authors are responsible for content, technical, nerations and will strengthen ECHA maintaining its high standards and multi-coloured and linguistic correctness of their abstracts. traditions. Ultimately, we need to build a talent-friendly continent here in Europe. It is my great pleasure to serve this process – together with the treasures of expertise of fellow © University of Ljubljana, Faculty of Education ECHA members. Photo on the cover: D. Wedam Finally, Do not forget, our 15th ECHA Conference will be close to Ljubljana, in Vienna be- tween the 2nd and 5th March 2016! We will be very happy to see you there, too! And in CIP - Kataložni zapis o publikaciji between: let me wish you a very fruitful talent support work, with many joys and creative Narodna in univerzitetna knjižnica, Ljubljana moments! Last, but not least: enjoy networking, and never forget: networking is about 159.924-053.2(082)(0.034.2) sharing: giving and receiving. EUROPEAN Council for High Ability. International conference (14 ; 2014 ; Ljubljana) Rethinking giftedness [Elektronski vir] : giftedness in the digital age : programme and abstract book / 14th International ECHA Conference, September 17 - 20, 2014 Ljubljana, Slovenia ; organised by European Council for High Ability (ECHA) [and] University of Ljubljana, Faculty of Education [and] MiB ; editor Mojca Juriševič. - El. knjiga. - Ljubljana : Faculty of Education, 2014 Način dostopa (URL): https://www.echa2014.info/14_ECHA_programme_and_ abstract_book.pdf ISBN 978-961-253-159-1 (pdf) 1. Gl. stv. nasl. 2. Juriševič, Mojca 3. Faculty of Education (Ljubljana) 4. Mib (Ljubljana) 275209984 Prof. Peter Csermely The president of ECHA (Photo: Andras Mayer) Scientific Programme Committee Contents Grozdanka Gojkov, Pre-school Teacher Training College “Mihailo Palov”, Vršac, Serbia Lianne Hoogeveen, Center for the Study of Giftedness, Radboud University Nijmegen, Netherlands Conference Venue 6 Norbert Jaušovec, Faculty of Arts, University of Maribor, Slovenia Mojca Juriševič, Faculty of Education, University of Ljubljana, Slovenia (Chair) Social Events 8 Margaret Sutherland, School of Education, University of Glasgow, Scotland Eva Vondrakova, Association for Talent and Giftedness, Prague, Czech Republic ECHA 2014 Statistics 10 Drago Žagar, Faculty of Arts, University of Ljubljana, Slovenia Taisir Subhi Yamin, The International Centre for Innovation in Education, Ulm, Germany Timetable 11 ECHA Committee Keynote Lectures 16 Peter Csermely, Department of Medical Chemistry, Semmelweis University, Budapest, Hungary (President) Invited Lectures 22 Christian Fischer, International Centre for the Study of Giftedness ICBF, Universität Münster, Germany (Vice-President) Session Guidelines 31 Lianne Hoogeveen, Centre for the Study of Giftedness (CBO), Radboud University Nijmegen, Netherlands (ECHA Secretariat) Tessa Kieboom, CBO Antwerpern bvba, Belgium (Treasurer) Overview Roya Klinger, Begabungszentrum Bayern GbR, Germany (General Committee member: September 2012 – April 2014) Thursday, September 18 32 Victor Müller-Oppliger, Fachhochschule Nordwestsweiz, Switzerland (General Committee member) Anna Maria Roncoroni, Italian Association for Gifted and Talented students, Italy (General Commit- Friday, September 19 48 tee member) Margaret Sutherland, School of Education, University of Glasgow, Scotland (General Committee Saturday, September 20 61 member) Local Organisational Committee Abstracts Faculty of Education, University of Ljubljana Thursday, September 18 65 Polona Gradišek Mojca Juriševič Friday, September 19 122 Janez Krek Mira Metljak Saturday, September 20 169 Irena Nančovska Šerbec Karmen Pižorn Igor Repac Author Index 183 Gregor Torkar Janez Vogrinc Matej Zapušek Upcoming Conferences 190 Student volunteers: Katarina Ačimer, Maja Jakob, Tara Seme, Maša Virk, and Neja Zupanc Students from Department of Mathematics and Computing (technical support): Klaudija Humar, Tajda Štrukelj, Gorazd Vasiljević, Davor Zupan, and Lucija Žnidarič MiB, d. o. o. Andrej Pajtak Škraba Borut Seničar Maruška Željeznov Seničar Conference venue The 14th International ECHA Conference will be held at the Four Points by Shera- Hotel Plan ton Ljubljana Mons hotel, Pot za Brdom 4, Ljubljana, Slovenia. All symposiums, paper sessions, demonstrations, workshops and poster sessi- ons will be held at the hotel. Ground Floor Registration desk The registration desk will be located in the foyer in front of Plečnik 1-2-3. It will be open daily from 08:00 a.m. to 7:00 p.m. Coffee breaks During the breaks in the morning and afternoon, there will be coffee, tea, water, soft drinks and snacks provided in the foyer in front of Plečnik 1-2-3. Supple- mentary drinks and snacks are available at the hotel bar. Lunch The restaurant is located in the hotel. Here you can choose from a range of ve- getarian and non-vegetarian meals. Opening hours: 12:45 p.m. – 2:00 p.m. Floor - 1 WiFi Internet Free internet access. Luggage There will be a cloak room and luggage area at reception. As we are unable to store luggage overnight, please fetch your luggage before reception closes. Important contacts Conference Office: MiB d. o. o. Reška ulica 11, 1000 Ljubljana E-mail: info@echa2014.info Phone: +386 (0) 41 594 588 (Maruška Željeznov Seničar) Emergency Call: 112 (Medical Emergency Number) 113 (Police Emergency Number) 6 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 7 Social Events Old City Centre Tour and Boat Ride, Wednesday, September 17 Meeting point: Ljubljana Tourist Information Centre (TIC), Adamič - Lundrovo Welcome Reception – Slovene Night, Wednesday, September 17 nabrežje 2, Ljubljana 6:30 p.m. - Foyer Duration: 11:30 p.m. – 2:00 p.m. The Welcome Reception will be held at the conference venue in the foyer. Cana- All remaining tickets for the Old City Centre Tour and Boat Ride can be purcha- pés and welcome drinks will be served. sed at the Welcome Reception (EUR 15). Book and Wine Evening, Thursday, September 18 Ljubljana by Night, Thursday, 18 September The Book and Wine Evening will be held at the Atrium Restaurant at the venue Meeting point: Ljubljana Tourist Information Centre (TIC), Adamič - Lundrovo hotel. nabrežje 2, Ljubljana Duration: 8:30 p.m. – 10:30 p.m. Duration: 8.30 p.m. – 10:30 p.m. Slovene wine and canapés will be served and some recent publications presen- All remaining tickets for Ljubljana by Night can be purchased at the Welcome ted in the field of giftedness. Reception (EUR 10). All remaining tickets for the Book and Wine Evening can be purchased at the Ljubljana Walking Tour, Saturday, September 20 Welcome Reception (EUR 22). Meeting point: Ljubljana Tourist Information Centre (TIC), Adamič - Lundrovo nabrežje 2, Ljubljana ECHA Gala Dinner, Friday, September 19 Duration: 4:00 p.m. – 6:00 p.m. Duration: 8:00 p.m. – 12:00 p.m. All remaining tickets for the Ljubljana Walking Tour can be purchased at the The ECHA Gala Dinner will be held at VIA BONA restaurant. A four-course dinner Welcome Reception (EUR 10). with assorted wines and other drinks will be served. All remaining tickets for the ECHA Gala Dinner can be purchased at the Welco- Visit to Education Organization, Wednesday, September 17 me Reception (EUR 60). Meeting point: the venue hotel, the Four Points by Sheraton Ljubljana Mons, Pot za Brdom 4, 1000 Ljubljana Trips and Sightseeing Duration: 10:00 a.m. – 2:00 p.m.. Bled – the Pearl of Slovenian Nature, Tuesday, September 16 All remaining tickets for the visit to the education organisation can be purcha- sed at the Welcome Reception (EUR 5). Meeting point: the venue hotel, the Four Points by Sheraton Ljubljana Mons Duration: 2:00 p.m. – 4:00 p.m. Trip to Postojna Cave and the Slovenian Coast, Sunday, September 21 All remaining tickets for the trip to Bled can be purchased at the Welcome Re- Meeting point: at the venue hotel, the Four Points by Sheraton Ljubljana Mons ception (EUR 60). Duration: 9:30 a.m. – 9:00 p.m. All remaining tickets for the Trip to Postojna Cave and the Slovenian Coast can Ljubljana Walking Tour, Tuesday, September 16 be purchased at the Welcome Reception (EUR 90). Meeting point: Ljubljana Tourist Information Centre (TIC), Adamič - Lundrovo nabrežje 2, Ljubljana Duration: 2:00 p.m. – 4:00 p.m. All remaining tickets for the Ljubljana Walking Tour can be purchased at the Welcome Reception (EUR 10). 8 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 9 ECHA 2014 Statistics ond Delegates per country: ey ge y, .m. .m. .m. y Country Number Country Number da ember ted B ital A e 5 es 7 - 9 tur Australia 6 Lebanon 2 ept tur emon Satur essions 8 ec eak ec essions 9 er ctivities Austria 7 Luxembourg 1 20 S ons: Gif e L iz the Dig .m. – 2:00 p .m. – 2:45 p ed L Belgium 5 Mexico 1 allel S allel S ia – A Hor Par Keynot Coffee br 10:30 a.m. – 11:15 a.m. Invit 11:30 a.m. – 1:40 p Par 1:40 p Snack 2:00 p Closing C Var (optional) Brazil 3 Netherlands 58 Chile 2 New Zealand 1 China 2 Norway 3 ch and .m. .m. Croatia 7 Peru 1 tedness w y, ember e 4 ala dinner esear es 4 - 6 tur Czech Republic 5 Russia 3 vie Frida ept tur y of Gif essions 4 ec eak essions 5 ec eak essions 6 essions 7 Denmark 1 Serbia 4 ession ver 19 S e L .m. – 5:30 p .m. – 7:00 p .m. – ... G er S ed L Estonia 2 Singapore 2 O allel S allel S allel S allel S Trends in R Theor Par Keynot Coffee br Par Lunch Post Invit Coffee br Par 3:20 p Par 5:30 p 7:45 p Finland 2 Slovenia 53 France 1 Spain 3 ted Germany 16 Sweden 2 ramme*: Greece 2 Switzerland 1 rog y, .m. Hungary 6 Taiwan 2 ember or the Gif e 2 ssembly es 1 - 3 e 3 t. tur tur al A Ireland 4 Thailand 2 ept Thursda ge f tur essions 1 ec eak essions 2 ec essions 3 eak ec Israel 3 Turkey 18 18 S e L ession e L ener rovisional P ital A .m. – 6:00 p er S ed L Italy 4 UK 10 allel S allel S allel S o amendmen Possibilities & Challenges of Dig eak Par Keynot Coffee br Par Lunch Post Invit Br Par 5:30 p Coffee br Keynot ECHA G t t Kazakhstan 4 USA 16 Latvia 1 y be subjec ∑ = 266 delegates & 39 countries ge y, tedness y ECHA 2014: P .m. e ital A e 1 Communications to be presented: ember enc emon tur eption er er ec ednesda ept ec Type of Communications Number W ctivities 17 S tion on Gif ation .m. – 3:30 p onf e L ovisional and ma ome C ome R Demonstration 7 in the Dig istr ia - A elc elc Invited Lecture 9 Reflec Reg Var (optional) 3:00 p Press C W Keynot W ramme is pr Keynote Lecture 5 e? .m. .m. .m. .m. .m. .m. .m. .m. og Paper 114 her e pr W Poster 30 encer hen, Symposium 4 (15 presentations) Theme onf .m. – 2:15 p .m. – 3:05 p .m. – 3:20 p .m. – ... .m. – 5:00 p .m. – 6:00 p .m. – 6:30 p .m. – 7:00 p .m. – ... t, W he c Workshop 9 haW 8:15 a.m. – 8:45 a.m. 9:00 a.m. – 10:00 a.m. 12:45 a.m. – 1:45 p 1:45 p 2:20 p 3:05 p 4:00 p 5:00 p 6:00 p 6:30 p e: *T ∑ = 178 (189) communications 10:00 a.m. – 10:30 a.m. 10:30 a.m. – 12:40 a.m. 3:20 p 6:30 p Not 10 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 11 M 1: M 2: SY Plečnik 1 SY Plečnik 1 onstration 30”. em: D EM - 11.30) - 12:40) y : rpan Hall e – 30”; D rpan Hall (10:30 (11:40 rpan Hall 1 2 130” (approx: 100” presentations & e 3 b er tin K tin K er tin K tur ar ar ar WOR WOR M ec posium instanley WOR 3 (3:20 - 4:20) WOR 4 (4:30 - 5:30) M emb emb W ed L : Sym ept ted rie ar ept DEM 3: M a Invit Car Plečnik 4 ge afik PAP 6: Boardroom Gr PAP 12: Ravnik Hall S: Poster Session – Active Tim y, 17 S ital A tions y, 18 S ta or the Gif lečnik 1-2-3 ge f oom oom esen dr y dr ednesda ’ pr ar Hall orkshop 60”; PO PAP 5: Boar Risba e 2 b PAP 11: Boar Risba W Thursda ital A ebinar): P tur R: WO mely W land avnik ar ec ubala: ublishers ed L er Cser tin K t. 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M eak avnik eak ec er & ECHA 2014: P e L oom e L e kshop 60”; DEM: D dr a er S ed L ovisional and ma ECHA 2014: P ed L ovisional and ma tur orW afik vica B eak lec DEM 4: R Keynot Coffee br PAP 13: Boar Gr Lunch: Banquet A Post Invit Sla Plečnik 1 Coffee br PAP 19: Plečnik 2-3 PAP 25: Plečnik 1 DEM 6: R Keynot Coffee br Invit Lianne Hoogev Plečnik 1 Br PAP 27: Plečnik 5 Snack time: F Closing C WOR: 45-50” .m. ramme is pr ramme is pr .m. .m. .m. .m. .m. og a.m. a.m. a.m. .m. .m. .m. og ox: e pr e pr (appr discussion); enc P: Paper session 130” (approx: 15” individual presentation & 5-10” discussion); W 10:30 11:15 11:30 enc 60” er – – – er e .m. – 2:15 p .m. – 3:05 p .m. – 3:20 p .m. – 5:30 p .m. – 7:00 p onf .m. – 2:00 p .m. – 2:45 p onf tur he c a.m. a.m. a.m. he c Lec tion & 5-10” e ta 8:15 a.m. – 8:45 a.m. 9:00 a.m. – 10:00 a.m. e: *T e: *T 10:00 a.m. – 10:30 a.m. 10:30 a.m. – 12:40 a.m. 12:45 a.m. – 1:45 p 1:45 p 2:20 p 3:05 p 3:20 p 5:30 p 8:15 a.m. – 8:45 a.m. 9:00 a.m. – 10:00 a.m. 10:00 10:30 11:15 11:30 a.m. – 1:30 p 1:30 p 2:00 p esen Not Keynote Lecture 60” (approx: 45-50” lecture & 10-15” discussion); Invited Lecture 45” (approx: 35-40” lecture & 5-10” discussion); SYM 30” discussion); PA Not Keynot pr 14 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 15 Keynote Lectures Part II. The Future Development of ECHA Peter Csermely, Actual President of ECHA Semmelweis University, Budapest, Hungary KEYNOTE LECTURE 1 csermelynet@gmail.com ECHA has three great strengths. The first is its continuously enriched traditions over Time: Wednesday, 17 September: 5:00 p.m. – 6:30 p.m. more than quarter of a century. The second is ECHA’s superb quality in many areas rela- Location: Plečnik 1-2-3 ted to research and practice with talented people. This high quality is exemplified by its journal, High Ability Studies, the most prestigious in the field. The third is ECHA’s foun- dation which draws on the wide diversity of its members’ outlooks reflecting the cultural Discussion on the Past, Present and Future of ECHA richness of Europe. These three great strengths form our ECHA spirit. Joan Freeman and Peter Csermely ECHA also had three major weaknesses, as I found when I started my presidency in 2012. Moderator: Margaret Sutherland* The first was the gap between research and practice. For political and geographical rea- sons, within Europe many local talent support communities were isolated and too often Part I. ECHA: The Early Years had to waste energy rediscovering the basics themselves. It was clear that provision for the encouragement of talents in Europe needed a much more proactive distribution of Joan Freeman, Founding President of ECHA scientific evidence and exchange of the best talent support practices. This was related London, United Kingdom to ECHA’s second weakness: although ECHA had been founded as an intensive contact joan@joanfreeman.com structure among European actors involved in talent support, it had slipped in its direct communication. The third weakness was the domination of the biannual conferences The European Council for High Ability was designed as a dynamic network to exchange with little positive action between. ECHA cannot only be a “conference-society”. Our re- information and bring people together. It was aimed at spreading the fruits of research sponsibility is much wider than that and requires on-going high-level of communication and experience to all. From its registration in Holland in May 1987, expansion was fast through meetings and practical activities. and furious. ECHA’s major goals for the coming years are distinct. Most importantly, it has taken the It was difficult then to communicate with countries in the Soviet Union. Across East and lead in the development of a European Talent Support Network. This includes everyone West Europe, where once there had been minimal interaction on high ability, there were involved in talent support - politicians, administrators, teachers and learners. The Talent now workshops, symposia, little conferences and big conferences – Zurich 1989, Buda- Support Centres currently being set up across Europe are already serving as regional pest, 1991. Progress was made in setting up student exchanges and an ECHA Consul- hubs of this growing network, building an interactive structure reaching out beyond the tancy Service. boundaries of each individual country. To be its most effective, ECHA must also grow its ECHA was promoted at international meetings, and on the way to becoming an NGO at membership, and for that, it must be accessible and attract individuals though enriched the Council of Europe. It acted as a pressure group, helping to form administrative poli- programmes including its renewed education programme. I am sure that our positive cies for the lifelong needs of the highly able. Membership rose rapidly from around the spirit will lead us to an even stronger and happier ECHA in the coming years. world, so it was divided into working groups. There was a steady flow of publications, ECHA News, The European Journal of High Abi- Prof. Peter Csermely is Professor at Semmelweis University, Faculty of Medicine, studying networks and lity (now High Ability Studies) and a prize-winning book, Actualising Talent: A Lifelong talent support. Homepage: www.petercsermely.linkgroup.hu Challenge (Eds. Freeman, Span and Wagner. London: Cassell). The Academic Committee designed and launched the ECHA Advanced Diploma, proudly awarded to our first gra- duate in London. By its sixth birthday, ECHA was financially stable and respected around the world for its high standards. This presentation shows how it happened. Prof. Joan Freeman is a chartered Psychologist with a private practice in London specialising in the potential of young children. Homepage: http://www.joanfreeman.com/ * Dr Margaret Sutherland, ECHA General Committee member (2012 – present) University of Glasgow, Glasgow, Scotland margaret.sutherland@glasgow.ac.uk 16 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 17 KEYNOTE LECTURE 2 KEYNOTE LECTURE 3 (Webinar) Time: Thursday, 18 September: 9:00 a.m. – 10:00 a.m. Time: Thursday, 18 September: 6:00 p.m. – 7:00 p.m. Location: Plečnik 1-2-3 Location: Plečnik 1-2-3 Chair: Heidrun Stoeger Chair: Peter Csermely An Overdue Step into the Future: Gifted Education Goes Digital Creativity in the Digital Age Albert Ziegler Mihaly Csikszentmihalyi University of Erlangen-Nuremberg, Erlangen, Germany Claremont Graduate University, Claremont, California, USA albert.ziegler@fau.de mihaly.csikszentmihalyi@cgu.edu Already commencing in the 19th century gifted education has grown into a dignified en- Professor Csikszentmihalyi will present the Systems Model of Creativity, explain its dyna- terprise. Almost at its outset the main methods had been developed and remained pret- mics, and comment on the how electronic technologies can both facilitate creative acti- ty much the same over time: acceleration, enrichment, pull-out programs and various vities, and how they might be an obstacle to them. forms of ability grouping. In the first part of the presentation a review is given on the ef- Suggested references: fectiveness of these methods. As it turns out results are not as favorable as hoped for. In the second part of the presentation the methods are analyzed in light of latest findings • Nakamura, J., & Csikszentmihalyi, M. (2003). Creativity in later life. In R. K. Sawyer & of the learning sciences and some shortcomings are highlighted. Two promising com- V. John-Steiner (Eds.), Creativity and Development (pp. 186–216). New York, NY: Ox- plementing new methods are proposed that can – at least in part – be combined with ford University Press. the four traditional methods: self-regulated learning and individualized instruction (e.g. • Kubey, R., & Csikszentmihalyi, M. (2002). Television addiction. Scientific American, 286, mentoring). However, all these methods can only be fully effective when several con- 2, 74–81. ditions such as effective feedback and resource orientation are met. But their practical • Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research approaches implementation is often difficult or impossible for gifted educators. Fortunately, modern to creativity: Implications of a systems perspective for creativity in education. In K. A. information technology offer fantastic new opportunities and chances. In the last part Heller, F. J.Monks, R. J. Sternberg, & R. Subotnik (Eds.), International Handbook of of the presentation a seven-step action plan along with some best-practice examples is Giftedness and Talent (pp. 81–93). Nailsea, UK: Elsevier Science. introduced for all those who want to enter the digital age in gifted education. • Csikszentmihalyi, M. (1999). Implications of the systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of Human Creativity (pp. 313–338). Prof. Albert Ziegler is Chair Professor of Educational Psychology at University of Erlangen-Nuremberg, New York, NY: Cambridge University Press. Germany. Homepage: http://www.psycho.ewf.uni-erlangen.de/mitarbeiter/ziegler/ • Csikszentmihalyi, M. (2014). The Systems model of creativity and its applications. In D. K. Simonton (Ed.), The Wiley Handbook of Genius (pp. 533–545). Chichester, UK: Wiley-Blackwell. Prof. Mihaly Csikszentmihalyi is Distinguished Professor of Psychology and Management at Claremont Graduate University, Claremont, USA. Homepage: http://www.cgu.edu/pages/4751.asp 18 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 19 KEYNOTE LECTURE 4 KEYNOTE LECTURE 5 Time: Friday, 19 September: 9:00 a.m. – 10:00 a.m. Time: Saturday, 20 September: 9:00 a.m. – 10:00 a.m. Location: Plečnik 1-2-3 Location: Plečnik 1-2-3 Chair: Mojca Juriševič Chair: Christian Fischer The Gifted Brain Do Contests and Competition Enrich or Ruin the Life of the Gifted? Norbert Jaušovec Márta Fülöp University of Maribor, Maribor, Slovenia Hungarian Academy of Sciences, Budapest, Hungary norbert.jausovec@um.si fmarta@mtapi.hu There is probably no doubt that our brain is the source of intelligent behavior as vividly While contests and competitive activities are significantly present in most of the gifted illustrated by Mountcastle’s quote: “Each of us lives within the universe – the prison – of people’s life, their outstanding achievements are recognized many times in contests, the his own brain.” [Mountcastle, V. B. (1975), The View from Within: Pathways to the Study of research results are contradictory in terms of the role that competitiveness, competing Perception. Johns Hopkins Medical Journal, 136, p. 131]. The electronic age has provided and participating in contests play in their personal and professional life. According to techniques and instruments that allow neuroscientist a deeper insight into this “brain many competitions can serve to provide learning opportunities and interact with peers prison”. The aim of the presentation is to answer the question: Has neuropsychology of similar abilities, ways to demonstrate creative skills, foster friendly rivalry, gain presti- anything to say about giftedness? The talk is organized as follows: The first section deals gious sholarships etc. At the same time there is a notion that competing causes stress, with some key-characteristics of brain function and brain mapping techniques based anxiety, exhaustion, places too much responslibility on the gifted person etc. on electrophysiological (EEG, MEG, TMS, TES), and hemodynamic principles (fMRI, PET, The present talk will discuss the individual psychological components of successful and SPECT, NIRS). Next, we describe what these methods have revealed about the brain with adaptive coping with competitive experiences, with winning and losing in case of the a special focus on findings that have direct relevance to the field intelligence, creativity, gifted. It will be based on the results of a large scale study that compared regular and and giftedness. Findings related to attention and memory are discussed, as well as indi- successful participants i.e. winners of academic contests with peers who did not partici- vidual differences related to ability, and personality are reviewed. Finally, we discuss ne- pate in contests or who were not particularly successful. Attitudes towards competition, uropsychological studies of intelligence and creativity, the implication of these findings coping patterns towards winning and losing, mental toughness, resilience, positive life on our understanding of giftedness. orientation, aspirations and perfectionism were all investigated in case of contestants and those who rather avoid competitions. An in-depth interview study aimed at reve- Prof. Norbert Jaušovec is Full Professor of Educational Psychology and Neuropsychology at University of aling how gifted contestants perceive the role of contests in shaping their character, Maribor, Slovenia. Find more at: http://www.researchgate.net/profile/Norbert_Jausovec professional choices and professional lifecourse. The talk makes an attempt to give an evidence based answer to the question posed in the title and will present those psychological conditions that mediate between compe- titions and their effect on gifted people’s life. Because of the digital age competition is more and globalized and apart from interna- tional contests young people who have similar interest and talent are able to get into contact with each other via the web. They can compare themselves to peers from almost any country in the world. This on one hand may be overwhelming, on the other hand may be a way to learn about strengths and weaknesses on a way much larger scale than before. As a result of this winning and losing may be placed into a different perspective in the future. Prof. Márta Fülöp is Scientific Vice-director, Professor, Senior Research Fellow, and Head of the Compara tive Cultural Psychology Department at Institute for Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences, Hungary. Find more at: http://www.mtapi.hu/index.php?mi=443&lang=en 20 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 21 Invited Lectures INVITED LECTURE 2 INVITED LECTURE 1 Time: Thursday, 18 September: 2:20 p.m. – 3:05 p.m. Location: Plečnik 2-3 Time: Thursday, 18 September: 2:20 p.m. – 3:05 p.m. Chair: Eva Vondrakova Location: Plečnik 1 The Ancient Game of Chess as an Educational Tool in the Modern World Chair: Lianne Hoogeveen Martin Kubala Palacký University, Olomouc, Czech Republic Native Gifted Children in the Digital Age martin.kubala@upol.cz Sheyla Blumen Pontifical Catholic University of Peru, Lima, Peru Recent technologies enable extremely easy access to information, strikingly, it makes sblumen@pucp.edu.pe our decision processes rather more difficult. The amount of available data has changed the essence of our everyday problems from “I do not know it” to “I cannot find it”, “How Native gifted children are often invisible in ethnic-linguistic diverse groups around the should I select the best one” or “Can I trust it?” Moreover, the modern life-style requests world. Included among them are indigenous populations descendants from African sla- to be rapid and flexible in making decisions. ves, Indian natives, and Spanish conquer in the Americas. They may have high intellec- The chess is a part of our culture for many centuries, however, its position in the society tual potential. However, the lack of access to adequate schooling prevents them to meet varied during the time. Nowadays, it seems to be an interesting tool in youth education their cognitive and academic needs, becoming under-represented when comparing and numerous countries start to implement it into curricula. The game is essentially a with the other gifted children around the world. On the one hand, there are inter-group continuously changing set of problems of various difficulties. The playerś decision in differences and negative values towards certain social groups which lead to different each position requires proper identification of essential factors, evaluation of multiple forms of discrimination and exclusion. On the other hand, educational practices focus- possibilities and selection of the best one. ed on accountability and achievement in general education lack to meet the needs of Benefiting from its playful form, chess can nonviolently cultivate in children the skills of the highly able gifted learners. Therefore, the marginalization towards the native gifted concentration, patience, critical, analytical, logical and creative thinking, making deci- children remains. sions and taking responsibility for them. Interestingly, it was shown that children educa- However, the digital age seems to democratize access to appropriate educational vir- ted in chess improve also their language and reading abilities. As the successful player tual settings, enabling these native gifted learners, often overlooked, to have equitable must consider also the opponent’s plans, the kids learn also empathy and improve their access to learning environments to meet their needs and reach their highest potential. It social skills. is our aim to share exemplary programs for the native gifted children, in order to dispel stereotypes about them as well as to clarify parenting traits related to the success of the Assoc. Prof. Martin Kubala is Professor at Department of Biophysics, Faculty of Science, Palacký University, native gifted children. Olomouc, Czech Republic. Prof. Sheyla Blumen is Full Professor of Psychology at the Pontifical Catholic University of Peru, Lima, Peru. 22 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 23 INVITED LECTURE 3 INVITED LECTURE 4 Time: Thursday, 18 September: 2:20 p.m. – 3:05 p.m. Time: Friday, 19 September: 2:20 p.m. – 3:05 p.m. Location: Plečnik 4 Location: Plečnik 1 Chair: Diane Montgomery Chair: Norbert Jaušovec Making Use of Museum and Galleries in a Digital Landscape Paper Developmental Model of Creativity: from Curiosity to Initiative Carrie Winstanley Slavica B. Maksić Roehampton University, London, United Kingdom The Institute for Educational Research, Belgrade, Serbia c.winstanley@roehampton.ac.uk smaksic@ipisr.org.rs The richness of museum and gallery artworks, artefacts and ideas are ideal stimuli for The paper presents a Developmental model of creativity that is based on the research gifted and talented children in an immense range of subjects and genres. The detail avail- data from the study of implicit theories on creativity and its development. The samples of able about the objects on display also allows for depth of study enjoyed by many gifted educational researchers, preschool teachers, primary school teachers, secondary school students. Modes of display and labelling in themselves provide additional opportunities teachers, and university teachers were asked for their opinions about manifestations of for challenge and for exploring curatorial controversies and complexities. Just as schools creativity from an early age to adulthood. Qualitative analysis of answers resulted in the and universities are having to rethink pedagogies and practice to make best use of te- following aspects of creativity manifestations through the lifespan: curiosity and ima- chnological advances, so are museums and galleries being forced to acknowledge and gination, finding and developing interests, experimenting and searching for personal embrace the digital era. Obscure archives are being made openly accessible and helping expression, mastering the content and independence in thinking and acting, creative audiences interpret materials is a stimulating task with which to engage highly able lear- contributions and initiative. It was noticed that all manifestations of creativity were pre- ners. Many museums have excellent websites and are making their displays increasingly sented at all age periods, but their frequencies were related to the particular period. Im- interactive through the use of handheld devices and connectivity. These developments plicit theories of creativity manifestations through the lifespan were analyzed in relevant allow access to incredible collections for visitors who are physically remote, providing social groups that were included in the sample. It was concluded that the Developmen- however, they have reliable and up-to-date tools. Children who benefit from the kinds tal model of creativity could be useful in the process of recognizing creative potential of stimuli in museums and galleries need support in making use of what is available; mu- and designing appropriate educational support for creative expression. Perspectives for seum educators creating the interfaces, as well as those working in the buildings, with the application of the Model are considered in the light of the characteristics of digital actual objects, also need to understand how to harness their collections for all types of era as well as of today’s youth (Generation Me). learners. We need to find ways of cross-fertilising our work in gifted education with mu- seum educators in order to harness this exciting era in both fields. Dr Savica B. Maksić is Principal Research Fel ow at The Institute for Educational Research, Belgrade, Serbia. Dr Carrie Winstanley is Principal lecturer at Roehampton University, London, United Kingdom. 24 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 25 INVITED LECTURE 5 INVITED LECTURE 6 Time: Friday, 19 September: 2:20 p.m. – 3:05 p.m. Time: Friday, 19 September: 2:20 p.m. – 3:05 p.m. Location: Plečnik 2-3 Location: Plečnik 4 Chair: Margaret Sutherland Chair: Rena Subotnik Non-Digital Gifted Students in a Digital Age Giftedness and Gifted Education in the Digital Age: Continuities and Peter Merrotsy Discontinuities University of Western Australia, Crawley, Australia Frank C. Worrell peter.merrotsy@uwa.edu.au University of California, Berkeley, USA frankc@berkeley.edu Digital gifted students? “Digital natives”? In an increasingly digital age, a particular gro- up of gifted students are not “digital”. In 2011, Subotnik, Olsewski-Kubilius, and Worrell published a monograph in which they Gifted students from backgrounds of so-called disadvantage are particularly likely to formulated a vision of gifted education grounded in psychological science. In addition have less access, if any, to technology. A background of disadvantage can mean many to putting forward a comprehensive definition of giftedness intended to apply across things: it may refer to low socio-economic status, cultural minority status, refugee or the multiplicity of domains, these authors also described the major contributors to immigrant status, rural and isolated communities, or to the juvenile justice system. It giftedness, distinguished between performance and production domains, articulated may also refer to living with an impairment or learning difficulty. And, quite often, it is the developmental nature of giftedness within domains, and developed a mega-model not known that these gifted students have high ability. Such students tend to be well summarizing the development of giftedness from potential to eminence. What are the hidden in schools, and are called “invisible gifted students”. implications of this reconceptualization in this digital age? Should Ipads and smart pho- In my presentation, I will discuss the nature of disadvantage, present a way of identifying nes and the internet change how we think about giftedness and gifted education? These high potential in invisible gifted students, and suggest a framework for addressing the te- are some of the questions that will be addressed in this address. In this presentation, I chnological gap. I will use examples from my research to illustrate each of these concepts. will review Subotnik et al.’s model and the ways in which the digital world intersects with the model. The presentation will identify aspects aspects of giftedness and gifted educa- tion that will be unaffected by time and digital media but will also discuss the changes in Prof. Peter Merrotsy is Professor at Graduate School of Education, Crawley, University of Western Australia. giftedness and gifted education that a digital world will bring. Prof. Frank C. Worrel is Professor at Graduate School of Education at the University of California, Berkeley, USA. 26 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 27 INVITED LECTURE 7 INVITED LECTURE 8 Time: Saturday, 20 September: 10:30 a.m. – 11:15 a.m. Time: Saturday, 20 September: 10:30 a.m. – 11:15 a.m Location: Plečnik 1 Location: Plečnik 2-3 Chair: Victor Müller-Oppliger Chair: Anna Maria Roncoroni Being a Teacher in the Digital Age The Hungarian Talent Support Network Model: Operational Experience Lianne Hoogeveen Csilla Fuszek Radboud University Nijmegen, Nijmegen, The Netherlands European Talent Centre Budapest, Budapest, Hungary l.hoogeveen@its.ru.nl csilla.fuszek@talentcentrebudapest.eu Being a teacher has always been a challenge. I just received an e-mail of one of the tea- This presentation maps experience accumulated since the formation of the first talent chers who were trained by the CBO, citing Albert Einstein: ”I can't make anybody learn. support umbrella organisation, the National Talent Council, in 2006, as reflected by seven All I can do is create an environment in which people are challenged to learn”. Imagine studies of effectiveness connected to network-relevant fields, conducted in past years. It how demanding and exiting it is nowadays to create that challenging environment, ha- looks for answers to questions like “Did the more than one thousand Talent Points grow ving to ”compete” with (or make use of?) all the social media our students have access to. into a real network during these years and, if so, what type of network is that? What We demand a lot of our teachers, knowing that they should teach who they are rather events and organisations have emerged organically, spontaneously, in the context of than merely teach what they know (Palmer, 1998). The Center for the Study of Giftedness network-based operation and what required targeted promotion by the Council?” It pre- (CBO) offers the ECHA teacher training for more than 20 years. In those years we saw sents the factors underlying the success of the most effective network hubs, and factors wonderful people, passionate to create a challenging environment for their students. It hindering or promoting network-based operation revealed by the talent network. It is them I will talk about in this presentation, their experiences, passion and enthusiasm touches on educational policy changes in talent support achieved once a critical mass to help students, including the gifted ones, to grow up to be happy and autonomous could be attained, and the impacts of a remarkable multi-annual media campaign on adults. An overview of the research they did in all those years will reveal the questions the assessment of talent and talent support nationally. they are confronted with and their ways of dealing with them. Csilla Fuszek is Director of European Talent Centre Budapest, Budapest, Hungary. Dr Lianne Hoogeveen is Head of the Center for the Study of Giftedness (CBO) at Radboud University Nijmegen, Nijmegen, Netherlands. 28 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 29 INVITED LECTURE 9 Session guidelines Time: Saturday, 20 September: 10:30 a.m. – 11:15 a.m Please check the detailed programme for the location and time of different Location: Plečnik 4 sessions. The presenters, chair persons and discussants are kindly asked to be available Chair: Taisir Subhi Yamin in the room allocated for their session 10 minutes or earlier before the session Extra-Curricular Enriched Program for Gifted Students Individual Projects will start, to check that the equipment is working correctly and the presenta- in Informatics and Robotics tions are correctly loaded, or to upload their presentations. It is recommended that the presenters keep close track on time and (optionally) provide a number Jasna Cvetković – Lay of copies of their presentations (i.e. handouts) to distribute to the interested Center for gifted child development “Bistrić”, Zagreb, Croatia jasna.lay@zg.t-com.hr participants. SYM: Symposium wil be presented as four to five conceptual y related research or This presentation consists of three parts. The first part gives a short overview of a general best practice papers on a single theme, highlighting achievements and trends in context of social values which enable or disable gifted individuals to progress and fo- current research or practice. Sessions are directed by a chairperson, involving pre- cus towards a socially positive direction, as well as those that support the development of important personality traits. There are two sides of the digital age – a progressive senters from at least three different countries and one discussant. Each presenta- one and a problematic one. Probably there is no country, including Croatia, which has tion lasts 20-25 minutes. At the end of the symposium there should be a general been spared of the cybercrime or dangerous games of “unguided” computer geniuses discussion by a discussant (5-10 minutes) and the opportunity for participants to (“hacking”). Also, we give two examples of the absurdity in the formal education system: discuss with authors (20-35 minutes). gifted second or third graders are not allowed to participate in official IT competitions PAP: Papers (individual oral presentations) will be presented in chaired thematic because they are regarded as being too young, and the points achieved in IT competi- tions are not added to the points necessary for entering higher levels of education. In paper sessions and divided by strand (i.e. best practice or scientific strand). Each the same time, we have the incredible results that Croatian gifted students have been presentation lasts 15-20 minutes followed by 5-10 minutes of scheduled time achieving for years on all national IT competitions and international IT Olympics. for discussion and questions. Session concludes with a 5-15 minutes discussion In the second part, a few most important advantages of the interaction between a gifted with the audience. child and a computer will be provided from the point of view of development psycho- POS: Posters (individual visual presentations in ISO A0 format) will be presented logy. The indicators of professionally applied research carried out on the population of in the Foyer in front of the Plečnik 1-2-3 from Thursday, 18 September to Friday, young informaticians are presented, implying that formal education system is not su- pportive enough for their special educational needs, which has induced us to initiate an 19 September. Informal sessions will be organised for conference participants extra-curricular enriched programme for gifted students. to interact with authors, from 1:45 p.m. to 2:15 p.m. each day. The presenters are kindly asked to ensure that they stand next to their poster(s) during the both The third part shows the goals of extra-curricular enriched programme in our centre, together with an overview of workshop activities with gifted students in informatics and sessions for discussion and questions. robotics. Tutors particularly encourage the creativity in gifted child’s individual program- WOR: Workshops (learning by doing sessions) will be presented in interest gro- ming projects. This will be presented through a power-point presentation of individual ups and are scheduled for 60 minutes following the workshop structure (i.e. projects on constructing and programming objects in 3D space of virtual reality of a introduction, main activity, reflective discussion). world net. Individual children projects on the programming of Lego educational sets - Lego WeDo and Lego Mindstorms - will be presented in the second enclosed presenta- DEM: Demonstrations (ICT and performing and visual arts presentations) include tion. With high-quality tutors, gifted first and second graders (age 6 - 8) acquire complex thematic sessions on teaching or research tools or methods and music, dance, concepts and create programmes through programming with Lego Mindstorms EV3 sy- theatre, painting, photography, video, and other art forms presentations. Each stem at a considerably higher level than the expected one. demonstration lasts 20 minutes and it is followed by a time for discussion and Jasna Cvetković – Lay is Vice-President of Center for gifted child development “Bistrić”, Zagreb, Croatia, questions (10 minutes). and Specialist in Gifted Education (ECHA Diploma in 2000). 30 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 31 PAP 1-2: Research Projects for School Students - Practical MINT Talent Overview - Thursday, 18 September 2014 Support in School Labs Dieter Hausamann and Tobias Schüttler Thursday Thursday Possibilities & Challenges of Digital Age for the Gifted DLR_School_Lab Oberpfaffenhofen, German Aerospace Center, Germany; dieter.hausamann@dlr.de erview - erview - Ov PAP 1-3: Inquiry Based Science Education and Opportunities for Teaching Ov DEMONSTRATION SESSION 1 the Gifted Best practice strand Marieke Peeters1, Jo Verlinden2, Lana Goossens3, and Lianne Hoogeveen4 1Radboud University Nijmegen, Science Hub, The Netherlands; 2BCO Onderwijsadvies, The Friday Time: Thursday, 18 September: 8:15 a.m. – 8:45 a.m. Friday Netherlands; 3Science education HUB Radboud University, The Netherlands; 4Radboud Location: Plečnik 5 University Nijmegen, The Netherlands; m.peeters@science.ru.nl; erview - joverlinden@bco-onderwijsadvies.nl erview - Ov DEM 1: An Individual Programme for a Gifted Teenage Girl: Development Ov Support Considering Personal Barriers by Using Social (Digital) Networking PAP 1-4: PROFILES: A New Strategy for Motivating (Gifted) Students in the Tamara Malešević Science Classroom The National Education Institute of Slovenia, Slovenia; tamara.malesevic@zrss.si Iztok Devetak, Miha Slapničar, and Mojca Juriševič Saturday Faculty of Education, University of Ljubljana, Slovenia; iztok.devetak@pef.uni-lj.si Saturday Time: Thursday, 18 September: 8:15 a.m. – 8:45 a.m. Location: Ravnikar Hall PAP 1-5: An Online Learning Model for Teaching Astronomy to Gifted erview - erview - Students Ov DEM 2: Saving Private Goldbach Ov Tim Horvat, Marija Dominko, Gabor Jasna Kos, Tamara Bosnić, Peter Kržan, Rafael Frančišek Stuart Kehoe1, Colm O'Reilly2, Elizabeth Albert3, and Jason St. Pierre4 1Centre for Talented Youth Ireland, Ireland; 2CTY Ireland, Ireland; 3Centre for Talented Youth, Irgolič, Ezra Čosić Alibegović, Vilijem Borštar and Mariša Cvitanič Johns Hopkins University, USA,4Centre for Talented Youth, Johns Hopkins University, USA; Gimnazija Bežigrad, Ljubljana, Slovenia; tim.horvat@dijaki.gimb.org stuart.kehoe@dcu.ie Thursday Thursday Time: Thursday, 18 September: 8:15 a.m. – 8:45 a.m. Location: Martin Krpan Hall PAPER SESSION 2: Models Abstracts - Abstracts - DEM 3: The Hidden Talent of Human Voice Best practice strand Nataša Nahtigal1 and Katarina Habe2 1Natasa Nahtigal Vocal Studio, Slovenia, 2Faculty of Education, University of Maribor, Slove- Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. Friday nia; natasa.nahtigal@gmail.com Location: Plečnik 4 Friday PAP 2-1: The Sun of School in Educating Talented Students: The Piirto PAPER SESSION 1: STEM Pyramid and Talent in Domains Abstracts - Abstracts - Jane Piirto Best practice strand Ashland University, USA; jpiirto@ashland.edu Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. PAP 2-2: ANABILIM UYEP Model: A Special Program Model for Saturday Location: Plečnik 2-3 Self-Contained Classrooms for the Gifted in Turkey Saturday PAP 1-1: T-expeditions as New Complex Activities for Gifted in Talnet Ugur Sak1, Goksen Akyol2, Kamer Saglam2, Tuba Aksoy2, Sema Dora2, Sinem Ozdek2, and Yasemin Karakan2 Abstracts - Stanislav Zelenda 1Anadolu University, Turkey; 2Anabilim Schools, Turkey; goksenakyol@anabilim.k12.tr; Abstracts - NIDV, Czech Republic; zelendast@gmail.com kamersaglam@anabilimk.k12.tr; tubaaksoy@anabilim.k12.tr; ugursak@gmail.com 32 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 33 PAP 2-3: A Characteristic Artistic Plan? PAP 4-2: Examining Impacts of Psychological Trainings with Gifted Mia Frumau Van Pinxten Adolescents Developmental psychologist/psychotherapist/PhD student, The Netherlands; Zsuzsanna Kovi, Emoke Bagdy, and Zsuzsanna Mirnics Thursday Thursday frumaupsych@home.nl KRE University Budapest, Hungary; mirnics.zsuzsa@gmail.com erview - PAP 4-3: Emotion Issues in Giftedness: Overexcitabilities and Self-esteem erview - Ov PAPER SESSION 3: Innovations & Programmes 1 Ov Maria Pereira Da Costa and Marion Botella Best practice strand Sorbonne Paris Cité, University Paris Descartes, France; maria.pereira@parisdescartes.fr PAP 4-4: Perfectionism in Chilean Gifted Students: An Exploratory Study Friday Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. Friday Location: Plečnik 5 Maria P. Gomez-Arizaga1 and Andrea Gonzalez2 1Universidad San Sebastian, Chile; 2Pontificia Universidad Catolica de Valparaiso, Chile; erview - erview - PAP 3-1: Digital Age Pedagogies and Gifted Students: The Flipped a.gonzalezu@hotmail.com Ov Ov Classroom Approach Rebecca Kirrane, Stuart Kehoe, and Colm O'Reilly Centre for Talented Youth, Ireland, Ireland; rebecca.kirrane3@mail.dcu.ie PAPER SESSION 5: Lifespan Scientific strand Saturday PAP 3-2: Eureka: The Cross Cultural Program for Talent Development in Saturday the Digital Age Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. erview - Rachel Zorman Location: Boardroom Risba erview - Ov The Henrietta Szold Institute, Israel; rachelz@szold.org.il Ov PAP 5-1: Alternative Training – Gifted Students and Lecturers both PAP 3-3: The Gifted Education in the Digital Information Platform Manage a Dynamic Course in the Development of Thinking Naif Kara Lina Boulos Thursday Izmit Bilim Sanat Merkezi, Kuruçesme, Turkey; naifkara80@gmail.com Sakhnin College for Teache Education, Israel; blina@macam.ac.il Thursday PAP 3-4: Rethinking Epistemic Virtue. A Practical Example from the PAP 5-2: Honors in Northern Europe: Overview and Analysis Leiden Pre-University Excellence Program Abstracts - Marca Wolfensberger Abstracts - Jan Sleutels and Annebeth Simonsz Hanzehogeschool Groningen, Utrecht University, The Netherlands; Leiden University, The Netherlands; sleutels@me.com m.v.c.wolfensberger@pl.hanze.nl Friday PAP 5-3: Sixty Years On: Reflections from Members of a 1952-53 Class for Friday PAPER SESSION 4: Personality & Emotional Gifted Students Scientific strand Roger Moltzen Abstracts - University of Waikato, New Zealand; rim@waikato.ac.nz Abstracts - Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. Location: Ravnikar Hall PAP 5-4: To Help a Gifted Child to Turn Into Succesfull Adult: Achievements Vs. Hidden Potential PAP 4-1: Dealing with Giftedness in Everyday Life Oleksandr Burov1 and Mykhailo Pertsev2 Saturday Saturday Cathelijne Leenders 1 1 and Kathelijne Van De Ven2 Center for Talent Development, Ukraine; 2Institute of Gifted Child, Ukraine; 1CBO Nijmegen, The Netherlands; 2Stedelijk Gymnasium Nijmegen, The Netherlands; a_burov@yahoo.com c.leenders@its.ru.nl Abstracts - Abstracts - 34 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 35 PAPER SESSION 6: Learning Time: Thursday, 18 September: 11:40 a.m. – 12:40 a.m. Location: Martin Krpan Hall Scientific strand Thursday WOR 2: A Development of Quality Indicators for Gifted and Talented Thursday Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. Education in Slovenia Location: Boardroom Grafika erview - Tanja Bezić erview - Ov The National Educational Institute of Republic of Slovenia, Slovenia; tanja.bezic@zrss.si Ov PAP 6-1: Inquiry Learning for Gifted Children Tessa H. S. Eysink University of Twente, The Netherlands; t.h.s.eysink@utwente.nl SYMPOSIUM 1 Friday Friday PAP 6-2: Didactic Strategies and Competencies of Gifted Students Possibilities & Challenges of Digital Age for the Gifted erview - Grozdanka Gojkov, Aleksandar Stojanović, and Aleksandra Gojkov Rajić erview - Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. Ov Teacher Training Faculty, Belgrade; Preschool Teacher Training College “M. Palov”, Vršac, Ov Serbia; vsvaskatedrapp@hemo.net Location: Plečnik 1 PAP 6-3: Learning Arrangements to Promote Technologies of the Self, SYM 1: Twice Exceptional – Gifted Children with Learning Difficulties Self-Regulation and Sense of Responsibility Organiser: Christian Fischer, University of Münster, Germany Saturday Discussant: Lianne Hoogeveen, Radboud University, Center for the Study of Giftedness, Saturday Victor Mueller-Oppliger Nijmegen, The Netherlands University of Education and Teacher Training of Northwestern Switzerland, Switzerland; erview - victor.mueller@fhnw.ch erview - SYM 1-1: A Comprehensive Model of School Collaboration for the Ov Ov PAP 6-4: Emotional Resources of High-Achieving Students and Their Identification of Twice-Exceptional Students Relation to Students’ Use of Learning Strategies Anies Al-Hroub American University of Beirut, Lebanon; aa111@aub.edu.lb Stefanie Obergriesser and Heidrun Stoeger Thursday University of Regensburg, Germany; stefanie.obergriesser@ur.de Thursday SYM 1-2: Mathematically Gifted, but Untalented in Linguistic Domains? The Perspective of Mathematical Giftedness WORKSHOP SESSION 1 Friedhelm Käpnick Abstracts - Abstracts - Westfälische Wilhelms-Universität Münster; kaepnick@t-online.de Possibilities & Challenges of Digital Age for the Gifted SYM 1-3: Mathematically Gifted, but Reading and Spelling Difficulties? Time: Thursday, 18 September: 10:30 a.m. – 11:30 a.m. Friday The Perspective of Learning Difficulties Friday Location: Martin Krpan Hall Christian Fischer WOR 1: What the Beatles, Andy Warhol, and Robert Frost Have in University of Münster, Germany; ch.fischer@uni-muenster.de Abstracts - Abstracts - Common: Cultural Relevance in the Adolescent Classroom Kimberley Chandler and Jennifer Robins The College of William and Mary, USA; klchan@wm.edu Saturday Saturday Abstracts - Abstracts - 36 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 37 POSTER SESSION POS 7: Academic Self-Concept in Gifted Adolescents with a Different Ratio of Verbal and Non-Verbal Abilities Elena Shcheblanova1 and Svetlana Petrova2 Thursday Time: Thursday, 18 September: 1:45 p.m. – 2:15 p.m. 1 Thursday Location: Foyer Psychological Institute of Russian Academy of Education, Russia; 2Moscow State University of Psychology and Education, Russia; elenacheblanova@mail.ru erview - erview - Ov POS 8: Attitudes toward the Gifted, Emotional Intelligence and Implicit Ov PART 1: Possibilities & Challenges of Digital Age for the Gifted Theories of Intelligence – Comparison of Croatian and Slovenian Students Scientific strand Polona Gradišek1, Sanja Bradić2, and Barbara Rončević-Zubković3 1Faculty of Education, University of Ljubljana, Slovenia; 2Gimnazija Eugena Kumičića Opati- Friday Friday ja, Secondary school, Croatia; 3Department of Psychology, Faculty of Humanities and Social POS 1: Creativity in Intellectually Gifted Children and Gifted Children in Sciences, Rijeka, Croatia; polona.gradisek@pef.uni-lj.si; sanya.taregami@gmail.com; erview - roncevic@ffri.hr erview - Art: A Comparative Study Ov Ov Natalia Shumakova Psychological Institute RAE, MSUPE, Russia; n_shumakova@mail.ru Best practice strand POS 2: Relationships between Perception of Pedagogical Practices for POS 9: The Role of Social Pedagogues in the Process of Dealing with Saturday Creativity, Motivation, and Cognitive Styles Saturday Gifted Pupils Eunice Alencar and Denise Fleith Alenka Polak and Barbara Vrbič erview - University of Brasilia, Brasilia; eunices.alencar@gmail.com; denisefleith@gmail.com erview - Faculty of Education, University of Ljubljana, Slovenia; alenka.polak@guest.arnes.si Ov Ov POS 3: Creativity in Graduate Courses According to Professors and Students POS 10: A Literature Review for the Use of Dynamic Assessment with Eunice Alencar1 and Zélia Oliveira2 Gifted Students 1University of Brasilia; 2Catholic University of Brasilia; eunices.alencar@gmail.com Selin Bozbey Thursday Thursday POS 4: The Relationship between Mathematical and Scientific Productivity Anadolu University, Turkey; bozbeyselin@gmail.com Nazmiye Nazli Ozdemir POS 11: Parenting Gifted Education: an Italian Experience Abstracts - Anadolu University, Turkey; nazmiyeozdemir@gmail.com Abstracts - Sara Peruselli1, Simona Traverso1, Daniela Miazza1, and Anna Maria Roncoroni2 POS 5: Thoughts on Giftedness in the Digital Age and the Developmental 1AISTAP- Italy; 2Italian Association for Gifted and Talented Students; gifted@roncoroni.eu Perspectives of the Individual, Gifted With the Emotional Dowry of the POS 12: Supporting Parents of Gifted Children: A SENG Model Application Friday Family Friday (The “Education to Talent” Project in Veneto Region - Italy) Štefanija Jaksetič Dujc (Dijaški dom Vič, Slovenia), Štefanija Marriage and family therapy, Slovenia); David Polezzi1, Massimo Ronchese1, Martina Pedron2, Martina Brazzolotto2, Daniela Lucangeli2, and Pier Antonio Battistella1 Abstracts - stefanija.jaksetic@gmail.com Abstracts - 1U.O.C. NPIA ULSS 16 Padova; GATE-Italy Association (Gifted and Talented Education – POS 6: The Relationships between Intellectual Self-Concept and Italy); 2Department of Developmental Psychology and Socialisation – University of Padova Psychosocial Adjustment in Gifted School Children and C.N.I.S. National Association; GATE-Italy Association; martinabrazzolotto@gmail.com Elena Shcheblanova Saturday POS 13: The Attitudes to Education for Teachers of Gifted Students in the Saturday Psychological Institute of Russian Academy of Education, Russia; elenacheblanova@mail.ru Czech Republic Jana Škrabánková and Renata Kovářová Abstracts - University of Ostrava, Czech Republic; jana.skrabankova@osu.cz; renata.kovarova@osu.cz Abstracts - 38 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 39 POS 14: Potentially Gifted Preschool Children Care: Kindergarten Rijeka POS 21: The Construction of the Discourse of Giftedness in Media Texts in model Estonia Ljiljana Brašnić1 and Jasna Borbelj2 Halliki Põlda Thursday 1 Thursday Dječji vrtič/Kindergarten “Rijeka”, Croatia; 2Specialized program for gifted children Estonia; halliki.polda@gmail.com “Bistrići”, Rijeka, Croatia; jborbelj@gmail.com erview - erview - Ov Practice strand Ov PART 2: Trends in Research and Theory of Giftedness POS 22: Preparation of Natural History Collection as an Enrichment Activity to Promote Gifted Elementary School Students: A Case Study Friday Scientific strand Friday Gregor Torkar Faculty of Education, University of Ljubljana, Slovenia; gregor.torkar@pef.uni-lj.si erview - POS 15: Validation of Italian Version of Gifted Rating Scales - School erview - Ov Form. Preliminary Data. Ov POS 23: Chain Experiment Angela Beretta1, Steven Pfeiffer2, and Maria Assunta Zanetti1 Nina Verdel1 and Jurij Bajc2 1University of Pavia, Italy; 2Florida State University, USA; angela.beretta01@ateneopv.it 1Student at University of Ljubljana, Faculty of Mathematics and Physics; 2Faculty of Educati- on, University of Ljubljana, Slovenia; nina.verdel@gmail.com POS 16: Psychometric Validity of the Creative Scientific Ability Test Saturday Saturday Bahadır Ayas POS 24: Inquiry-Based Excellent Learning: Scaffolds for the Gifted Research Assistant, Turkey; bahadirayas@gmail.com erview - Marieke Peeters1, Jo Verlinden2, Lana Goossens3, and Lianne Hoogeveen4 erview - Ov 1Radboud University Nijmegen, Science Hub, The Netherlands; 2BCO Onderwijsadvies, The Ov POS 17: Using Epistemic Synchronization Index (ESI) to Distinguish Gifted Netherlands; 3Science education HUB Radboud University, The Netherlands; 4Radboud and Regular Students’ Knowledge Elaboration in CSCL University Nijmegen, The Netherlands; l.goossens@science.ru.nl Marca Wolfensberger Hanze University of Applied Sciences, The Netherlands; m.v.c.wolfensberger@pl.hanze.nl POS 25: Aistap Summer Camp: an Experience of a Practice-based Thursday Thursday Approach to Music Technology POS 18: Portuguese Validation of the Teaching Practices for Creativity in Jacopo Lorenzetti, Victor Zappi, and Anna Maria Roncoroni Higher Education Inventory Italian Association for Gifted and Talented Students (AISTAP) – Italy; jlorenzetti86@gmail.com Abstracts - Abstracts - Maria De Fátima Morais1, Leandro Almeida1, Ivete Azevedo2, Eunice Alencar3, Denise Fleith3 1University of Minho, Portugal; 2Torrance Center, Portugal; 3University of Brasilia, Brasilia; POS 26: “Education to Talent” and “Gifted Teaching”: Projects for Gifted denisefleith@gmail.com Children in Veneto Region – Italy Friday Martina Pedron1, Martina Brazzolotto1, David Polezzi2, Massimo Ronchese2, Daniela Lucan- Friday POS 19: Investigation about Mentoring Studies Effects on Gifted Students geli1, and Pier Antonio Battistella2 Fatih Tokmak 1Department of Developmental Psychology and Socialization – University of Padova and Anadolu University, Turkey; fatihtokmak55@gmail.com C.N.I.S. National Association; GATE-Italy Association (Gifted and Talented Education – Italy; Abstracts - Abstracts - 2U.O.C. NPIA ULSS 16 Padova; GATE-Italy Association (Gifted and Talented Education – POS 20: Twice Exceptional Children Before Entering School: Questionnaire Italy); martinabrazzolotto@gmail.com for Detecting Children at Risk for SLI and SLD Martina Ozbič, Jerneja Novšak Brce, and Damjana Kogovšek POS 27: The Leiden Approach Saturday Lineke Van Tricht1, Lilian Snijders2, and Phil Rhebergen3 Saturday Faculty of Education, University of Ljubljana, Slovenia; jerneja.novsak@pef.uni-lj.si 1Bureau Talent, the Netherlands; 2Ambulante Educative Dienst, The Netherlands; 3SCOL, The Netherlands; L.Snijders@aed-leiden.nl Abstracts - Abstracts - 40 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 41 POS 28: Identifying and Promoting Talented Students at the Department PAPER SESSION 8: Teachers of Art Education Best practice strand Črtomir Frelih Thursday Thursday Faculty of Education, University of Ljubljana, Slovenia; Crtomir.Frelih@pef.uni-lj.si Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. Location: Plečnik 2-3 erview - POS 29: Evaluation Based on Evidences of the Identification Process of erview - Ov Ov the Program of Gifted/ Outstanding Aptitudes Implemented in a Mexican PAP 8-1: Effective Teachers of the Gifted: Characteristics, Competencies, State and Preparation in the Digital Age María Cadenas1, Dolores Valadez2, Rogelio Zambrano2, and África Borges1 Ann Robinson1 and Pamela Clinkenbeard2 1University of La Laguna, Spain; 2University of Guadalajara, Mexico; mcadbor@ull.es Friday 1Jodie Mahony Center, University of Arkansas at Little Rock, USA; 2University of Wisconsin- Friday Whitewater, USA; aerobinson@ualr.edu, clinkenp@uww.edu POS 30: Specific School Measures Designed for Gifted French Middle erview - erview - School Students: Presentation and Challenges PAP 8-2: Introduction of the Concept of a Talented Teacher Ov Ov Karine Cuer-Buard, Amélie Courtinat-Camps, and Minna Puustinen Katarina Habe GRHAPES, France; karine.buard@inshea.fr Faculty of Education, University of Maribor, Slovenia; katarina.habe@um.si Pap 8-3: The Role of the School Principal in Gifted Education Saturday PAPER SESSION 7: Learning Environment 2 Saturday Colm O'Reilly1, Margaret Sutherland2, Niamh Stack2, and Kimberley Chandler3 Best practice strand 1Dublin City University, Ireland; 2University of Glasgow, UK; 3College of William and Mary, erview - USA; colm.oreil y@dcu.ie, margaret.sutherland@glasgow.ac.uk, niamh.stack@glasgow.ac.uk, erview - Ov klchan@wm.edu Ov Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. Location: Boardroom Grafika PAP 8-4: Online Professional Learning in Gifted Education PAP 7-1: BE COOL!: A Digital Learning Environment to Challenge and Lesley Henderson Thursday Socially Include Gifted Learners Finders University South Australia, Austraila; lesley.henderson@flinders.edu.au Thursday Tessa H.S. Eysink, Alieke M. Van Dijk, and Ton De Jong University of Twente, The Netherlands; t.h.s.eysink@utwente.nl PAPER SESSION 9: Preschool Abstracts - Abstracts - PAP 7-2: Virtual Provisions for Talented Secondary School Students Best practice strand (online presentation) Barbara Bannister Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. Friday Friday New South Wales Department of Education & Communities, Australia; Location: Plečnik 4 barbara.bannister@det.nsw.edu.au PAP 9-1: A Gifted Child in Pre-School Abstracts - PAP 7-3: How the Internet can Help and Support Parents and Gifted Children Abstracts - Katarina Ukmar and Natalija Trebušak Petra Leinigen Pre-school Kolezija, Slovenia; ukmarkatarina@gmail.com Nationwide telephone counsellor for parents of gifted children for the DGhK in Germany, Germany; petra.leinigen@dghk-nds-hb.de PAP 9-2: Identifying Talented and Self-Regulated Learners in Preschool Saturday and Reception Saturday Diane Montgomery Middlesex University, USA; dmont507@aol.com Abstracts - Abstracts - 42 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 43 PAP 9-3: Exploring the Material by Talentenlijn and Learning How to PAPER SESSION 11: Mathematics Recognize Gifted Toddlers Scientific strand Willeke Rol Thursday Thursday Bright Kids, The Netherlands; willeke@brightkids.nl Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. Location: Boardroom Risba erview - erview - Ov PAPER SESSION 10: Personality & Social Ov PAP 11-1: Mathematically Highly Able Students’ Time Use in a Scientific strand Computer-Based Reasoning Test Risto Hotulainen, Sirkku Kupiainen, and Mari-Pauliina Vainikainen Friday Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. University of Helsinki, Finland; risto.hotulainen@helsinki.fi Friday Location: Plečnik 5 PAP 11-2: A Componential Analysis of Gender Differences in General erview - erview - PAP 10-1: Self-Esteem, Optimism and Academic Achievement of Gifted Ov Mathematical Ability: A Case From The EPTS (ÜYEP) of Turkey Ov Adolescent Females in Singapore Ulku Ayvaz1 and Ugur Sak2 Doreen Yoke Leng Tan1 and Maureen Neihart2 1Abant Izzet Baysal Unıversity, Turkey; 2Anadolu University, Turkey; ulku.yesilyurt@gmail. 1School of Science and Technology; 2National Institute of Education Singapore; com maureen.neihart@nie.edu.sg Saturday Saturday PAP 11-3: Acceleration and Well-Being at Age 50 in the Top 1% in PAP 10-2: Self-Concept of Intellectually Supernormal Children Aged from Mathematical Ability 10 to 13 Years Old in China: How Does Enriched Education Setting Affect It? erview - Stijn Smeets1, David Lubinski2, and Camilla Benbow2 erview - Ov Xiaoyan Li1 and Jiannong Shi2 1 Ov Center for the study Giftedness, Radboud University Nijmegen, The Netherlands; 2Vander- 1University of Chinese Academy of Sciences, Xingli Zhang, Institute of Psychology, Chinese bilt University, USA; s.smeets@its.ru.nl Academy of Sciences, China; 2Department of Learning and Philosophy, Aalborg University, China; shijn@psych.ac.cn Thursday PAPER SESSION 12: Creativity Thursday PAP 10-3: Is Being Gifted Always an Advantage? The Relationship between Social Acceptance, Self-concept and the Use of Facebook among Scientific strand Gifted and Non-gifted Pupils Abstracts - Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. Abstracts - Marina Horvat1, Urška Aram1, Nina Jurinec1 and Katja Košir2 Location: Ravnikar Hall 1Faculty of Arts, University of Maribor, postgraduate student, Slovenia; 2Faculty of Educati- on, University of Maribor, Slovenia; katja.kosir@uni-mb.si PAP 12-1: Domain Specificity and Continuum in Education for Creativity Friday Friday PAP 10-4: The Relation between the Social Status and the in Gifted Children and Adolescents Ego-Development of Academically Accelerated Children Željko Rački Faculty of Teacher Education in Osijek, Croatia; zracki@ufos.hr Abstracts - Olga Wagenaar1, Eddie Denessen2, and Lianne Hoogeveen3 Abstracts - 1ECHA, The Netherlands; 2RU Nijmegen, The Netherlands; 3Radboud University, Center for PAP 12-2: Thinking Creatively through the CREACT: Creative Reversal Act the Study of Giftedness, Nijmegen, The Netherlands; olga@ozobegaafd.nl in Thinking and Teaching Ugur Sak Saturday Anadolu University, Turkey; ugursak@gmail.com Saturday Abstracts - Abstracts - 44 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 45 PAP 12-3: The Paradoxical Inhibition of Creativity with Highly Gifted SYM 2-2: ECHA-Teacher Training: Further Developments in Germany Underachievers: a Longitudinal Study Based on a Mixed-Methods Design Christian Fischer Lony Schiltz University of Münster, Germany; ch.fischer@uni-muenster.de Thursday Thursday Hôpital Kirchberg Luxembourg, Luxembourg; lony.schiltz@education.lu SYM 2-3: European Advanced Diploma in Gifted Education: Present erview - Situation and Future Perspectives erview - Ov WORKSHOP SESSION 2 Ov Petra Wolfsberger Possibilities & Challenges of Digital Age for the Gifted ECHA, Austria; petra.wolfsberger@lsr-noe.gv.at SYM 2-4: ECHA training: The Who and the Why Friday Time: Thursday, 18 September: 3:20 p.m. – 4:20 p.m. Friday Location: Martin Krpan Hall Anna Maria Roncoroni1 and Marca Wolfensberger2 1Italian Association for Gifted and Talented Students; 2Utrecht University, The Netherlands; erview - erview - WOR 3: The Impact Technology has on the Areas and Levels of gifted@roncoroni.eu Ov Ov Development of Gifted Children Koenderink Tijl Novilo Talent Development, The Netherlands; tk@novilo.nl Saturday Time: Thursday, 18 September: 4:30 p.m. – 5:30 p.m. Saturday Location: Martin Krpan Hall erview - erview - Ov WOR 4: A Taylored Pedagogy to Prevent Underachievement in Dutch Ov Secondary Education Karin Koens1 and Phil Rhebergen2 1ECHA Netherlands, The Netherlands; 2SCOL, The Netherlands; k.koens@bonaventuracollege.nl; p.rhebergen@scoleiden.nl Thursday Thursday SYMPOSIUM 2 Abstracts - Abstracts - Trends in Research and Theory of Giftedness Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. Friday Location: Plečnik 1 Friday SYM 2: ECHA – Training – Present Situation and Future Perspectives of Abstracts - Further Education Abstracts - Organiser: Christian Fischer, University of Münster, Germany Discussant: Marca Wolfensberger, Utrecht University, The Netherlands SYM 2-1: Teacher Training in the Netherlands Saturday Saturday Lianne Hoogeveen Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands; l.hoogeveen@its.ru.nl Abstracts - Abstracts - 46 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 47 PAP 13-3: Growing Up and Education the Gifted in Context to Politics and Overview - Friday, 19 September 2014 Other Circumstances Eva Vondrakova Thursday Thursday Trends in Research and Theory of Giftedness Association for Talent and Giftedness, Czech Republic; vondrakova@gmail.com erview - erview - Ov PAPER SESSION 14: Exceptionalities Ov DEMONSTRATION SESSION 2 Best practice strand Best practice strand Friday Time: Friday, 19 September: 8:15 a.m. – 8:45 a.m. Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Friday Location: Ravnikar Hall Location: Plečnik 2-3 erview - erview - PAP 14-1: Twice Exceptional Children Detected in Year 2013 Ov DEM 4: Challenging mix of Geometry and Algebra, Through the Use of Ov Dynamic Software Biserka Lep Elisabet Mellroth The National Education Institute of The Republic of Slovenia, Slovenia; biserka.lep@zrss.si Karlstad Municipality, Sweden; elisabet.mellroth@gmail.com PAP 14-2: Developing the Digital Competencies of Twice Exceptional Saturday Students Saturday Time: Friday, 19 September: 8:15 a.m. – 8:45 a.m. Location: Martin Krpan Hall Nela Bejat Krajnc and Bor Černec erview - Primary school Pod goro Slovenske Konjice, Slovenia; nela.bejat-krajnc@guest.arnes.si erview - Ov DEM 5: Using Coaching in Educational and Counselling Work with Gifted Ov Students PAP 14-3: Dual Exceptionality Improving Provision for Gifted Children Ajda Erjavec Bartolj with Asperger in Regular Cassrooms Gimnazija Bežigrad, Slovenia; ajdaerjavec@gmail.com Diane Montgomery Thursday Middlesex University, USA; dmont507@aol.com Thursday PAPER SESSION 13: Learning Environment 1 PAP 14-4: The Pros and Cons of Gifted Secondary School Students' Abstracts - Perfectionism - A Counselling Perspective Abstracts - Best practice strand Gordana Rostohar Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Gimnazija Brežice, Slovenia; gordana.rostohar@guest.arnes.si Location: Boardroom Grafika Friday Friday PAP 14-5: Effectiveness of Mindfulness Cognitive Behavioural Therapy PAP 13-1: Challenge Response Behaviors of Gifted and Talented Children with Talented Youth Burcu Seher Calikoglu Paula Hillmann Abstracts - Biruni University, Turkey; bscalikoglu2758@gmail.com University of Wisonsin-Madison, USA; hillmann@education.wisc.edu Abstracts - PAP 13-2: School (Re)Organization in Digital Age according to Gifted Students Polonca Pangrčič Saturday Saturday Elementary school teacher, OŠ Cerkvenjak - Vitomarci, Slovenia; polonca.pangrcic@guest.arnes.si Abstracts - Abstracts - 48 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 49 PAPER SESSION 15: Innovations & Programmes 2 PAP 16-2: Inclusive Education for Gifted Children and Competences for Teachers Best practice strand Janine Haenen Thursday Thursday Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Leiden University of Applied Sciences, The Netherlands; haenen.j@hsleiden.nl Location: Plečnik 4 erview - PAP 16-3: Assessment of Social Interaction within Enrichment Programs erview - Ov Ov PAP 15-1: Project Work as Enrichment for Gifted Pupils through Observational Methodology Urška Repinc1 and Primož Južnič2 María Cadenas1, Lianne Hoogeveen2, and Africa Borges1 1 1Primary School dr. Janez Mencinger Bohinjska Bistrica, Slovenia, 2Faculty of Arts Depart- University of La Laguna, Spain; 2Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands; mcadbor@ull.es Friday ment of Library and Information Science and Book Studies, University of Ljubljana, Slove- Friday nia; urska.repinc@guest.arnes.si erview - PAPER SESSION 17: Programmes & Interventions erview - PAP 15-2: Perceptions of Gifted Students about Fluent Speaking Course Ov Ov in Education Program for Talented Students (EPTS) Scientific strand Emine Ozturk Anadolu University, Turkey; emineozturk10@gmail.com Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Location: Plečnik 5 Saturday Saturday PAP 15-3: Teaching Gifted English Language Learners in Saudi Arabia Badriah Alkhannani, Margaret Sutherland, and Niamh Stack PAP 17-1: The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students' Science Knowledge and Skills erview - University of Glasgow, UK; b.alkhannani.1@research.gla.ac.uk erview - Ov Ann Robinson1, Debbie Dailey2, Gail Hughes3, and Alicia Cotabish2 Ov PAP 15-4: The Stimulation of Executive Skills during a Study Trip to 1Jodie Mahony Center University of Arkansas at Little Rock, USA; 2University of Central Beijing: How can Mentors Stimulate Gifted Youngsters to Engage in Arkansas, USA; 3University of Arkansas at Little Rock, USA; aerobinson@ualr.edu Challenging Situations that Help Develop their Executive Abilities? Thursday PAP 17-2: The Impact of M3 Curriculum & the Role of Teacher as Thursday Anita Wuestman ECHA Specialists in Gifted Education, The Netherlands; awuestman@hoog-begaafdheid.nl a Facilitator on the Math Creative Problem Solving Ability of Mathematically Promising English Language Learners Abstracts - PAP 15-5: Developing Stimulation of Gifted Students through Marcella Mandracchia and Seokhee Cho Abstracts - Interdisciplinarity St. John's University, USA; Marcella.Mandracchia07@stjohns.edu; chos1@stjohns.edu Beatriz G. Tomšič Čerkez Faculty of Education, University of Ljubljana, Slovenia; beatriz.tomsic@pef.uni-lj.si PAP 17-3: Promoting the Development of Gifted Pupils and Digital Friday Competence Friday Fani Nolimal PAPER SESSION 16: Social Relations National Education Institute, Slovenia; fani.nolimal@zrss.si Abstracts - Abstracts - Scientific strand PAP 17-4: Exploring Aspects of Participation in an International Online Network for “Gifted” Students – a Research in Progress Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Location: Ravnikar Hall Marina Charalampidi University of Warwick, Institute of Education, UK; m.charalampidi@warwick.ac.uk Saturday Saturday PAP 16-1: Inclusion of Gifted Students – Possible or Not? Jutta Moehringer Abstracts - Technical University of Munich, Germany; jutta.moehringer@tum.de Abstracts - 50 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 51 PAP 17-5: Development of Triarchic Intelligence Abilities: the Effects of Time: Friday, 19 September: 11:40 a.m. – 12:40 a.m. Acadin Location: Martin Krpan Hall Joyce Gubbels1, Eliane Segers1, Lianne Hoogeveen2, Desirée Houkema3, and Ludo Verhoeven1 Thursday 1 WOR 6: Developing Psychological Preparedness in Gifted Children Thursday Behavioural Science Institue, The Netherlands, 2Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands, 3Stichting Leerplanontwikkkeling Nederland, The Maureen Neihart erview - Netherlands; j.gubbels@pwo.ru.nl National Institute of Education Singapore, Singapore; maureen.neihart@nie.edu.sg erview - Ov Ov PAPER SESSION 18: Acceleration SYMPOSIUM 3 Friday Scientific strand Possibilities & Challenges of Digital Age for the Gifted Friday Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. erview - Location: Plečnik 1 erview - Location: Boardroom Risba Ov Ov PAP 18-1: Subject-Based Acceleration in High Schools: Perceptions of SYM 3: Talent Development in a Digital World Gifted and Average-Ability Students and Their Teachers Organiser: Javier Tourón, University of Navarra, Pamplona, Spain Ana Altaras Dimitrijevic1 and Danilo Drobnjak2 Discussant: Mojca Juriševič, Faculty of Education, University of Ljubljana, Slovenia Saturday 1University of Belgrade, Department of Psychology, Serbia, 2The Fifth Belgrade Grammar Saturday School, Serbia; aaltaras@f.bg.ac.rs SYM 3-1: The Flipping Classroom Learning and Talent Development erview - Javier Tourón1 and Raul Santiago2 erview - Ov PAP 18-2: Acceleration, Enrichment, or Internal Differentiation – 1University of Navarra, Pamplona, Spain; 2University of La Rioja, Logroño, Spain; Ov Consequences of Measures to Promote Gifted Students Anticipated by jtouron@unav.es; raul.santiago@unirioja.es German Secondary School Teachers Martina Endepohls-Ulpe SYM 3-2: The Perspectives of a European Talent Support Network in the Digital Era Thursday Institute of Psychology, University of Koblenz-Landau, Germany; endepohl@uni-koblenz.de Thursday Peter Csermely PAP 18-3: 15 Years of Early Study in Austria: Experiences, Evaluation, and Semmelweis University, School of Medicine, Hungary; csermelynet@gmail.com Prospects Abstracts - Abstracts - Astrid Fritz SYM 3-3: Does Online Learning “Work” for High Ability Students? Best Austrian Research and Support Center for the Gifted and Talented (ÖZBF), Salzburg, Austria; Practices and Strategies for Expanding Academic Options astrid.fritz@oezbf.at Patricia Wallace Friday Johns Hopkins University, Center for Talented Youth, Baltimore, USA; p.wallace@jhu.edu Friday WORKSHOP SESSION 3 SYM 3-4: Technology as a Personalization Tool for Students Learning Abstracts - Trends in Research and Theory of Giftedness Terry Nealon Abstracts - Fishtree, Dublin, Ireland; terrynealon@gmail.com Time: Friday, 19 September: 10:30 a.m. – 11:30 a.m. Location: Martin Krpan Hall POSTER SESSION Saturday Saturday WOR 5: Challenging Gifted Students: Differentiation Made Simple Julia Roberts1 and Tracy Inman2 Time: Friday, 19 September: 1:45 p.m. – 2:15 p.m. 1Western Kentucky University, USA; 2The Center for Gifted Studies at Western Kentucky Location: Foyer Abstracts - Abstracts - University, USA; julia.roberts@wku.edu; tracy.inman@wku.edu See: Thursday, 18 September (Page 38) 52 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 53 PAPER SESSION 19: Innovations & Programmes 3 PAP 20-2: On the Mathematically Gifted in the 21st Century - Slovenian Viewpoint Best practice strand Boštjan Kuzman Thursday Thursday Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Faculty of Education, University of Ljubljana, Slovenia; Bostjan.Kuzman@pef.uni-lj.si Location: Plečnik 2-3 erview - PAP 20-3: The Social Validity of Advanced Mathematics in the Education erview - Ov Ov PAP 19-1: Three Challenges, One Solution – PENTA UC Goes “Digital” For Programs for Talented Students (EPTS) Talented Students with Low Socio-Economic Status Who Live in Rural Bilge Bal Sezerel Regions of Chile Anadolu University, Turkey; bilgbal@gmail.com Friday Diana Boyanova, Patricia Morales, Paulette Laclote, Marcelo Mobarec, Macarena Escalante, Friday Lesly Maldonado, and Pablo González PAPER SESSION 21: Acceleration Catholic University of Chile - PENTA UC Program, Chile; dboyanova@uc.cl erview - erview - Ov Best practice strand Ov PAP 19-2: Giftedness in Israel - From Policy to Implementation in the Digital Age Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Pnina Zeltser Location: Plečnik 4 National supervisor; zpnina@hotmail.com Saturday PAP 21-1: Acceleration without Thresholds Saturday PAP 19-3: Recent Development of Research on High Ability Students in Jo Verlinden1, Lianne Hoogeveen2, Bert Oostindie3, Nienke Bouwman3, and Marloes Ottink3 erview - China during the Last Decade 1BCO Onderwijsadvies, The Netherlands; 2Radboud University, Center for the Study of Gifte- erview - Ov dness, Nijmegen, The Netherlands; 3IJsselgroep Zwolle, The Netherlands; Ov Jiannong Shi, Xiaoyan Li, and Xingli Zhang Institute of Psychology, Chinese Academy of Sciences; University of Chinese Academy of joverlinden@bco-onderwijsadvies.nl; l.hoogeveen@its.ru.nl Sciences, China; shijn@psych.ac.cn PAP 21-2: Long-term Effects of Acceleration – and How to Use Networks Thursday PAP 19-4: Supporting the Implementation of Individual Education Plans for it Today Thursday for Gifted Students in Serbian Elementary Schools: Insights from a Annette Heinbokel Two-Year Project DGhK, Germany; annette.heinbokel@swbmail.de Abstracts - Sanja Tatic Janevski1 and Ana Altaras Dimitrijevic2 Abstracts - 1Institute for the Improvement of Education, Serbia; 2University of Belgrade, Faculty of Philo- PAP 21-3: Predictors of TeachersÁttitudes towards Acceleration of Gifted sophy, Department of Psychology, Serbia; aaltaras@f.bg.ac.rs Students Paloma Palacios Gonzalez Friday University of New South Whales, Australia; palpalgon@hotmail.com Friday PAPER SESSION 20: Mathematics PAP 21-4: Mentoring Gifted Students in the Digital Age: A Unique School / Best practice strand Abstracts - University Partnership in Academic Research Projects Abstracts - Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Susan Knopfelmacher Location: Boardroom Grafika Presbyterian Ladies College, Melbourne, Australia; sknopfelmacher@plc.vic.edu.au Saturday PAP 20-1: Using International Testing Resources to Support Advanced Saturday Mathematics Kathleen Stone Abstracts - INSTEAD International, USA; kstonegift@aol.com Abstracts - 54 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 55 PAPER SESSION 22: Teachers PAP 23-2: Managing High Abilities from Neuroeducation. What Differentiates some People from Others when Their Brain Works Scientific strand Juan Jose Rienda, Elisa Villena, and Lucía Sutil Thursday Thursday Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Universidad Rey Juan Carlos, Spain; juanjose.rienda@urjc.es Location: Ravnikar Hall erview - PAP 23-3: Differences in Brain Activity during the Visuospatial Working erview - Ov Ov PAP 22-1: Professional Development in the Digital Age: Building and Memory Task: An FMRI Study in Mathematically and Scientifically Testing an Online Model for Gifted Education Teachers Talented Students with and Without High IQ Matthew Edinger Ching-Chih Kuo1, Jun-ren Lee2, Shou-ying Tsai2, and Chia-en Hsieh2 1National Taiwan Normal University, Taiwan; 2Department of Special Education, National Friday The University of Derby, UK; m.edinger@derby.ac.uk Friday Taiwan Normal University, Taiwan; kaykuo@ntnu.edu.tw PAP 22-2: Attitudes Towards Giftedness and Gifted Education in the erview - PAP 23-4: Visual Search Development among 9-13 Years Old Supernormal erview - Ov Slovenian Educational Context Ov Children Mojca Juriševič, Janez Vogrinc, and Darija Skubic Faculty of Education, University of Ljubljana, Slovenia; mojca.jurisevic@pef.uni-lj.si; Xingli Zhang1, Xiaoyan Li2, and Jiannong Shi3 1 janez.vogrinc@pef.uni-lj.si Institute of Psychology, Chinese Academy of Sciences, China; 2University of Chinese Acade- my of Sciences, China; 3Department of Learning and Philosophy, Aalborg University, China; Saturday shijn@psych.ac.cn Saturday PAP 22-3: Language Teachers’ Cognition in Gifted Education Karmen Pižorn and Mojca Juriševič erview - Faculty of Education, University of Ljubljana, Slovenia; karmen.pizorn@pef.uni-lj.si erview - PAPER SESSION 24: Models & Concepts Ov Ov PAP 22-4: Students' Attitudes Toward Education Of Gifted And Their Scientific strand Competences As Future Teachers: Is There an Implication for Study Program Modification? Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Thursday Location: Boardroom Risba Thursday Sanja Tatalović Vorkapić and Jasna Arrigoni Department of Teacher Education, University of Rijeka, Croatia; arrigoni@ufri.hr PAP 24-1: Traditional Models of Giftedness and High Ability - are They Still Up To Date and Viable? Abstracts - PAP 22-5: Primary School Teacher’s Perceptions on the Gifted Students’ Abstracts - Characteristics in Class Sieglinde Weyringer University of Salzburg, Austria; sieglinde.weyringer@sbg.ac.at Aikaterini Gari1, Afroditi Karfi2, Anastasia Theodorou2, and Maria Tsonopoulou2 1Associate Professor of Social Psychology; 2Psychologist; agari@psych.uoa.gr Friday PAP 24-2: Does the Development of Prodigies’ Psychosocial Skills Differ Friday from that of their Conservatory Peers? PAPER SESSION 23: Neuro-Cognitive Rena Subotnik1 and Linda Jarvin2 Abstracts - 1American Psychological Association, USA; 2Paris College of Art, France; rsubotnik@apa.org Abstracts - Scientific strand PAP 24-3: Identifying Highly Gifted Children by Analyzing Human Figure Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Drawings Location: Plečnik 5 Sven Mathijssen1, Max Feltzer2, and Lianne Hoogeveen1 Saturday 1 Saturday Center for the Study of Giftedness, Radboud University Nijmegen, the Netherlands; 2Tilburg PAP 23-1: Explaining the Gifted Mind University, The Netherlands; s.mathijssen@its.ru.nl Pichak Siripoonsap and Ngarmmars Kasemset Abstracts - Thailand - The Gifted and Talented Foundation, Thailand; pichak@nationalgiftedthai.org; Abstracts - ngarmmars@nationalgiftedthai.org 56 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 57 WORKSHOP SESSION 4 SYM 4-4: A National Response to Talent Development: Nazarbayev Intellectual Schools, Kazakhstan Trends in Research and Theory of Giftedness Leila Nurakayeva1 and Miras Baimyrza2 Thursday 1 Thursday Time: Friday, 19 September: 3:20 p.m. – 4:20 p.m. Deputy Director of Center for Pedagogical Measurements, AEO Nazarbayev Intellectual Location: Martin Krpan Hall Schools, Republic of Kazakhstan; 2Project manager of Center for Pedagogical Measure- erview - ments, AEO Nazarbayev Intellectual Schools, Republic of Kazakhstan; erview - Ov leila_nurakaeva@mail.ru; baimyrza_m@nis.edu.kz Ov WOR 7: Products in the Digital Age: An Authentic Challenge for Gifted Students Tracy Inman1 and Julia Roberts2 PAPER SESSION 25: Supporting Programmes Friday 1The Center for Gifted Studies at Western Kentucky University, USA; 2Western Kentucky Friday University, USA; tracy.inman@wku.edu; julia.roberts@wku.edu Best practice strand erview - erview - Time: Friday, 19 September: 4:30 p.m. – 5:30 p.m. Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. Ov Ov Location: Martin Krpan Hall Location: Plečnik 1 PAP 25-1: Day a Week School SYMPOSIUM 4 Jaap Verouden Saturday Het ABC, The Netherlands; jverouden@hetabc.nl Saturday Trends in Research and Theory of Giftedness PAP 25-2: Lessons Learned from 12 yrs Supporting Gifted Drop-Outs erview - Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. erview - Ov Location: Plečnik 1 Climb Back in - Attitudes for Approaching the Wounded to Retrieve Their Ov Love for Living in the Digital Age SYM 4: Access Granted: Multinational Approaches to Finding and Chantal Woltring and Albert Kaput Developing Talent Centre for Creative Learning, The Netherlands; chantal.woltring@creatiefleren.nl, albert.kaput@creatiefleren.nl Thursday Organiser & Discussant: Simeon Brodsky, Johns Hopkins University Center for Talented Thursday Youth (CTY), USA PAP 25-3: Achievings with Underachievers Mariska Poelman1 and Anneke Craanen2 Abstracts - SYM 4-1: Opening Opportunities for Underrepresented Students: a View Abstracts - from the US 1Center for the study of Giftedness, Radboud University, The Netherlands; 2Radboud Univer- sity, The Netherlands; m.poelman@its.ru.nl Linda Brody Johns Hopkins University Center for Talented Youth, USA; lbrody@jhu.edu Friday Friday PAPER SESSION 26: Motivation SYM 4-2: Building a Path to Potential: CTY Ireland Colm O’Reilly Scientific strand Abstracts - CTY, Ireland; colm.oreilly@dcu.ie Abstracts - Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. SYM 4-3: Providing Hope in Greece: a Foundation-supported Effort to Location: Plečnik 2-3 Find and Develop Talent PAP 26-1: Mindset – to Fulfill our Potential: the Hungarian Adaptation of Saturday Antonios Apostolou Saturday CTY Greece at Anatolia College, Greece; danaos@anatolia.edu.gr Mindset-Questionnaire and its Relevance in Talent Development Szilvia Peter-Szarka University of Debrecen, Hungary; pszszilvia@gmail.com Abstracts - Abstracts - 58 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 59 PAP 26-2: Self-Determination Theory: A Link Between Challenging Education and Optimal Learning Environments to Motivate Gifted Overview - Saturday, 20 September 2014 Students Thursday Thursday Greet C. De Boer1, Marie-Christine J. L. Opdenakker2, and Alexander E. M. G. Minnaert1 Horizons: Gifted Beyond the Digital Age 1University of Groningen, the Netherlands; 2GION, University of Groningen, The Netherlands; erview - g.c.de.boer@rug.nl erview - Ov Ov DEMONSTRATION SESSION 3 PAP 26-3: Motivation of Gifted Students – in the Digital Age and Beyond Best practice strand Ajda Erjavec Bartolj and Marija Dominko Gabor Gimnazija Bežigrad, Slovenia; ajdaerjavec@gmail.com; marija.dominko@gimb.org Friday Time: Saturday, 20 September: 8:15 a.m. – 8:45 a.m. Friday Location: Ravnikar Hall erview - WORKSHOP SESSION 5 erview - Ov DEM 6: Career Orientation for Gifted Students Ov Horizons: Gifted Beyond the Digital Age Karmen Pečarič Podobnik and Timotej Savelli Secondary school Vegova Ljubljana, Slovenia; karmen.pecaric@guest.arnes.si Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. Location: Plečnik 4 Time: Saturday, 20 September: 8:15 a.m. – 8:45 a.m. Saturday Location: Martin Krpan Hall Saturday WOR 8: The Effect of Modelling in Teacher Trainings DEM 7: Logic Games and Problem Solving Activities with Augmented erview - Eleonoor Van Gerven erview - Ov Slim! Educatief, The Netherlands; info@slimeducatief.nl Reality (AR) Ov Jacopo Lorenzetti1, Anna Maria Roncoroni2, and Sara Peruselli1 Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. 1AISTAP, Italy; 2Italian Association for Gifted and Talented Students, Italy; gifted@roncoroni.eu Location: Plečnik 5 Thursday Thursday WOR 9: “Getting to Know You” Game and Other Simple Activities to PAPER SESSION 27: Competitions Enhance Social Skills in Bright Children Best practice strand Pichak Siripoonsap and Ngarmmars Kasemset Abstracts - Abstracts - Thailand - the Gifted and Talented Foundation, Thailand; pichak@nationalgiftedthai.org; ngarmmars@nationalgiftedthai.org Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. Location: Plečnik 5 Friday Friday PAP 27-1: Physics Competitions - a Balance between Challenging the Gifted and Popularization Barbara Rovšek Abstracts - Faculty of Education, University of Ljubljana, Slovenia; barbara.rovsek@pef.uni-lj.si Abstracts - PAP 27-2: Let’s Make Learning Computer Science Fun Irena Nančovska Šerbec1, Špela Cerar1, Irena Demšar2, and Janez Demšar3 1 Saturday Faculty of Education, University of Ljubljana, Slovenia; 2The A. Šuštar Primary School, Slo- Saturday venia; 3Faculty of Computer and Information Science, University of Ljubljana, Slovenia; Irena.Nancovska@pef.uni-lj.si Abstracts - Abstracts - 60 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 61 PAP 27-3: Internet-based Competitions: Benefits and Disandvatages PAP 29-2: How Does High Early Cognitive Ability Fare in Finnish Primary Viire Sepp Education? The Gifted and Talented Development Centre, University of Tartu, Estonia; viire@ut.ee Sirkku Kupiainen1, Risto Hotulainen1, Mari-Pauliina Vainikainen1, Samuel Greiff2, and Jarkko Thursday Thursday Hautamäki1 1University of Helsinki, Finland; 2University of Luxembourg, Luxembourg; erview - PAPER SESSION 28: Capital sirkku.kupiainen@helsinki.fi erview - Ov Ov Scientific strand PAP 29-3: “I Want a White Horse Instead of This Certificate” – Exploring Meaning and Reality of Giftedness in the Conflict Area of East Jerusalem Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. Fatima Elyan Friday Location: Ravnikar Hall Friday David Yellin College, Jerusalem; fatima_elyan@yahoo.com PAP 28-1: The Role of Learning and Educational Capital for Girls’ Choice of erview - PAP 29-4: Language Arts Curriculum Design for Verbally Gifted and erview - STEM Programs Ov Ov Talented Learners at Middle School and High School Levels Johanna Kuhlmann1, Teresa Greindl1, Daniel Patrick Balestrini1, and Heidrun Stoeger2 1University of Regensburg, Germany; 2Chair Professor for School Research, School Develo- Christine Chifen Tseng pment, and Evaluation, University of Regensburg, Germany; johanna.kuhlmann@ur.de; National Taichung University of Science and Technology, Taiwan; chifen@nutc.edu.tw teresa.greindl@ur.de Saturday PAP 29-5: Exploring the Conception of Giftedness in Lebanon Saturday PAP 28-2: The Applicable Value of the Talent and Social Capital Sarah El-Khoury and Anies Al-Hroub American University of Beirut, Beirut; sarah.khoury87@gmail.com; aa111@aub.edu.lb erview - Nataša Zrim Martinjak erview - Ov Faculty of Education, University of Ljubljana, Slovenia; natasa.martinjak@guest.arnes.si Ov PAP 28-3: Regionally Specific Manifestations of Cultural Educational PAPER SESSION 30: Gifted vs. Non-Gifted Capital in News Writing Scientific strand Thursday Daniel Patrick Balestrini1 and Heidrun Stoeger2 Thursday 1University of Regensburg, Germany; 2Chair Professor for School Research, School Develo- Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. pment, and Evaluation, University of Regensburg, Germany; daniel-patrick.balestrini@ur.de Location: Plečnik 4 Abstracts - Abstracts - PAP 30-1: Mental Health, Wellbeing and Signs of Intellectual Giftedness in PAPER SESSION 29: Socio-Cultural a Flemish Population Study Scientific strand Ciska Pieters1, Mathieu Roelants2, Karine Verschueren3, Tessa Kieboom4, and Friday Karel Hoppenbrouwers5 Friday Time: Saturday, 20 September: 11:30 a.m. – 1:40 p.m. 1KU Leuven, Belgium; 2Environmental Health, Youth Health Care, KU Leuven, Belgium; Location: Plečnik 2-3 3School Psychology and Child and Adolescent Development, KU Leuven, Belgium; 4Center for the Study of Giftedness, Antwerp, Belgium; 5Environmental Health, Youth Health Care, Abstracts - Abstracts - PAP 29-1: Contextualised Pedagogy for High Ability KU Leuven, Belgium; ciska.pieters@med.kuleuven.be Margaret Sutherland1, Niamh Stack1, Thomas Aneurin Smith2, and Frida Tungaraza3 PAP 30-2: Perception in the Present and the Future Vision of Gifted and 1University of Glasgow, Scotland, UK; 2University of Sheffield, England, UK; 3University of Dar es Salaam, Tanzania, East Africa, Tanzania; niamh.stack@glasgow.ac.uk Other Students Saturday Saturday Ljiljana Krneta Faculty of Political sciences, University of Banja Luka, Bosnia and Herzegovina; krnetaljiljana@yahoo.com Abstracts - Abstracts - 62 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 63 PAP 30-3: A Longitudinal Examination of the Outcomes for Gifted Students in the Wollongong Youth Study Abstracts - Thursday, 18 September 2014 Wilma Vialle and Steven Howard Thursday Thursday University of Wollongong, Australia; wvialle@uow.edu.au Possibilities & Challenges of Digital Age for the Gifted erview - erview - Ov PAPER SESSION 31: Parents and Teachers Ov DEMONSTRATION SESSION 1 Best practice strand Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. Location: Boardroom Grafika Friday Time: Thursday, 18 September: 8:15 a.m. – 8:45 a.m. Friday Location: Plečnik 5 PAP 31-1: Cross-Cultural Mother-Daughter Studies of European erview - erview - (Germany, Cyprus) High School Girls and Asian (Thailand, Taiwan) Ov DEM 1: An Individual Programme for a Gifted Teenage Girl: Development Ov 5th-Grade Girls Support Considering Personal Barriers by Using Social (Digital) Networking James Campbell and Jami Scherr Tamara Malešević St. John’s University, USA; campbelj@stjohns.edu The National Education Institute of Slovenia, Slovenia; tamara.malesevic@zrss.si Saturday PAP 31-2: Can Parental Expectations be Adequately Measured by The article presents an individual activities programme for a 15-year old girl identified Saturday a Single-Item Construct? five years ago as a gifted student in accordance with the Slovenian Concept of Recogni- sing and Working with Gifted Students in Slovene Primary Schools (1999). The program- erview - James Campbell and Michelle Kyriakides erview - me is based on the girl’s profile of diagnosed potential abilities and academic results as Ov St. John's University, USA; campbelj@stjohns.edu Ov well as other achievements. The individual programme pays particular attention to her developmental and personal characteristics. According to Sally Reis specific personal PAP 31-3: Measuring Gifted Children’s Behavioral Profiles: From Relevant barriers typical of gifted teenage girls include: fear of success, absence of or poor plan- Approach into Interventions ning, hiding and doubting abilities, the Impostor syndrome, perfectionism, criticism and Thursday Janneke Berendsen-Hulshof and Lianne Hoogeveen comparisons, loneliness and problems rising from physical attractiveness. The program- Thursday Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands; me also focuses on learning and educational activities based on the use of digital social j.berendsen@schaersvoorde.nl networks. The Individual programme for gifted teenage girl contains activities which encourage the development of: (1) Cognitive/metacognitive level by developing effecti- Abstracts - Abstracts - ve reading and study skills, creative thinking skills, critical thinking skills, time-manage- ment skills. (2) Motivational/emotional level by developing self-regulation skills. (3) Soci- al/moral level by developing cooperative learning skills, digital and media literacy skills and decision making (moral vs. utilitarian) skills. The activities are grouped under these Friday Friday three points, each of them featuring a presentation of goals, references, and methods of monitoring. In their implementation, some rely on the individual contact between the girl and her counsellor, either live or online. Some other activities are limited to interest Abstracts - groups found in digital social networks. The programme is based on a holistic principle Abstracts - of taking care of the gifted, while building on personal development as a decisive factor for long-term fulfilment of children’s and youth’s potential, as demonstrated by research (Freeman, 2010). Saturday Saturday Abstracts - Abstracts - 64 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 65 Time: Thursday, 18 September: 8:15 a.m. – 8:45 a.m. which carries multi-faceted dimensions of an individual's physical and mental characte- Location: Ravnikar Hall ristics. If we want to use our vocal instrument in an effective and healthy way, we must first learn about its structure and working terms. By structure we mean a unique shape Thursday DEM 2: Saving Private Goldbach of the mouth, jaw, tongue, oral and nasal cavities. In order to develop our vocal talent, Thursday Tim Horvat, Marija Dominko, Gabor Jasna Kos, Tamara Bosnić, Peter Kržan, Rafael Frančišek we must learn to achieve balance in three key systems: breathing, vocal cords function and the pronunciation. Proper breathing is responsible for the right position of our voice erview - Irgolič, Ezra Čosić Alibegović, Vilijem Borštar and Mariša Cvitanič erview - box right cords function gives us right pitch and vocal quality and correct pronunciati- Ov Ov Gimnazija Bežigrad, Ljubljana, Slovenia; tim.horvat@dijaki.gimb.org on, under which we think of the right shaping of our oral cavity, enables the optimum A group of six students from Gimnazija Bežigrad, Ljubljana, Slovenia will present the strength and resonance of our voice. performance “Saving Private Goldbach”. Tim Horvat, the 16-year-old author of the per- The demonstration is designed for everybody who wants to know more about their voi- Friday formance, presents the ethical dilemma about a computer being able to prove mathe- ce, to explore the sound of their own voice, and consequently find their authentic voice Friday matical theorems and thus being able to replace the humans. In the performance the and vocal talent. With the help of speech-vocal exercises, we will display various options famous Fermat’s last theorem and Goldbach’s conjecture are exposed. In Act 1 Robert of effective use of our vocal apparatus with an emphasis on balancing our own vocal erview - Stark informs Fred Euler about his achievement. He successfully launched “the most ad- erview - expression. Presented skills will be useful in everyday communication and in specific Ov Ov vanced computer in the human history which will push borders of maths to the unbeli- areas of our professional domain. evable dimensions”. Two hours after setting up five Peano axioms the computer named Hal already proved the Fermat’s last theorem. There is a possibility that the constructor’s secret to wish to prove the Goldbach’s conjecture will become reality. In Act 2 there is a PAPER SESSION 1: STEM meeting of some of the world’s most famous mathematicians. Euler tells the colleagu- Saturday Saturday es about Stark’s invention. The Indian mathematician Gupta is very enthusiastic becau- Best practice strand se the so called quantum computer could find out “whether there are any odd perfect erview - numbers and search for new perfect numbers”. The other mathematicians are anxious; Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. erview - Ov they cannot cope with the idea of a super computer. After finding out that the compu- Ov Location: Plečnik 2-3 ter has started to prove the Goldbach’s conjecture, they are completely shocked. They decide that “Goldbach must be protected”. In that moment Stark, who was not invited, Chair: Stanislav Zelenda appears at the meeting. He does not want to accept the argument of the mathematici- ans that Hal must be turned off and Euler shoots him. In Act 3 we see the final confronta- Thursday PAP 1-1: T-expeditions as New Complex Activities for Gifted in Talnet Thursday tion between Euler and Hal. Euler wants to convince Hal to stop proving the Goldbach’s conjecture. Hal disapproves and Euler turns it off. With the big explosion the computer Stanislav Zelenda finishes its “life”. NIDV, Czech Republic; zelendast@gmail.com Abstracts - Abstracts - A family of online/blended long or short-term activities for gifted pupils (age 13-19) in- Time: Thursday, 18 September: 8:15 a.m. – 8:45 a.m. terested in STEM offered in Talnet (Czech project for GE) organically expanded from the Location: Martin Krpan Hall simplest online supported field trips (T-excursions), 4-8 months lasting online courses, and team physics research activities supported online by adding new T-expeditions. T- Friday Friday DEM 3: The Hidden Talent of Human Voice expeditions are designed for teams (pupils as researchers and guarantors) to prepare Nataša Nahtigal1 and Katarina Habe2 and carry out a week multidisciplinary research expedition in the field. The expedition 1Natasa Nahtigal Vocal Studio, Slovenia, 2Faculty of Education, University of Maribor, Slove- should bring results and outputs worthy of continuing research and interesting not only Abstracts - nia; natasa.nahtigal@gmail.com to the team but also to the local or regional bodies (e.g. a community, a museum, a Abstracts - school, a company). The T-expedition is prepared for a year online by pupils with some The purpose of the demonstration is to introduce hidden dimensions of human voice methodological help of an instructor. Researchers and guarantors suggest, discuss and and show useful ways of developing our vocal talent. The latter is not only valuable to specify problems, set up research tasks, design methods, invite subject experts and singers and speakers, but for anyone who wants to express themselves authentically and other researchers. The activities of pupils and their readiness to take their appropria- Saturday assertive and wants to maintain the quality of her/his voice. Voice is the most primal re- te role in the research expedition team are stimulated by imposing a structure of assi- Saturday flection of our personality. Knowledge about the psychological and physiological functi- gnments. It consists of problem related to factual and procedural knowledge, specific oning of our voice benefits our physical health and mental and emotional balance, while (research, inquiry) and general methodological knowledge and special assignments for reinforcing self-confidence and improving the ability to communicate. All sounds, that guarantors. Namely the latter stimulate creativity and multi-perspective thinking of pu- Abstracts - Abstracts - we produce and use, steer and shape our identity. Voice is a unique musical instrument, pils. The results from recent years “T-Expedition Yew-tree” into the region of reserved 66 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 67 natural areas with world known paleobotany fossils (e.g. a Lepidopholios Acerosus of 3 be effective and upcoming in many countries is inquiry-based science education (IBSE). m height) near a small town Radnice illustrate possibilities of these type of activities in Teachers teach children to develop scientific process skills and understanding of science cooperation on local – nation level of gifted education (pupils and mentors) and might concepts through children’s own activity and reasoning. By doing their own investiga- Thursday inspire an international cooperation in GE. tions, based on their own research questions and hypotheses, they learn HOW to think Thursday instead of WHAT to think. In the Netherlands, the inquiry or research cycle consists of PAP 1-2: Research Projects for School Students - Practical MINT Talent seven steps: introduction, exploration, designing an experiment, conducting an expe- erview - erview - riment, concluding, presenting, and elaborating/ broadening. IBSE is especially suited Ov Support in School Labs Ov Dieter Hausamann and Tobias Schüttler for gifted children as it matches the way these children think and learn, i.e., top-down, DLR_School_Lab Oberpfaffenhofen, German Aerospace Center, Germany; taking huge thinking steps, using creativity for example in the solutions for a problem dieter.hausamann@dlr.de and in the design of an experiment. One of the difficulties teachers’ experiences when teaching gifted children in a regular classroom is how they can differentiate in their tea- Friday Friday For the future of Europe it is of vital interest to maintain its technical and scientific excel- ching and thereby justify the capabilities and learning styles of the gifted children. In our lence by attracting young talents to the MINT disciplines. One of the most efficient ways presentation, we elaborate on our research towards and experiences with inquiry-based erview - is to bring gifted youth in close and intense contact with state of the art research and de- science education, the steps of the inquiry process, and the opportunities of this appro- erview - Ov velopment. For DLR as Germany's national research centre for aeronautics and space it is ach for the gifted. We illustrate some examples of how teachers can differentiate for the Ov of great importance to attract young people to aerospace technology and research. The- gifted children during the inquiry cycle based on a newly developed approach, and how refore, it has created the concept of the DLR_School_Labs and, by now, operates more schools could implement this approach. than ten of such science labs. The DLR_School_Lab Oberpfaffenhofen is one of these labs devoted to both objectives of broad education and focused MINT talent support. PAP 1-4: PROFILES: A New Strategy for Motivating (Gifted) Students in the Saturday Saturday The lab’s expertise is based on visits of approx. 22,000 secondary school students and Science Classroom advanced courses for more than 2,000 teachers. The lab’s most efficient talent support Iztok Devetak, Miha Slapničar, and Mojca Juriševič erview - activity addresses selected groups of highly gifted secondary school students and offers erview - Faculty of Education, University of Ljubljana, Slovenia; iztok.devetak@pef.uni-lj.si Ov them enrichment projects in which the participating school students execute long-term Ov and complex research activities. The DLR_School_Lab has initiated several such projects The main purpose of the Professional Reflection-Oriented Focus on Inquiry-based Le- in close cooperation with the Hector Seminar: The most recent projects “Remotely Con- arning and Education through Science approach (PROFILES) in science learning is to trolled Roboting”, “Acoustical Satellite Navigation Simulator”, and “Ignition Unit Develo- stimulate students’ interest in science learning by applying socio-scientific issues and pment” required research efforts at university level; each of these projects produced a Inquiry Based Science Education (IBSE) into inclusive teaching to develop scientifically Thursday Thursday new technical development. As will also be described in this contribution, the complex literate citizens in the modern society. Namely, the research shows that the IBSE is effec- scientific content of the projects initiated new working strategies for the students as well tive with students of different ages and regardless the height of their learning abilities as for the supervisors, especially with respect to self-organization and self-management and gender differences. The focus of the research presented in this paper was therefore Abstracts - within the school student team. to explore the potential strengths of the PROFILES approach for gifted students in pri- Abstracts - mary science classroom. Mixed method research design was used. Two forms of the que- PAP 1-3: Inquiry Based Science Education and Opportunities for Teaching stionnaire “The impact of PROFILES on learning science in school” were constructed and the Gifted administered, one for teachers who practised PROFILES approach, and the other for stu- Friday dents who went through PROFILES learning modules. Additionally, four interviews were Friday Marieke Peeters1, Jo Verlinden2, Lana Goossens3, and Lianne Hoogeveen4 conducted with teachers who implemented PROFILES approach in order to understand 1Radboud University Nijmegen, Science Hub, The Netherlands; 2BCO Onderwijsadvies, The Netherlands; deeply the strengths of the PROFILES approach on gifted students learning science. Fi- 3Science education HUB Radboud University, The Netherlands; 4Radboud nally, PROFILES modules developed by teachers were analysed regarding activities that Abstracts - University Nijmegen, The Netherlands; m.peeters@science.ru.nl; Abstracts - joverlinden@bco-onderwijsadvies.nl can be used in stimulating gifted students’ abilities in science. The results show that the PROFILES approach is beneficial for every student in the science classroom, but especi- We prepare our children for a continuing changing world and future occupations that ally motivating for gifted students. The data obtained by the PROFILES modules analysis are still unknown. Informational technology, media and technology literacy will become will also be presented and synthesised into the overall conclusions that may have an Saturday the currency of the future. However, there are huge shortages in science technicians. important message for the inclusive science education and will be discussed with other Saturday Therefore, science education in primary education is even more important than ever implications from the research in the paper presentation. before. Science education can form a framework in order to develop the so called, 21st century skills, such as creativity, critical thinking, problem solving, cooperation and in- Abstracts - Abstracts - formation and communication technology literacy. A pedagogical approach proven to 68 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 69 PAP 1-5: An Online Learning Model for Teaching Astronomy to Gifted personal essays on how they emphasize creativity and the focus on the thorn while te- Students aching advanced students advanced subject matters. Teachers of physics, calculus, sci- Stuart Kehoe1, Colm O'Reilly2, Elizabeth Albert3, and Jason St. Pierre4 ence, literature, visual arts, foreign language, dance, theatre, visual arts, poetry, creative Thursday 1 writing, discussed their strategies of teaching and assessment. Also included in the book Thursday Centre for Talented Youth Ireland, Ireland; 2CTY Ireland, Ireland; 3Centre for Talented Youth, Johns Hopkins University, USA,4Centre for Talented Youth, Johns Hopkins University, USA; are essays by a school principal and a guidance counsellor. Together the authors have over 500 years of teaching experience of students from kindergarten through gradua- erview - stuart.kehoe@dcu.ie erview - te school. Sixteen themes that are common throughout the essays will be the focus of Ov Ov This paper is the product of an online collaboration between high school students from this session. These themes include a counteroffensive to the current climate of multiple- Ireland and America in the area of robotics based astronomy. Currently there is a large choice assessment, single-target standards, and pressure to have students score high or interest in the Mars rover missions and the use of robots to further maximize the sci- be fired. Rather, these teachers emphasize that both teachers and students need to be entific return from space-based astronomy missions. Astronomy is an excellent subject encouraged to be their intrinsic creative and authentic selves. Another theme is that stu- Friday Friday for high ability students due to the abstract nature of the subject and the higher order dents should be encouraged to improvise, theorize, elaborate, discuss, explore, create, thinking skills involved in the discipline. This paper demonstrates how to develop an conjecture, ask why, and not to just focus on “the right answer.” erview - original astronomy project using simple online resources and easily available materials. erview - Ov It discusses the benefits of international collaboration in an increasingly global educati- Ov PAP 2-2: ANABILIM UYEP Model: A Special Program Model for onal environment. Online collaborative tools, notably asynchronous forums, have been Self-Contained Classrooms for the Gifted in Turkey shown to increase frequency of higher order discussions of particular topics. As part of a joint program the Centre for Talented Youth Ireland (CTYI) at Dublin City University and Ugur Sak1, Goksen Akyol2, Kamer Saglam2, Tuba Aksoy2, Sema Dora2, Sinem Ozdek2, and the Center for Talented Youth (CTY) at Johns Hopkins University have engaged in an Yasemin Karakan2 Saturday 1Anadolu University, Turkey; 2Anabilim Schools, Turkey; goksenakyol@anabilim.k12.tr; Saturday international collaborative student project in Astronomy around the theme of Robotic Explorations of Space. Presented here is a model for international collaboration through kamersaglam@anabilimk.k12.tr; tubaaksoy@anabilim.k12.tr; ugursak@gmail.com erview - the Moodle environment based on student experience and learning outcomes of the The purpose of this talk is to describe the ANABILIM UYEP model developed for the erview - Ov programme. Interested teachers and researchers will be provided with a forum to set up education of gifted students in self-contained classrooms at the ANABILIM Schools in Ov their own research projects in Astronomy or other scientific areas. Istanbul and to report its effects on gifted students’ development after attending the- se programs from the 1st grade to the 3rd grade. The ANABILIM UYEP model has been developed with a collaboration with experts based on the program model of the EPTS PAPER SESSION 2: Models (Education Programs for Talented Students) founded at Anadolu University. The model Thursday Thursday has four components: identification, curriculum, assessment and teacher training. The Best practice strand identification includes the use of domain-specific and domain general criteria with va- rying threshold levels depending on students’ performance on each criterion. Students Abstracts - Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. are selected based on their performance either on general ability, academic ability or on Abstracts - Location: Plečnik 4 more specific domains, such as the arts. The curriculum of the Program is four-corner, consisting of analytical, creative and practical abilities and the national standards. Diffe- Chair: Jane Piirto rentiated programs are developed using 155 subskills (3rd level skills) of 45 broad skills Friday (2nd level skills) of analytical, creative and practical abilities with and integration of the Friday PAP 2-1: The Sun of School in Educating Talented Students: The Piirto national standards in each grade level. In the self-contained classrooms, gifted students Pyramid and Talent in Domains take five differentiated courses (analytical reading, science and me, the world of science, the world of mathematics, life studies, and thematic reading and creative writing) besi- Abstracts - Jane Piirto Abstracts - Ashland University, USA; jpiirto@ashland.edu des the mandatory courses described by the Ministry of Education from the 1st to the 4th grade. The assessment of the program for the last three years showed that gifted The Piirto Pyramid of Talent Development is a theoretical framework which includes the students had significant gains in their reading and mathematical abilities. This presenta- genetic aspect, personality aspect, cognitive aspect, talent in domains, and five envi- tion will include a detail description of each component of the program as an exemplary ronmental “suns” - the Sun of School, the Sun of Community and Culture, the Sun of Saturday model in the field of gifted education and research results obtained in the last years. Saturday Home, the Sun of Chance, and the Sun of Gender. The catalyst for talent development is “the thorn,” the underlying desire to do the work. This session will describe a new book edited by the presenter. Twenty-two experienced teachers from three nations, who are Abstracts - experts in the arts, academics, and the education of the gifted and talented have written Abstracts - 70 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 71 PAP 2-3: A Characteristic Artistic Plan? PAPER SESSION 3: Innovations & Programmes 1 Mia Frumau Van Pinxten Developmental psychologist/psychotherapist/PhD student, The Netherlands; Best practice strand Thursday Thursday frumaupsych@home.nl Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. KOKO is a way to get more visibility on yourself and create your development potential Location: Plečnik 5 erview - erview - to utilize more opportunities. KOKO stands for Strength, Development, Opportunities Ov Ov and Obstacles, you might say a kind of SWOT for smart children and adolescents. Chair: Rebecca Kirrane There is a huge psychological diversity among children with high potential (Robinson, 1981). Cognitive very smart people come in all shapes, colours and sizes (Passow, 1981). PAP 3-1: Digital Age Pedagogies and Gifted Students: The Flipped Friday In my private practice I work for 25 years passionately together with intelligent, creati- Classroom Approach Friday ve, sensitive, critical and wonderful young people. Together we focus on the strengths Rebecca Kirrane, Stuart Kehoe, and Colm O'Reilly and weaknesses (development), opportunities and obstacles in their individual lives. I Centre for Talented Youth, Ireland, Ireland; rebecca.kirrane3@mail.dcu.ie erview - have developed a simple method to map this. Children, parents, teachers identify the erview - Ov The Digital Age offers many possibilities for pedagogical innovation. With the increase in Ov individual strengths and weaknesses, opportunities and obstacles forces on a specially designed sheet. Child and (current) environmental factors play a dynamic and interac- recent years of free, online courseware sites such as the Khan Academy, more and more tive role in the development of a child to adult. Child factors are the genetically growth educators have adopted a blended learning approach combining online resources with potential in predisposition and the individual development history so far. These factors in-class activities. The flipped classroom approach is one such blended learning method have an important place on the sheet. By partnering with parents, teachers and the which has gained much attention in educational weblogs and magazines as well as ma- Saturday Saturday young people themselves, we can arrive at a clear picture of the moment. Psychologi- instream media (particularly in the US), being hailed by many as the next revolution in sts can complement this, when necessary, with a professional supplement by adding education. But is it more than a buzzword? In the flipped classroom, traditionally passi- erview - test results. At that point we have a characteristic artistic plan of an individual child or ve elements such as listening to didactic lectures or content presentations takes place erview - Ov adolescent to self-actualisation. KOKO is developed for a specific group, the cognitively outside the classroom so that class contact time can be utilised to engage students in Ov high intelligent with high potentials. For these children their precocious development deeper, more hands-on learning activities. This study sought to explore the flipped clas- leads to a different development than those of age peers, which can lead to feeling dif- sroom approach as a method for teaching digital design in a gifted education context. ferent. Specific barriers that these children encounter are discussed. KOKO is displayed It was populated by former or present students of the Centre for Talented Youth, Ireland in the form of a spiral. This represents resilience. The spiral may be pressed down (by the (CTYI) at Dublin City University. Classes ran alongside the existing 8-12’s enrichment Thursday Thursday characteristics of the child, environmental factors, or the dynamic interaction between programme and took place over six in-class sessions and five online sessions. Learners’ them) and this may lead to a halt in the developmental growth, regression and to the reactions to the experience were largely positive, although motivation was an important formation of rust spots at the points at which the spiral for too long a time is pressed. issue for the gifted learners. The online element of the flipped class allowed learners Abstracts - to tailor their learning to their own interests and ability, while the focus of the in-class Abstracts - element on constructivist, learner-centred activities afforded opportunities to work on interactive group projects, developing both hard and soft skills. Friday PAP 3-2: Eureka: The Cross Cultural Program for Talent Development in Friday the Digital Age Rachel Zorman Abstracts - The Henrietta Szold Institute, Israel; rachelz@szold.org.il Abstracts - The Eureka program, developed by the Henrietta Szold Institute in Israel, addresses one of the most important challenges of the digital age: Thousands of children do not realize their potential due to socio-economic or cultural circumstances. The program addresses Saturday several issues: What comprises extraordinary talent in the digital age?; How to identify Saturday and nurture extraordinary talent among children from diverse populations? Program Objective: To provide opportunities for elementary school students from diverse back- grounds to develop extraordinary creative problem solving skills in science and visual Abstracts - Abstracts - arts. Principles Guiding Program Design: (1) Providing opportunities for all elementary 72 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 73 school students to explore science and visual arts in a series of problem solving experi- losing their appeal for younger generations. To members of the Net Generation the va- ences in the exposure phase in first and second grade. (2) Training teachers to integrate lue of qualities such as knowledge ability or independence is no longer self-evident. interdisciplinary problem solving skills in science and art, enabling application of kno- We argue that changing technological landscapes call for new epistemic virtues. In the Thursday wledge and skills. (3) Training teachers to observe and assess talents via measures of context of individual agents trying to maximize return on private cognitive capital, tea- Thursday ability, creativity and motivation. (4) Comparing student talent development in relation ching strategies for stocking up the individual made sense. The Net Generation’s context to their peer group and to their own baseline, as a basis for identifying and nurturing ta- is different, however: shared cognitive capital is created in a process of communication erview - erview - lent in the immersion phase in third to sixth grade. Program Outcomes: (1) A seven year and collaboration between changing groups of agents pursuing many different intere- Ov Ov follow-up has shown that assessment of science and visual art potential may predict sts. This calls for a recalibration of epistemic virtue, which no longer pertains primarily future creative problem solving in these areas. (2) Program participants excelled in cre- to individual agents, but rather to groups of collaborating agents. We applied this theo- ative problem solving science and art, as demonstrated by above average achievement retical perspective (“cognitive integration”) when redesigning part of the curriculum of on international tests of science, and on national tests in reading comprehension and in Leiden Pre-University College, a two-year excellence pro-gram for qualifying students in Friday Friday concepts of visual art. (3) Feedback from parents and students indicated that the pro- Dutch secondary education. The program’s final module, aimed at fostering academic gram opens new interest areas for participants. (4) Most program participants continued attitude and enhancing reflective skills, was redesigned to step up its effectiveness. The erview - to engage in subjects related to the program at home. (5) A long term study of program old format focused on cultivating individual excellence and assessing individual perfor- erview - Ov participants is under way, with positive indications of impact. mance. It was replaced by a system of learning activities for cultivating communication Ov and collaboration, with students working in groups, in pairs, and individually, using a PAP 3-3: The Gifted Education in the Digital Information Platform system of formative and largely autonomous assessment. Moreover, students were ex- Naif Kara plicitly challenged to reflect on the nature of science in a digitalizing world (“Science 2.0”), thus enhancing their self-awareness as members of the Net Generation. We will Saturday Izmit Bilim Sanat Merkezi, Kuruçesme, Turkey; naifkara80@gmail.com Saturday share our experiences with the new set-up, which had its first two runs in 2013 and 2014. Turkey aims to have the gifted students gain more conscious education and training erview - program by increasing the competences of professional education of the teachers at the erview - Ov school in European and global trend because it has the deficiencies in this education PAPER SESSION 4: Personality & Emotional Ov field. In this regard, it requires taking the advantage of the experiences of developed countries in the field because the education for giftedness in our country is relatively Scientific strand less than the others. The technology has been improving rapidly and it influences the life style of people. This improvement is seen through the digital technology in our century Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. Thursday Thursday the most. The students need this technology as a matter of course. The importance of Location: Ravnikar Hall the situation is understood one more time in this respect. This study aims to constitute a new web site by two languages Chair: Cathelijne Leenders Abstracts - 'Turkish and English' and games developing intelligence in the digital platform. It will Abstracts - support the education of gifted students at school. It is intended to implement the de- PAP 4-1: Dealing with Giftedness in Everyday Life velopment strategy of gifted education in a sustainable and wider sphere of process. Cathelijne Leenders1 and Kathelijne Van De Ven2 We could integrate the adaptable curriculum into our class, the development plan of 1CBO Nijmegen, The Netherlands; 2Stedelijk Gymnasium Nijmegen, The Netherlands; Friday Friday the school, then into our experiences through 'Before-During-After Learning' by 'Project c.leenders@its.ru.nl Based Learning', 'the teleconference and internet forums' with the teachers at gifted cen- tres of the other cities called 'Bilim ve Sanat Merkezi' in Turkey. The impact of giftedness outside the school environment is a topic that is not often di- scussed. Highly gifted people encounter problems related to their giftedness not only at Abstracts - Abstracts - PAP 3-4: Rethinking Epistemic Virtue. A Practical Example from the school, however, but also in everyday life. In this study, the following three questions are discussed: 1) How do gifted people experience their giftedness in everyday life? 2) What Leiden Pre-University Excellence Program kind of problems do they encounter and how do they deal with those problems? 3) What Jan Sleutels and Annebeth Simonsz kind of support is useful to handle these problems in a better way? Leiden University, The Netherlands; sleutels@me.com Saturday Based on a review of the literature and a number of interviews, the problems and the ad- Saturday Academic skills and attitude are commonly understood in terms of epistemic virtues vantages that the highly gifted experience are clustered into four themes: 1) awareness pertaining to individual students, as qualities of individual cognitive performance to be of giftedness: the process from problem identification to problem recognition doesn’t cultivated by students (e.g., accuracy, logical rigour, knowledge ability, independence, always go smoothly; 2) self-image: although this turns out to be mostly positive, inse- Abstracts - Abstracts - lucidity, critical sense). Over the past decade, however, traditional virtues seem to be curity, fear of failure, perfectionism and boredom may have a paralysing effect; 3) social 74 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 75 relations: gifted people often have to adjust to the level of others; 4) dichotomy between issue, we will present the main results of a study conducted on a sample of French tee- intellectual and practical; gifted people indicate that they need practical and clear skills nagers. Gifted adolescents were matched with non-gifted teenagers schooled according that help them to participate in life and to engage themselves in things that – in their to their age and gender. To assess OE, we used the OEQ2 which is a 50-items question- Thursday eyes –matter. This study shows that giftedness, besides a potential learning problem, naire (Falk et al., 1999). The French translation of OEQ2 has been developed by Botella Thursday can also cause problems in everyday life. Therefore, attention to the impact of giftedness et al. (submitted paper). In our study, gifted adolescents have higher scores on intellec- on the life of a gifted person is advisable. Based on the insights from this study, a course tual and imaginational OEs whereas they score lower on psychomotor OE; there is no erview - erview - was set up that focusses on the development of “self-responsible self-determination”. difference between the two groups on sensual and emotional OEs. Gender differences Ov Ov The course is meant to be a first step towards acquiring knowledge about giftedness, have also been examined. Self-esteem was measured with the SEI (Coopersmith, 1984). self-knowledge and self-understanding for gifted students. In addition, the course offers Global results indicate that gifted adolescents have lower scores on social and familial them the opportunity to share experiences in a congenial group. The first experiences scales than non-gifted. with a pilot course at a secondary school are positive. Friday Friday PAP 4-4: Perfectionism in Chilean Gifted Students: An Exploratory Study PAP 4-2: Examining Impacts of Psychological Trainings with Gifted Maria P. Gomez-Arizaga1 and Andrea Gonzalez2 erview - 1 erview - Adolescents Universidad San Sebastian, Chile; 2Pontificia Universidad Catolica de Valparaiso, Chile; Ov Ov Zsuzsanna Kovi, Emoke Bagdy, and Zsuzsanna Mirnics a.gonzalezu@hotmail.com KRE University Budapest, Hungary; mirnics.zsuzsa@gmail.com Perfectionism has been investigated by researchers in the field of education of the gifted As a program supported by Association of Hungarian Support Organizations for Gifte- because of the negative consequences perfectionism could have on gifted students’ dness, we provided a psychological assistance for 50 young gifted adolescents (aged mental health and on their socio-emotional development. Researchers have found se- Saturday Saturday from 14 to 18) for 14 months long. The assistance included 50 hours individual conver- veral results in the field, which have been sometimes inconclusive. Parental influences sation with a clinical psychologist, 30 hours group workshops and a 5-day long summer- on perfectionism have not been addressed fully. The goal of this research was to explore erview - camp. We have identified eight areas of psychological problems: Environmental, Social, the main characteristics of perfectionism in Chilean high school and college students erview - Ov Emotional, Motivational, Cognitive, Self-esteem, Coping, Organizational problems. We and parental characteristics that influence on the type of perfectionism developed by Ov have examined these problem areas with a series of questionnaires (both given to the the gifted student. psychologist and to the gifted young individuals). The clinical psychologists also pro- We used a mixed methods approach for this investigation that was conducted with 160 vided a thorough case-description and filled out a questionnaire about each individu- students participating in an enrichment program for the gifted in the city of Valparaiso, al. Young individuals filled out Parent and Peer Attachment, Olson FACES-IV, State-Trait Chile. For measuring perfectionism, the MPS was used. The MPS was designed to measu- Thursday Thursday Anxiety Inventory, Child Depression, IPIP personality, Creativity, Flow, Motivation and re both self-oriented and socially-prescribed perfectionism. For an in-depth approach to Interests, Self-esteem test. The young gifted individuals liked to learn relaxation tech- parental influences, we developed semi-structured phenomenological interviews with niques, coping strategies and they reported how the non-criticizing, positive, encoura- students and parents that were conducted (separately) after the administration of the Abstracts - ging atmosphere helped them to achieve personality development. MPS with parents of students identified as having maladaptive types of perfectionism Abstracts - and parents of individuals who had a healthy (adaptive) perfectionism. Results of the PAP 4-3: Emotion Issues in Giftedness: Overexcitabilities and Self-esteem test application indicated that the majority of students had a healthy type of perfectio- Maria Pereira Da Costa and Marion Botella nism. Also, students reported lower scores on the Organization subscale of the test (ori- Friday Friday Sorbonne Paris Cité, University Paris Descartes, France; maria.pereira@parisdescartes.fr ented to structure and order). Preliminary results of the interviews were that parents of students who had a tendency towards a maladaptive type of perfectionism emphasized In France, based on their practice, many psychologists involved in giftedness issues cla- excessively external indicators of academic success (e.g. grades), whereas parents of stu- im that giftedness emphasizes emotions and that gifted children and adolescents have Abstracts - dents with a healthy type of perfectionism were more learning oriented (learning-goal Abstracts - lower self-esteem that could contribute to academic difficulties of some adolescents orientation). This investigation helped to shed light on the construct of perfectionism (Marsh, 1987). The present study examined the relationship between overexcitabiliti- and its manifestation in the Chilean population. How to address this socio-emotional es, self-esteem, and giftedness. The overexciability (OE) is defined as an intense energy gifted studentsćharacteristic remains a challenge for teachers and practitioners in the in five domains (Dabrowski & Piechowski, 1977). The intellectual (need to understand), country. Saturday imaginational (vivid images and fantasy), and emotional (emotions felt intensively) OEs Saturday seem to be mainly involved in gifted individuals (Mendaglio & Tillier, 2006). Coopersmith (1964) defines self-esteem as the knowledge of the perceptions and opinions that an individual has on him- or her-self. Gifted individuals are usually considered as having a Abstracts - Abstracts - lower self-esteem than non-gifted (Pearson & Beer, 1990). After a brief statement of the 76 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 77 PAPER SESSION 5: Lifespan students. Offering honors programs is a best-known way to make provisions for the- se students. Surprisingly, a structured inventory of honors programs in Europe had Scientific strand never before been made. The project “Honors in northern Europe” is a first step. Why Thursday have honors programs for gifted and talented students been developed in some Eu- Thursday Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. ropean countries and at certain higher education institutions (HEIs), but not in others? Location: Boardroom Risba The differentiated development of programs so far is explained and future scenarios erview - erview - are explored. Eight factors influencing the development of honors programs are eva- Ov Ov Chair: Lina Boulos luated, including local educational philosophy and traditions, the selectiveness of the education system, competition between HEIs and cultural and political views towards PAP 5-1: Alternative Training – Gifted Students and Lecturers both excellence. This exploratory research is based on a first structured overview of honors programs in higher education in eleven northern European countries, which was prepa- Friday Manage a Dynamic Course in the Development of Thinking Friday Lina Boulos red in 2014. Focus was on the development of programs in the Benelux area, the Nordic Sakhnin College for Teache Education, Israel; blina@macam.ac.il countries and the German-speaking countries. Policies were analyzed, key persons were erview - identified and interviewed, and all HEIs were contacted. Using these methods, national erview - Ov The research relates to a joint management between gifted students and teachers in the overviews were created of the culture towards excellence, talent development policies Ov course “Teaching for Thinking” in the “Excellent Students program” at Sakhnin College and the current proliferation of honors programs. Honors programs have been identified for Teacher Education. The students were full partners in the course management which in the Netherlands, Belgium, Germany, Austria, Denmark and Finland. In these and other included: planning, setting the objectives and schedule, and choosing the teaching and countries a slow shift is visible, with more space available for excellence and talent deve- evaluation methods. These components changed from one meeting to another accor- lopment in national discourses. Inspired by American examples, the Netherlands are the Saturday Saturday ding to the students' way of learning and the reflective discussion which took place at first European country where honors programs have developed. From the late 1990s, an the end of each session. This created a dynamic syllabus. Unlike other courses in the extensive infrastructure has been put in place, with all universities and most universities erview - college, where the syllabi are fixed, the syllabus of this course had gone through some of applied sciences now offering one or more honors programs. Government subsidies erview - Ov changes during the course. The research objective was to check the joint management through the national Sirius Programme have supported this development. This has led Ov of students and lecturers in the course which dealt with teaching for thinking and the to a rich landscape of honors programs, with different aims, objectives and results. In the influence of a process accompanied by reflection on the motivation of the participants last decade, other countries have followed. Belgium, and especially its Flanders region, is and on the students' reflective thinking. The research population included two lecturers catching up and honors programs are developing here. In the German-speaking countri- who deal with the field of thinking and the gifted students in the “Excellent Students es a system is in place to support individual talented students from private foundations, Thursday Thursday program”. The theoretical basis of the content was based on theories of curriculum, re- both financially and in the form of programs and networks. In Germany, nine honors flection and motivation. Findings from quantitative and qualitative analyses of motiva- programs were found up and running throughout the country. In addition, the Excellen- tion questionnaires and reflection pages, at the beginning and end of the course, will ce Network of Bavaria facilitates both financial support and a number of selective study Abstracts - be presented in the conference. The findings show a clear increase in the inner moti- programs. In Austria, programs are successful mostly at two specialized universities. In Abstracts - vation of the students at the end of the course in comparison to the beginning. The Denmark, talent development has firmly established itself as a policy goal over the last dynamic nature of the course caused the increase of the students' motivation. The re- decade and honors programs have been established at six HEIs. The differentiated deve- flection analysis shows that the motive of the students in the course is their experience lopment of programs so far is explained and future scenarios are explored. Further plans Friday in sharing full partnership in determining the course content, teaching methods and for more research on this topic will be elaborated. Friday assessment methods. The research suggests adopting a joint management approach as an alternative method in teachers training. PAP 5-3: Sixty Years On: Reflections from Members of a 1952-53 Class for Abstracts - Gifted Students Abstracts - PAP 5-2: Honors in Northern Europe: Overview and Analysis Roger Moltzen Marca Wolfensberger University of Waikato, New Zealand; rim@waikato.ac.nz Hanzehogeschool Groningen, Utrecht University, The Netherlands; m.v.c.wolfensberger@pl.hanze.nl Late last year 18 former students of a gifted primary school class in the early 1950s came Saturday together to mark their membership of that class. At the time they were placed in the Saturday Talent development has gained a higher place on the agenda of policymakers and edu- class their average age was 11 years and they spent the last two years of primary schoo- cators in many countries over the last decade. However, focus is mostly on the identi- ling in this class. This was the first occasion they had met as a group since graduating to fication and fostering of gifted and talented pupils in compulsory education, but not high school. The former class member organising the reunion approached this resear- Abstracts - so much on students in higher education. Gifted children eventually become gifted Abstracts - cher on behalf of the group offering the opportunity to participate in a research project. 78 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 79 This was accepted and the group completed a questionnaire, furnished biographical be implemented in simulation-based learning environments. In inquiry learning, chil- profiles and participated in an group interviews. The findings, which will be the focus of dren investigate domains by asking questions, performing experiments, and drawing this presentation, provide unique insights into the life experiences of a group of gifted conclusions. Inquiry tasks have a high level of abstraction and complexity calling upon Thursday adults and build of the author's ongoing research in this area. scientific reasoning. Therefore, they match the learning characteristics and instructional Thursday needs of gifted children. Research, however, has shown that inquiry learning in gene- PAP 5-4: To Help a Gifted Child to Turn Into Succesfull Adult: ral is difficult and should be supported. It is unknown, though, whether gifted children erview - erview - experience problems too and if so, how much support is necessary for good results and Ov Achievements Vs. Hidden Potential Ov Oleksandr Burov how this influences their flow and mood. This led to a study in which the effects of su- 1 and Mykhailo Pertsev2 pport on the acquisition of knowledge of gifted learners and their flow and mood du- 1Center for Talent Development, Ukraine; 2Institute of Gifted Child, Ukraine; a_burov@yahoo.com ring inquiry learning were investigated. Sixty-four gifted primary school children were randomly assigned to one of three conditions differing in the amount of support given Friday Friday Introduction: It is known that not all gifted children realize their potential in life. Main in an inquiry task in the electricity domain. Learners in the unstructured inquiry conditi- reasons of this fact could be explained by two mistakes in work with gifted: (1) gifte- on received three open inquiry assignments and experimented without receiving extra erview - dness identification is based on achievements, but not on a real potential of a child, (2) support. In the structured inquiry condition, learners were guided through the inquiry erview - Ov abilities that correspond giftedness of a particular child can change over time and, as cycle by a structured worksheet while experimenting. In the exposed inquiry condition, Ov a result, can affect motivation and actual field of preferable area of work. Purpose: To a video was presented on which a teacher demonstrated relevant experiments while gu- analyze lesson learned from implementation of the computer system developed to as- iding learners through the inquiry cycle. Results showed that learners in the structured sess and to predict field(s) of the most preferable application of children giftedness. Me- inquiry condition outperformed those in the other two conditions on the post-test. In thods: The computer system was developed to assess and to predict field(s) of the most addition, these learners experienced significantly more flow and were more motivated. Saturday Saturday preferable application of children giftedness. Psychological tests were included into the The overall conclusion is that gifted children also benefit from support. In fact, they need system that evaluated an individual structure of intelligence, information “metabolism”, this support to reach a positive mood, experience flow and perform well. Implications erview - vegetative nerve system balancing as well as strength, lability and functional mobility of for the design of simulation-based learning environments will be discussed. erview - Ov nervous system. Results and discussion: They are discussed results of the system usage Ov to monitor more than 4200 schoolchildren of grades 8 to 11, as well as particular cases PAP 6-2: Didactic Strategies and Competencies of Gifted Students (1) to reveal hidden ability to scientific work, (2) two cases when children who were gra- Grozdanka Gojkov, Aleksandar Stojanović, and Aleksandra Gojkov Rajić duating from school did not follow recommendations, entered to “wrong” specialty at Teacher Training Faculty, Belgrade; Preschool Teacher Training College “M. Palov”, Vršac, university and had to left them, (3) three cases when graduated children recognized as Thursday Serbia; vsvaskatedrapp@hemo.net Thursday children with high achievements in particular area, have changed preliminary defined future fields according to recommendations after test, recognized that it was right deci- The paper presents findings of an explorative research undertaken on an intentional sion (monitored over ten years from school to work after university graduating). sample consisting of 112 master students of pedagogy in Serbia, assumed to be po- Abstracts - tentially gifted and to have manifested academic giftedness, since their average mark Abstracts - during their studies was above 9.00. The intention was to examine the influence of di- PAPER SESSION 6: Learning dactic strategies and methods on competencies of gifted students and thus verify the hypothesis on the significance of certain didactic strategies and methods for contributi- Friday Scientific strand on of higher education teaching to encouragement of intellectual autonomy of learning Friday in the case of gifted university students. The method of systematic non-experimental Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. observation was used as well as an assessment scale used by students to estimate the Location: Boardroom Grafika level of presence of the enlisted strategies, methods or procedures during studies and Abstracts - Abstracts - to what an extent learning and teaching strategies used in lectures, exercises, seminars, Chair: Tessa H. S. Eysink consultations addressed their needs and contributed to competencies development. When making a choice between didactic strategies, methods and procedures special PAP 6-1: Inquiry Learning for Gifted Children attention was paid for the offered 52 methods to include 30 of those which refer to pro- Saturday Tessa H. S. Eysink blem learning, creative approaches to learning, critical autonomy..., and for the list of 35 Saturday University of Twente, The Netherlands; t.h.s.eysink@utwente.nl competencies to consist of 30 of those referring to independent thinking and are ele- ments of critical thinking and indicators of, before all, approach to learning of gifted stu- With the arrival of more computers in primary education, also more opportunities for dents. Basic finding refers to the following: according to gifted students, the least used Abstracts - new instructional methods are born. An example is inquiry learning which can easily Abstracts - didactic strategies are heuristic strategies, problem presentation and problem learning, 80 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 81 interactive learning according to method of dispute... encouraging search for new pro- They set learning goals in line with the quality and quantity of these resources to the cedures, gaining insights into distant relations, leading to change of principles, creation end of achieving these goals through intensive learning processes characterized by of new ideas and relations, reshaping, discovery...; as a consequence the competencies constant monitoring and adaptation. Thus essential prerequisites for the optimal use of Thursday they most expected were least developed, like, e.g.: natural-scientific thinking; systema- self-regulatory processes include valuing learning, dealing constructively with setbacks, Thursday tic, methodological thinking; networked, complex and systematic thinking; self-reflexive persistence in the pursuance of goals, and volitional control. Emotions play an important and metacognitive thinking; critical thinking. role in all of these aspects. Viewing emotion as an endogenous resource, we examine the erview - erview - contribution it makes to students’ use of learning strategies and self-regulated learning Ov Ov PAP 6-3: Learning Arrangements to Promote Technologies of the Self, in a group of 117 high-achieving primary school students. In a first step, students were Self-Regulation and Sense of Responsibility clustered according to their emotional resources. This resulted in two different clusters, Victor Mueller-Oppliger one emotionally favorable cluster (n = 82), with students who reported experiencing a lot of joy and little boredom, anger or fear when working with texts; the other cluster Friday University of Education and Teacher Training of Northwestern Switzerland, Switzerland; Friday victor.mueller@fhnw.ch was named emotionally unfavorable (n = 35), as students reported low levels of joy and high levels of boredom and anger when working with texts. Students in both clusters erview - Gifted students need to recognize their over-average potentials, to be motivated for indicated experiencing only little anxiety, a fact that can be traced back to all of them erview - Ov personal efforts and to find sense in using their capabilities. In addition to their self-will being high-achieving students. The clusters were then compared according to students’ Ov they have to develop strategies to transfer their abilities into high achievement. Apart learning preferences. Our results suggest that students who dispose of good emotional from these learning aspects, they have to deal with their specific situation, “to march to resources, e.g. who belonged to the emotionally favorable cluster, marginally prefer self- the beat of a different drummer”, within their social and learning surroundings. Referred regulated learning and externally regulated learning behavior (e.g., parentally regulated to constructivistic and social learning approaches students can be promoted to build or teacher-guided learning processes). Students who were assigned to the emotional- Saturday Saturday up those competencies in ”learning architectures“ which will evoke self-directed and ly unfavorable cluster significantly preferred an impulsive style of learning. In a second self-reflective learning. Within these learning arrangements students construct their dif- step, we examine whether students’ emotional resources influence their use of and su- erview - ferent individual readings (Bourdieu), comprehensions and horizons of meaning corre- ccess in a seven-week training program for self-regulated learning. erview - Ov sponding to their learning- biographies and capabilities. Related to the subject contents, Ov they build up personal learning strategies but also ”technologies of the self“ (care of the self, practices of the self), including learning attitudes and beliefs, motivational-volitio- WORKSHOP SESSION 1 nal awareness, co-cognitive traits and executive competencies. Core activities in these learning-environments are learning dialogues: within the learning community to rela- Possibilities & Challenges of Digital Age for the Gifted Thursday Thursday te personal understanding to others; but also within a professionalized learn-coaching provided by teachers that fosters self-reflection, self-realization and shared responsibi- Time: Thursday, 18 September: 10:30 a.m. – 11:30 a.m. lity as a social capital. The presentation introduces a concept of self-directed and self- Location: Martin Krpan Hall Abstracts - carrying learning that enables gifted students to learn within their individual zone of Abstracts - proximal development. The learning architectures have been developed in collaborati- WOR 1: What the Beatles, Andy Warhol, and Robert Frost Have in on with classroom teachers and educationalists. The activities of students and teachers Common: Cultural Relevance in the Adolescent Classroom were videotaped using full-view and head-mounted cameras. This allowed an in-depth Kimberley Chandler and Jennifer Robins Friday exploration of micro-learning processes of the students in interaction with their learning Friday The College of William and Mary, USA; klchan@wm.edu support and interventions from their teachers. The research is focused on learning pro- cesses but also on changes in the comprehension of personalized learning and on the Incorporating songs, artwork, and literature from popular culture in lessons can help convictions and teaching behaviours of the teachers. gifted adolescent students feel more connected to the curriculum in content area clas- Abstracts - Abstracts - ses and can inspire greater self-efficacy and success. In this session, the presenters will PAP 6-4: Emotional Resources of High-Achieving Students and Their discuss the way in which the literature, art, and music of various contemporary decades Relation to Students’ Use of Learning Strategies can add a depth of understanding about the people’s experience and show how and why the social changes of each time period occurred. The session will include the in- Stefanie Obergriesser and Heidrun Stoeger troduction of graphic organizers and instructional strategies that promote higher order Saturday Saturday University of Regensburg, Germany; stefanie.obergriesser@ur.de thinking and interdisciplinary learning with this content. If school culture better matches Students’ use of learning strategies and self-regulated learning can be viewed as a form of students’ home culture, the achievement of highly able students from culturally and lin- resource management. By self-regulating, learners work towards realistic assessments of guistically diverse backgrounds would improve (Gay, 2002; Ladson-Billings, 1992). Lad- Abstracts - son-Billings (1992) used the term “cultural relevance” to describe the teaching practices Abstracts - the endogenous and exogenous resources available to them for their learning activities. 82 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 83 of successful teachers of ethnically diverse students, which included the use of specific SYMPOSIUM 1 texts that integrated the students’ culture. It is also important to connect students’ out- of-school literacies to the formal school curriculum (Harste, 2003; Rakow, 2011; Sker- Possibilities & Challenges of Digital Age for the Gifted Thursday rett & Bomer, 2011). Because adolescents regularly participate in new literacy practices Thursday (engaging with digital, visual, cyber, and media texts), they become more engaged in Time: Thursday, 18 September: 10:30 a.m. – 12:40 a.m. school experiences that value and affirm their literacy practices, such as their frequent Location: Plečnik 1 erview - erview - interactions with popular culture. “Popular culture can both supplement academic texts Ov Ov and help connect students to traditional curricula, thereby serving as a powerful com- SYM 1: Twice Exceptional – Gifted Children with Learning Difficulties ponent of culturally relevant literacy instruction” (Grater & Johnson, 2013, p. 33). Organiser: Christian Fischer, University of Münster, Germany Discussant: Lianne Hoogeveen, Radboud University, Center for the Study of Giftedness, Time: Thursday, 18 September: 11:40 a.m. – 12:40 a.m. Friday Nijmegen, The Netherlands Friday Location: Martin Krpan Hall Dealing with the topic of giftedness is a big challenge for the educational system, espe- erview - WOR 2: A Development of Quality Indicators for Gifted and Talented cially when occurring in combination with impairments in various forms. Those twice erview - Ov exceptional children often show a combination of different gifts and special (a) disad- Ov Education in Slovenia vantaged backgrounds (e.g. social economical disadvantages, cultural ethnic disad- Tanja Bezić vantages), (b) disabilities (e.g. mental disabilities, physical disabilities), (c) behavioral The National Educational Institute of Republic of Slovenia, Slovenia; tanja.bezic@zrss.si difficulties (e.g. attention deficit (hyperactivity) disorders, autism spectrum disorders) or In Slovenia the Council of the Republic of Slovenia for General Education approved The (d) learning difficulties (e.g. dyscalculia, dyslexia). The symposium will focus on the last Saturday mentioned group of twice exceptional persons in the form of mathematically gifted chil- Saturday Concept of Recognizing and Education the G/T students for the primary and secondary schools (1999, 2007). From 2002 onward the Expert Commission for Educational provi- dren with learning difficulties. The four presenters will cover different aspects as identi- fication and promotion of twice exceptional children in their strengths in particular in erview - sions for gifted and talented students is appointed at The National Educational Institute erview - Ov of Republic of Slovenia (NEI) and consists of representatives of academics, counsellors the mathematical area, as well as their weaknesses especially in the linguistic area. Thus Ov of NEI and proficient practitioners. One of the main goals of the Expert Commission is requires an interdisciplinary talent support network using the facilities of the digital age. to provide a deliberately and systematic professional support for implementation of the Concept in schools. Among other tasks the Expert Commission developed original SYM 1-1: A Comprehensive Model of School Collaboration for the rating scales for teachers’ identification of students’ talents. To encourage schools’ self- Identification of Twice-Exceptional Students Thursday Thursday evaluation and raising more autonomous improvement of G/T education, the Expert Anies Al-Hroub Commission developed the Quality Indicators (QI) for G/T Education. Although we used American University of Beirut, Lebanon; aa111@aub.edu.lb the Quality Standards of NAGC/USA (2000) as a basic resource, our first QI from 2010 Abstracts - has been developed in collaboration with 10 secondary schools’ project teams. In 2011 In this symposium, we will introduce a multidimensional comprehensive model for the Abstracts - 71% of schools’ coordinators for G/T education rated them as very beneficial for the im- identification of the untapped potential of mathematically gifted children with learning provement of a quality of G/T education. Based on this acknowledgment we decided in difficulties. We will discuss the apparent contradiction between mathematical gifte- 2013 to adapt them for primary schools. We invited schools from Maribor and Murska dness and learning difficulties and how it can be resolved through a characteristic profi- Friday Sobota region and 62 of them joined us on voluntary base (about 2/3 of invited schools). le of cognitive and perceptual strengths and weaknesses. We will also present evidence Friday In a workshop we are going to demonstrate some important steps in a process of co- that the use of a multidimensional model enables teachers and parents to identifying creating quality indicators and we will present the results of a survey about how head- five subgroups of twice-exceptional learners. The model was used in several schools in masters and teachers see the influence QI on schools’ developmental planning, schools’ Jordan and England. It involves eight criteria of formal and informal assessment. The Abstracts - Abstracts - action plans and on every day classroom work with the gifted and talented. In the near formal assessment involves a combination of three psychometric tests (i.e. WISC-III or future the plan is to convert a “paper version” of QI to an online self-evaluation tool. WISC-IV, Perceptual Skills Tests, and dyslexia Screening Test) and one dynamic mathe- matics assessment. The informal assessment involves collecting data from four different sources: School reports, teachers, parents, classroom observation. Saturday Saturday Abstracts - Abstracts - 84 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 85 SYM 1-2: Mathematically Gifted, but Untalented in Linguistic Domains? POSTER SESSION The Perspective of Mathematical Giftedness Friedhelm Käpnick Thursday Time: Thursday, 18 September: 1:45 p.m. – 2:15 p.m. Thursday Westfälische Wilhelms-Universität Münster; kaepnick@t-online.de Location: Foyer In this presentation a case study will be reported that bases upon a complex and in- erview - erview - terdisciplinary approach: It focuses on a mathematically gifted child whose linguistic Ov Ov skills are developed on an exceptionally low level. Especially, the manner of this specific PART 1: Possibilities & Challenges of Digital Age for the Gifted combination’s development as early as at pre-school age will be emphasized. Moreover, it will be discussed how this specific combination influences determinants of the child’s individual mathematical giftedness. As a consequence, there emerged some particula- Scientific strand Friday Friday rities regarding the child’s processes of both learning and behaviour in the context of mathematical tasks. A couple of these particularities will be presented and illustrated by POS 1: Creativity in Intellectually Gifted Children and Gifted Children in erview - concrete arguments taken from the case study. Finally, some general conclusions on an erview - Art: A Comparative Study Ov appropriate identification and support of mathematically gifted children whose lingui- Ov stic skills are developed on a low level will be deduced. Natalia Shumakova Psychological Institute RAE, MSUPE, Russia; n_shumakova@mail.ru SYM 1-3: Mathematically Gifted, but Reading and Spelling Difficulties? Creativity as an ability to produce novel, original work has been viewed in modern so- The Perspective of Learning Difficulties ciety as an important characteristic for professional success and personal development. Saturday Saturday Christian Fischer Researches show that early identification of creative potential is an important condition University of Münster, Germany; ch.fischer@uni-muenster.de for its further development. Actually we have limited the amount of information about erview - the special features of creativity in the primary school gifted in different spheres. This erview - Ov In this presentation the same case study of a mathematically gifted child with learning study is focused on answering the question whether the creativity of intellectually gifted Ov difficulties is examined from a linguistic perspective. To benefit from mathematical children of 7-8 years differs from creativity of their peers gifted in art, whether there are strengths to cope with the linguistic weaknesses different approaches are used as parts any peculiarities of creative thinking of intellectually gifted children and children gifted of an interdisciplinary talent support network: In addition to promoting the mathema- in art. A special instrument for creativity assessment (VFCT) in verbal and figural domain tical talent in extracurricular projects, a learning strategy-oriented program for gifted Thursday of activity was used to derive data from the children. The VFCT contains two divergent Thursday dyslexic children will be realized outside school to improve the reading and spelling thinking tasks (verbal and figural), which measure fluency, flexibility, originality, elabo- skills on the background of the childś special asynchronies. This is combined to with ration and visual transformations. The children were showed the ambiguous figure and an interest-based enrichment project of self-regulated learning in school which is ac- asked to make up as many different hypotheses of what it might be as they could (verbal Abstracts - companied by special qualified teachers and students teachers in gifted education and Abstracts - task). After the verbal part the children were asked to draw as many pictures as they talent support. This case study is based on empirical results of the intervention effects could using these very figures. based on the associated special needs in the different developmental areas. The total of 66 primary school students (51 intellectually gifted and 16 gifted in art, aged 7.5) participated in the research. The results showed that the creativity of the children Friday Friday gifted in art was manifested mainly in the figural task, while in their intellectually gifted peers - in the verbal task. The intellectually gifted children easily produce diverse ide- as in the verbal plan, which leads to their high verbal fluency in comparison with their Abstracts - gifted in art peers. The gifted in art children focus on the ambiguous figure, reviving and Abstracts - spiritualizing it, which leads to high figural fluency, the originality and the elaboration. The results indicate the complex creativity assessment in primary school students. The particularities of creative thinking testing depend on the domain of giftedness of the child. This study was supported by Russian Foundation for Humanities (RFH), project No. Saturday Saturday 14-06-00564. Abstracts - Abstracts - 86 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 87 POS 2: Relationships between Perception of Pedagogical Practices for well as among creativity, learning and academic performance. They highlighted that the Creativity, Motivation, and Cognitive Styles strategies conducive to creativity they practiced in the classroom were a result of their Eunice Alencar and Denise Fleith own inquiries and worries and not a consequence of their academic training. They also Thursday pointed out that creative professors and students are not always welcome in the univer- Thursday University of Brasilia, Brasilia; eunices.alencar@gmail.com; denisefleith@gmail.com sity. In general, they agreed that any subject can be taught in a creative way. The results Creativity is a central topic in the literature on giftedness, being a component of several suggest that professors had limited knowledge of creative approaches to teaching and erview - erview - models of giftedness. At the same time, the importance of the development of creativity that much need to be done to ensure a culture in higher education, in special in gradua- Ov Ov as an objective of education has been increasingly recognized by scholars from diffe- te courses that support and encourage creativity among professors and students. rent fields. This study investigates the relationships between perception of pedagogical practices for creativity, motivational orientations, and cognitive styles. Three hundred POS 4: The Relationship between Mathematical and Scientific Productivity and sixty-five university students answered the Inventory of Teaching Practices for Cre- Friday Nazmiye Nazli Ozdemir Friday ativity in Higher Education, the Assessment Scale of University Students’ Motivation for Anadolu University, Turkey; nazmiyeozdemir@gmail.com Learning, and the Scale of Styles to Think and Create. Positive relationships were obser- erview - ved between the four factors of the Inventory of Pedagogical Practices for Creativity Throughout the history of gifted education, science and mathematics have been crucial erview - Ov and intrinsic motivation, and negative relationships between the factors of the inven- issues because of their contribution to human development and technology. Although Ov tory and extrinsic motivation. Significant positive relationships were observed betwe- many research studies related to science and mathematics in the area of giftedness have en the factors of the Inventory of Pedagogical Practices for Creativity and the cognitive been conducted up to now, it still maintains importance in this area. Because the reason styles, named Nonconformist Transformer and Relational Divergent. Stronger relation- for presence of the digital era is undoubtedly science and mathematics. In fact, now ships were found between intrinsic motivation and the cognitive styles Nonconformist the most important one is productivity of science and mathematics in this era. Herein Saturday Saturday Transformer and Relational Divergent, and between extrinsic motivation and the style one question comes to mind; “is there a relationship between scientific productivity and Cautious Reflexive, besides a negative correlation between extrinsic motivation and the mathematical productivity?” In this study, in order to examine the relationship between erview - style Nonconformist Transformer. Implications and recommendations for education of scientific and mathematical productivity, Creative Mathematical Ability Test (C-MAT) and erview - Ov all students, included the gifted, are outlined. Creative Scientific Ability Test (C-SAT) were administered to sixth grade gifted students Ov who participated a program for scientifically and mathematically talented students. POS 3: Creativity in Graduate Courses According to Professors and Students C-MAT is composed of five subtests in the area of numbers, geometry, measurement, Eunice Alencar1 and Zélia Oliveira2 algebra and statistics. On the other hand C-SAT is included five subtests in the area of 1 biology, chemistry, ecology and interdisciplinary science. Both C-MAT and C-SAT contain Thursday University of Brasilia; 2Catholic University of Brasilia; eunices.alencar@gmail.com Thursday 5 open-ended problems which measure fluency, flexibility and creativity quotient (CQ). The importance of nurturing the creative talent across the various levels of education has In this study, the total scores of each test were compared. The participants of the study been highlighted in the literature of giftedness. The benefits of creativity to the individu- included 169 sixth grade students. The data were obtained from sixth grade talented Abstracts - als and societies have also been increasingly recognized by scholars from different fields students in the year of 2008-2014. The correlation between mathematical and scientific Abstracts - as well as the key role of higher education for the development of a knowledge society. productivity scores was calculated. The results of the study will be shared in detail with In spite of this recognition, there is scarcity of empirical studies about creativity in gra- the participants at the conference. Keywords: mathematical productivity, scientific pro- duate courses. This study addresses this issue. It examined graduate school professors ductivity. Friday and students` conceptions of creativity as well as the extent to which creativity has been Friday fostered in graduate classes. Twenty Brazilian professors and 20 graduate students were POS 5: Thoughts on Giftedness in the Digital Age and the Developmental interviewed and the data were submitted to content analysis. The results indicated that, Perspectives of the Individual, Gifted With the Emotional Dowry of the according to professors and students, creativity is very important in the present world, in Abstracts - Family Abstracts - personal and professional life, and an essential element in graduate schools. They were aware that creativity helps to break boundaries, to deal with unexpected problems and Štefanija Jaksetič Dujc with the challenges of society. Their creativity conceptions were related to innovation, (Dijaški dom Vič, Slovenia), Štefanija Marriage and family therapy, Slovenia); paradigm change, overcoming of limits, problem solving, and characteristics of creati- stefanija.jaksetic@gmail.com Saturday ve people. The students characterized creative professors as those who use diversified Despite the exceptional modern-day progress in digital connections, there is still a Saturday teaching practices, is dared, enthusiastic, flexible, besides having a good relationship strong need for personal contact with individuals and families. Experts on the subject with all students. Professors and students indicated several pedagogical practices that of counselling feel the need for more useful methods and techniques and if necessary foster students` creativity and others that restrain it. Most professors declared there is a therapeutic solving of personal, existential distresses of an individual and a family. The Abstracts - Abstracts - relationship between creative teaching and the development of students’ creativity as newest findings in science in the field of Psychology, Psychotherapy and Neuroscience 88 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 89 indicate the fact, that an individual is a system being, who by being born into a family POS 7: Academic Self-Concept in Gifted Adolescents with a Different system, enters the family relational and emotional dynamics which influences him/her Ratio of Verbal and Non-Verbal Abilities in any further relationship. Independence and especially growing up therefore happens Elena Shcheblanova1 and Svetlana Petrova2 Thursday only through the individual awareness of the personal, intimate questions and con- 1 Thursday Psychological Institute of Russian Academy of Education, Russia; 2Moscow State University nections with the family. Unconscious, inherited behavioural and emotional patterns, of Psychology and Education, Russia; elenacheblanova@mail.ru stemming from processes of relational and emotional connections with the members of erview - erview - the family of origin, unconsciously influence the individual’s life. If the individual wants This paper is devoted to the study of cognitive and personality characteristics of intellec- Ov Ov to face them, he/she should first become aware of them. One of the possible ways for tually gifted students with a different ratio of verbal and non-verbal abilities at various the in-depth, intimate behavioural and emotional recognition and emotional awareness secondary school grades. The sample included 280 students of V (aged 11-12), VI (aged is also a therapeutic process. The poster will be based on the presentation of modern 12-13); VII-VIII (aged 13-15) and IX-X (aged 15-17) grades of Moscow gymnasium. IQ of psychological and psychotherapeutical knowledge on feeling (emotions), behavi- all students was above 115.Three approximately equal groups of the students were se- Friday Friday our and their intergenerational transfer. At the same time it will present the modern lected in each age: with relative lag of verbal abilities; with relative lag of non-verbal psychotherapeutical approach of Relational partner and family psychotherapy, the goal abilities, and with equality of verbal and non-verbal abilities. The Cognitive Ability Tests erview - of which being recognition of relational and emotional endowment of an individual and (CAT), Raven Advanced Progressive Matrixes (APM), the verbal and figural Tests of Creati- erview - Ov the family together with emotional awareness. ve Thinking (TCT), the questionnaires on anxiety and academic self-concept, and school Ov marks were used. The results obtained demonstrated the certain school difficulties in POS 6: The Relationships between Intellectual Self-Concept and the students with high general intelligence, but relatively lower non-verbal and espe- Psychosocial Adjustment in Gifted School Children cially verbal abilities. Distinctions among the students with the different proportions of verbal and non-verbal abilities observed not only on the CAT-variables, but also on the Saturday Elena Shcheblanova Saturday APM and TCT, academic achievement, as well as personality characteristics. It was sho- Psychological Institute of Russian Academy of Education, Russia; elenacheblanova@mail.ru wn, that the combination of advanced intelligence and school underachievement could erview - There are currently two controversial positions: the first supports the notion that the result in the students with lower verbal abilities to inadequate academic self-concept erview - Ov intellectually giftedness by itself is a risk factor for psychosocial adjustment of adole- and increased anxiety, and then to personality and disciplinary problems as well. So, Ov scents; the second suggests that high intelligence increases the protective resource for self-estimations of abilities to some school subjects, especially to Russian and Foreign individual resilience. The aim of this study was to investigate the relationships betwe- languages, in this group were significantly higher, despite the poorer school marks, than en domain-specific intellectual self-estimations and psychosocial adjustment in gifted in their classmates. The obtained data allow to assume that a contradiction between students (73 boys and 91 girls aged 14.7 to 17.6; M = 16.2, SD = 0.8), scored in the IQ- high academic self-concept and lower achievement can be a source of the increased Thursday Thursday test range from 110 to 135. We used the Cognitive Ability Tests with verbal, quantitative, anxiety in the gifted students with relative lag of verbal intellectual abilities. This study and nonverbal scales; the Checklist for self-estimations of students' eight intelligences was supported by Russian Foundation for Humanities, project No. 14-06-00564. (based on Gardner's multiple intelligences theory), school marks, and peer nomination Abstracts - strategy to estimate sociometric status among classmates. Besides, The Scale of Psycho- POS 8: Attitudes toward the Gifted, Emotional Intelligence and Implicit Abstracts - social Adjustment by C. Rogers and R. Dymond (101 items in Russian version) was used. Theories of Intelligence – Comparison of Croatian and Slovenian Students The data demonstrated complexity and nonlinearity of relationships between the varia- Polona Gradišek1, Sanja Bradić2, and Barbara Rončević-Zubković3 bles of intellectual self-concept and various aspects of psychosocial adjustment. The in- 1Faculty of Education, University of Ljubljana, Slovenia; 2Gimnazija Eugena Kumičića Opati- Friday ternal indicators of psychosocial adjustment in the students were interconnected more Friday ja, Secondary school, Croatia; 3Department of Psychology, Faculty of Humanities and Social with subjective self-estimations of domain-specific intelligences, than with the objective Sciences, Rijeka, Croatia; polona.gradisek@pef.uni-lj.si; sanya.taregami@gmail.com; criterions (the test scores or/and school achievement). The most successful adjustment roncevic@ffri.hr was noted at the students with high self-estimations of interpersonal and intraperso- Abstracts - Abstracts - nal intelligences. On the contrary, sociometric peer status in much bigger degree was Implicit theories of intelligence represent one’s beliefs about intelligence which can guided on external criterion – academic achievement of the students, than on their have a significant impact on one’s attitudes and behaviour toward gifted students and self-estimations. Besides, higher sociometric status corresponded also to higher level gifted education. This relationship seems important in education of future teachers, sin- of psychosocial adjustment. The implications of the findings for future research and for ce educators can play an important role as role models in shaping their student’s atti- Saturday the counselling of gifted children are discussed. The study was supported by the Russian tudes toward giftedness and gifted education. Emotional intelligence, as one of the key Saturday Foundation for Humanities, project No. 14-06-00564. competencies of future teachers and educational experts, plays a significant role in the development of these attitudes as well. The aim of the present study is to explore the re- lationship between attitudes toward the gifted and gifted education, emotional intelli- Abstracts - Abstracts - gence and some aspects of the implicit theories of intelligence in the sample of Croatian 90 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 91 and Slovenian students. Attitudes of students toward the gifted are being assessed with with competences to work with gifted pupils. The findings obtained will be an important the 20-item questionnaire Opinion about the Gifted and Their Education, consisting of contribution to discussions on the role of social pedagogues in schools as well as on the four subscales: support, elitism, acceleration, and self-perceptions. Emotional intelligen- education of social pedagogues. Thursday ce of students is being measured with the Emotional Intelligence Questionnaire (UEK- Thursday 27), consisting of three subscales: perceiving and understanding emotions, expressing POS 10: A Literature Review for the Use of Dynamic Assessment with and labelling emotions, and managing and regulating of emotions. To explore students’ Gifted Students erview - erview - beliefs about intelligence, some items of the Implicit Theories Questionnaire (ITI-VIII) and Ov Selin Bozbey Ov a three-item questionnaire for implicit theories are being used. Preliminary analyses on Anadolu University, Turkey; bozbeyselin@gmail.com the sample of 80 students, future teachers, have shown that students, who support the gifted education, do not perceive giftedness as a sign of elitism and that students, who Gifted individuals have different cognitive and developmental characteristics from their perceive giftedness as elitism, are not in favour of acceleration. Surprisingly, Croatian peers even themselves. Because it is difficult to classify the distinct characteristics which Friday Friday students that perceive themselves or their family members as gifted perceive gifted are only belonging to giftedness. Therefore identification of gifted individual is a real- education as elitist. Students’ attitudes toward the gifted and gifted education are nei- ly difficult process. There is some kind of assessment approach for the identification of erview - ther related to emotional intelligence of students nor to their implicit beliefs about intel- giftedness. One of them is dynamic assessment which has gained popularity in this area. erview - Ov ligence. Differences between attitudes of Croatian and Slovenian students are discussed. The purpose of this study is to review the use of dynamic assessment with the identifica- Ov tion of gifted students. The topics which are dynamic assessment method, the efficiency and importance of the use of dynamic assessment with gifted students stand out in Best practice strand the literature. Hence in this poster presentation, it will be examined according to these topics. Saturday Saturday POS 9: The Role of Social Pedagogues in the Process of Dealing with Gifted Pupils POS 11: Parenting Gifted Education: an Italian Experience erview - Sara Peruselli1, Simona Traverso1, Daniela Miazza1, and Anna Maria Roncoroni2 erview - Ov Alenka Polak and Barbara Vrbič 1 Ov Faculty of Education, University of Ljubljana, Slovenia; alenka.polak@guest.arnes.si AISTAP- Italy; 2Italian Association for Gifted and Talented Students; gifted@roncoroni.eu In each society gifted pupils should represent the great potential and human resource As the literature demonstrate, parental psychosocial health and parenting programs for future development; for that reason the great professional concern and systematic can have an effect on emotional and behavioural adjustment and well-being of gifted children (e.g. Bennett et al., 2013). In particular, parents play a pivotal role in the deve- Thursday professional approaches should be implemented to satisfy their special needs. In the Thursday Slovenian school system, counselling service is provided in almost every school and one lopmental of gifted and talented, both in nurturing the academic performance and in of the professional profiles who can deal with the gifted pupils beside the pedagogue, facilitating their social-emotional development (e.g. Freeman, 2001; Gross, 2004; Rubin psychologist, social worker, special and rehabilitation pedagogue is also the social pe- & Chung, 2006; etc.). Abstracts - In the current Italian context, the knowledge of giftedness and talent is still very poor Abstracts - dagogue. Teachers and the members of school counselling service - should be familiar with the numerous characteristics, behaviour and problems that gifted pupils can have, if not absent, in both education and school that family. For this reason we think that it with the process of recognising and identifying them as well as with different approa- is important and useful for a parent having the possibility to compare his experience ches and activities to deal with them to promote theirs potentials. In the empirical study with other parents of gifted or/and with an expert. Through our experience with gro- Friday Friday presented below, the main research goals were to investigate: (1) what problems of the ups of self-managed online sharing and groups of parents conducted by psychologists gifted pupils have been perceived by the social pedagogues, (2) what activities to pro- we found, by giving to parents a brief questionnaire, the usefulness of the exchange mote the development of giftedness of pupils are carried out in schools, (3) with what of information, concerns, problems, resources etc. by giving the possibility to create Abstracts - open professional issues are social pedagogues dealing on the area of gifted pupils, (4) an important and supportive network real and/or virtual. At a second time also gifted Abstracts - how they perceive their own competences to deal with gifted pupils and (5) what kno- children benefit from the interactions between parents, as shown by some cases briefly wledge or skills they need in the future to deal more competently with gifted pupils. The presented. sample of the study consists of twenty-six social pedagogues who work daily in schools as counsellors. In the questionnaire they report that their work on the field of giftedness Saturday includes recognition and identification of gifted pupils; writing of individualized pro- Saturday grammes and evaluation of the accomplishment goals regarding these programmes, coordination between pupils, teachers and parents, as well direct educational and coun- selling work with the gifted pupils. Social pedagogues involved in the study agree that Abstracts - Abstracts - more activities should be implemented; they also perceive themselves as well equipped 92 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 93 POS 12: Supporting Parents of Gifted Children: A SENG Model Application POS 14: Potentially Gifted Preschool Children Care: Kindergarten Rijeka (The “Education to Talent” Project in Veneto Region - Italy) model David Polezzi1, Massimo Ronchese1, Martina Pedron2, Martina Brazzolotto2, Ljiljana Brašnić1 and Jasna Borbelj2 Thursday 1 Thursday Daniela Lucangeli2, and Pier Antonio Battistella1 Dječji vrtič/Kindergarten “Rijeka”, Croatia; 2Specialized program for gifted children 1U.O.C. NPIA ULSS 16 Padova; GATE-Italy Association (Gifted and Talented Education – “Bistrići”, Rijeka, Croatia; jborbelj@gmail.com erview - Italy); 2Department of Developmental Psychology and Socialisation – University of Padova With this poster presentation we will present an example of approach/work with poten- erview - Ov and C.N.I.S. National Association; GATE-Italy Association; martinabrazzolotto@gmail.com tially gifted, preschool children in kindergarten “Rijeka”, i.e., we will describe our practice Ov of recognizing and responding to their particular needs in regular and specialized kin- Education to Talent is a project, financed by Regione Veneto - Italy, which aims to pro- dergarten programs. Actually, the process of identification is concurrent with process mote and support psychological wellness in gifted children. This is consistent with re- of supporting and nurturing giftedness. Besides identifying and supporting giftedness, commendation suggested by European Union (n. 1248 of Parlamentary Assembly of Eu- Friday we occasionally provide in-service training for kindergarten teachers and parent coun- Friday ropean Council, 1994). Several partners are involved: Neuropsychiatric for Children and selling. Special provisions within regular kindergarten groups include challenging curri- Adolescents Service ULSS16 Padova, Department of Developmental Psychology and So- cula and pedagogical support, different and rich materials and experiences, demanding erview - cialization – University of Padova, C.N.I.S. (National Coordination Specialist Teachers As- erview - didactics, individualized approach, opportunities to explore, create and/or contribu- Ov sociation), Centro Produttività Veneto, Omniacom Association. Education to Talent is the Ov te to classroom projects. Instructional and learning environment is designed to meet first project in the whole Italian country. A major goal of the project is to support parents children’s interests and channel their abilities into competencies (knowledge-skills-cre- of gifted children, throughout coaching groups which help parents in improving scholar, ativity). In 1998, kindergarten „Rijeka“ started a specialized program named “BistRIći” social as well as personal wellness. We apply SENG Model in order to let parents better which supports the development of potentially gifted children. The goal of this program understanding children behaviour as well as learning new and helpful strategies which Saturday is the identification and fulfilment of the particular needs of a potentially gifted child Saturday can be easily employed in the family environment. Parents weekly attended supporting in a small group of children (5-7 children). These children are of similar interests and Coaching group for ten meetings that lasted approximately three hours each one. Effi- with highly developed cognitive and verbal abilities. Through a variety of activities and erview - cacy perception and educational satisfaction of parents have been measured before and erview - contents we aim to achieve the following outcomes: 1) Stimulation of cognitive deve- Ov after Coaching Group using PSI - Parent Stress Index (Abidin, 1995) and PSOC - Parent Ov lopment, which includes enhancing thinking skills and fostering curiosity, encouraging Sense of Competence (Mash & Johnston, 1989). While no differences have been found scientific way of thinking (speculation on possible outcomes, verification, discussion in the parental sense of competence, PSI has revealed a significant difference in the “pa- and drawing conclusions) through demonstration of age-appropriate science activities. rent-child dysfunctional interaction” subscale (p < .05). The scoring in this subscale was 2) Encouragement of creative thinking (strengthening imagination, using open-ended lower after the coaching group, suggesting that parent-child interaction became more Thursday questions to promote speculations and generating numerous and different ideas and Thursday functional after intervention. These data provide evidences in favour of the efficacy of possibilities). 3) Development of social and emotional competence (the appreciation of coaching group in parents of gifted children. following types of behaviour: taking the initiative, supporting proactive attitude toward the world, practicing effective verbal and nonverbal communication, encouraging per- Abstracts - POS 13: The Attitudes to Education for Teachers of Gifted Students in the Abstracts - sistence and resilience to failure, developing tolerance to frustration and loss, recogni- Czech Republic zing and regulating one’s own emotions, as well as inducing cooperation, optimism and Jana Škrabánková and Renata Kovářová sense of humour. University of Ostrava, Czech Republic; jana.skrabankova@osu.cz; renata.kovarova@osu.cz Friday Friday The presentation will offer an overview of the current state of training of future tea- chers for the presence of gifted children in Czech schools. The overview relates to the teaching faculties of state universities in the Czech Republic. The basic requirement of Abstracts - Abstracts - the stakeholders educators is to include the education of gifted children as an integral part of teacher education programs at faculties of education in the Czech Republic. So far, it's different. Saturday Saturday Abstracts - Abstracts - 94 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 95 PART 2: Trends in Research and Theory of Giftedness 288 6th grade students participated in the first study and a one general scientific creati- vity factor was found. 693 6th grade students participated in the second study and the one factor solution was confirmed from the findings of CFA. Research findings show that Thursday Scientific strand the C-SAT can be used as an objective measure of scientific creativity both in research Thursday and in identification of scientifically creative students. erview - POS 15: Validation of Italian Version of Gifted Rating Scales - School erview - POS 17: Using Epistemic Synchronization Index (ESI) to Distinguish Gifted Ov Ov Form. Preliminary Data and Regular Students’ Knowledge Elaboration in CSCL Angela Beretta1, Steven Pfeiffer2, and Maria Assunta Zanetti1 1University of Pavia, Italy; 2Florida State University, USA; angela.beretta01@ateneopv.it Marca Wolfensberger Hanze University of Applied Sciences, The Netherlands; m.v.c.wolfensberger@pl.hanze.nl Friday The challenge of correctly identifying gifted students has long been understood to be Friday one of the most critical issues to be resolved (Cramer, 1991; Pfeiffer, 2003). This is parti- Higher-order thinking is important for problem-solving in Computer-Supported Colla- cularly true in Italy where gifted education has experienced insufficient support (Zanetti, borative Learning (CSCL) (Weinberger & Fischer, 2006). So far, very little research is able erview - to capture the dynamic progress of the evolvement of individual epistemic engagement erview - Renati, & Beretta, 2013). This study will set out to test the reliability and validity of an Ita- Ov in CSCL. Questions such as how to distinguish the knowledge elaboration process be- Ov lian translation of the Gifted Rating Scales - School Form (GRS-S) with a sample of Italian elementary and middle school students. The study will examine the scales’ reliability in tween gifted and regular students remains a black box. This research aims at exploring comparison to reliability results from the U.S. standardization sample. The criterion vali- a new research method to track students’ epistemic engagement during online colla- dity was tested by correlating student’s scores on the scales with student academic achi- borative problem-solving in higher education. Based on three cognitive modes from Kumpulainen and Mutanen (1999), a coding system to measure students’ epistemic en- Saturday evement, as measured by classroom grades. Student scores on the scales were correla- Saturday ted with the INVALSI, the Italian local normed-referenced academic achievement test. gagement was developed and termed as “Elaboration Values” referring off-task (value The convergent validity was examined by comparing student’s scores with scores on = -1), on-task (value = 0) and elaboration (value = +1) activities (Ding, 2009, 2010). The erview - the GAI of WISC IV. The complete sample will be of 380 students. The presented data are current study was conducted in a university in The Netherlands. Two female bachelor erview - Ov students participated in seven online collaboration sessions, solving statistics problems Ov partial and only refer to the sample of 230 elementary school students (mean age 8.37, SD = 1.35), 114 males and 116 females. Reliability analysis yielded excellent reliability in an online text-only chatting room. Each online communication message was coded results, with α values ranging from .93 to .99. Several positive and significant correlations into Elaboration Values. We developed a series of equations to arrive at an Epistemic Syn- were also found between student scores on the GRS-S and the INVALSI. These prelimi- chronization Index (ESI). The value of ESI ranged from 0 to 1. The smaller ESI, the more symmetrical of students’ epistemic engagement. Doing so helped researchers to (1) dis- Thursday nary results provide evidence for the convergent validity of the Italian-translated GRS-S. Thursday Correlations between the Italian version of the GRS-S scale scores and intellectual ability tinguish whether gifted students contribute more higher-order thinking into problem- scores from the GAI of WISC IV revealed positive and significant relationships (r = .61). solving, (2) how their epistemic involvement is different with that of regular students Preliminary findings suggest that the Italian GRS-S scores retain appropriate psychome- in CSCL, and (3) how the learning partner is influenced by the higher-order thinking of Abstracts - gifted students. The method of ESI may shed light on a deeper understanding of the Abstracts - tric properties; results provide preliminary support for the Italian version of the GRS-S as a reliable and potentially useful screening measure for use in the identification of knowledge elaboration process of gifted students. Italian gifted students. These findings are consistent with the results of other recently published GRS validity studies conducted in China, South Korea, Puerto Rico, and Turkey. POS 18: Portuguese Validation of the Teaching Practices for Creativity in Friday Friday Higher Education Inventory POS 16: Psychometric Validity of the Creative Scientific Ability Test Maria De Fátima Morais1, Leandro Almeida1, Ivete Azevedo2, Eunice Alencar3, Denise Fleith3 Bahadır Ayas 1University of Minho, Portugal; 2Torrance Center, Portugal; 3University of Brasilia, Brasilia; Abstracts - denisefleith@gmail.com Abstracts - Research Assistant, Turkey; bahadirayas@gmail.com In this presentation, two studies about construct validity of Creative Scientific Ability It has been much discussed the role of the higher education in training professionals Test (C-SAT) wil be presented. In the first study explanatory factor analyses (EFA) was prepared to deal creatively with the challenges that the modern world imposes on them. conducted and in the second study factor structure found in the first study was tested In the contemporary and complex world, a premium is placed on creativity, and the in- Saturday with confirmatory factor analyses (CFA). C-SAT was developed by Ayas and Sak (2008) to dividual with the ability to think creatively, who dominates efficient strategies to solve Saturday assess the creative potential in science through grades 6 to 8. There are five subtests in unpredictable problems, is highly valued. However, it has been noted a scarcity of empi- different science domains which are biology, physics, chemistry, ecology and interdisci- rical studies and a lack of standardized instruments that assess the extent and frequency to which teaching behaviours promote the expression of creativity in higher education. Abstracts - plinary. The task is hypothesis testing, evidence evaluation and hypothesis generation. In Abstracts - the scoring procedure fluency, flexibility and composite creativity scores were calculated. Therefore, teaching practices for the promotion of creativity emerge as a target to be 96 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 97 investigated, especially considering students’ perceptions. The purpose of this study was Slovenian questionnaire in an indirect way assesses and describes the child before star- to validate and adapt, to the Portuguese context, the Teaching Practices for Creativity in ting school in all the areas that are important for education, focusing on demanded Higher Education Inventory, developed in Brazil. Five hundred and eighty-two universi- skills and strengths (as indicators of exceptionality). The reliability of the questionnaire Thursday ty students (59% females and 41% males), from three distinct areas – Arts/Humanities, is 0.99 for the part A (skills, 104 items) and 0.94 for the part B (strengths, 16 items). We Thursday Science/Technology, Social/Human Sciences –, participated in the study. Their average analysed 540 children aged 3 to 7 years. The factor analysis (Oblimin rotation, delta = age was 23.41 years old. The results pointed an instrument of 22 items to be answered -0.1) (73.89% of variance explained) shows 11 factors (KMO = 0.98, Bartlett's test sig. = erview - erview - on a 5-point Likert scale, ranging from strongly disagree to strongly agree, that assesses 0.00): (1) language/speech/communication/verbal memory and lexical retrieving factor; Ov Ov four factors (Incentive to New Ideas, Climate for Expression of Ideas, Interest for Students’ (2) constraint, concentration and rules-governed behaviour factor; (3) visual-graphical, Learning, and Evaluation and Teaching Methodology). The psychometric properties of serial, figurative factor; (4) social, interactional factor; (5) mathematical, colour concept- the instrument, in terms of precision and validity, proved to be adequate. The 4-factor name, time and space orientation and concept, and numerical factor; (6) meta-literacy, solution explained 48.51% of explained variance. The alpha reliability coefficients varied meta-linguistic, phonological awareness factor; (7) motor and coordination factor; (8) Friday Friday from .72 to .93. The Teaching Practices for Creativity in Higher Education Inventory con- organization, orderliness and assertiveness factor; (9) meta-cognitive and rhyming fac- stitutes a useful instrument for research and diagnostic of teaching behaviours that pro- tor; (10) factor of autonomy in task achieving/focusing behaviour; (11) socio-pragma- erview - mote the development and expression of higher education students’ creative abilities. tic, attention, concentration and regulation of behaviour factor. In part B for strengths erview - Ov It can also be used to give professors feedback on their teaching practices as perceived 65.24% of total variance is explained (2 factors): the early development factor (55.94%) Ov by students. and asynchronicity, intensiveness, social loneliness, sensitiveness, frustration and per- fectionism factor. The results showed that questionnaire expose different profiles of POS 19: Investigation about Mentoring Studies Effects on Gifted Students children (non-harmonic profile, high-harmonic, low harmonic profile, typical profile), in accordance with co-morbidity, typical for particular groups of learning disabilities, like Saturday Fatih Tokmak Saturday Anadolu University, Turkey; fatihtokmak55@gmail.com problems of coordination and attention and verbal abilities, gifted people with specific learning disabilities ... The presented questionnaire is useful for detection of high-risk erview - The main aim of this study is to investigate mentorship which is an education method characteristics that could lead to learning difficulties as well as instrument for detection erview - Ov that has been used for centuries by referring the related literature. Nowadays, even if it of strong compensation fields. Ov has been used in many areas from business world to schools, there is a little of scientific based application in Turkish education. Scarcity of the scientific support about the issue POS 21: The Construction of the Discourse of Giftedness in Media Texts in in Turkey is the motive of this research. One of the reasons of this scarcity is the majority Estonia of scientific studies and published research has been done on application of business Thursday Halliki Põlda Thursday world. In this research, firstly definitions, history and best examples of educational appli- cation around world were given, then the effects of mentoring studies with gifted stu- Estonia; halliki.polda@gmail.com dents were investigated. Within the scope of the study, publication and scientific articles The aim of the study is to describe the diachronic construction of the discourse of gifte- Abstracts - from 1978 to 2013 have been tried to obtain from Eric, EbscoHost, Gifted Child Quarterly, dness in print media and to analyse the changes within the discourse and its essence in Abstracts - Gifted Child Today, Roeper Review databases by using the keywords; mentor, mentoring, digital era. Furthermore, the study attempts at indicating how media discourse relates mentorship, gifted mentoring, mentorship and gifted, effect of mentorship. In the light to the understanding of the essence of gift and giftedness which develop parallelly in of the obtained data, the suggestions about general mentoring practices in education the field of science. Nowadays, the topic of giftedness has become of great significance Friday and a perspective particularly about the mentoring programs for gifted students in Tur- (Kaufman & Sternberg, 2008; Uusikylä, 2005) and it is also a topic widely reflected in Friday key are presented. In general, mentorship must be entered to formal education process; media (Radford, 1998; Meckstroth & Kearney, 2007). In media texts, identities and roles specifically special mentoring programs must be prepared for gifted and talented stu- are constructed with the help of specific vocabulary and social descriptions (McQuail, dents to bring out their high potential ability. 2007; van Dijk, 1998), the ideologicality designing the society is inevitable in media (van Abstracts - Abstracts - Dijk, 1998). POS 20: Twice Exceptional Children Before Entering School: Questionnaire The central issues of the study are: 1) When did the notion of giftedness came in use in for Detecting Children at Risk for SLI and SLD print media in Estonia and how the discourse of giftedness is constructed in historical Martina Ozbič, Jerneja Novšak Brce, and Damjana Kogovšek media texts? 2) How are the different sides of the concept of giftedness and problems Saturday Faculty of Education, University of Ljubljana, Slovenia; jerneja.novsak@pef.uni-lj.si related to giftedness presented in media texts in the digital era and into what will the Saturday discourse develop in nowadays? The study focuses on journalism corps texts (ERC) from To be successful children need to develop a whole range of skil s before entering school. 1890.–1990 and on their comparison with the texts of the digital era which have been Some countries have a long tradition of using different kinds of questionnaires before en- found via Delfi.ee – the largest web portal in Estonia. By combining the quantitative Abstracts - Abstracts - tering school, but this practice is not systematical y established in our country. Presented content analysis (Krippendorff, 2004) and critical discourse analysis (Fairclough, 2001, 98 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 99 2010), the author comes to a conclusion that the media discourse of giftedness starts of the project is that a group of pupils constructs and builds a mechanical contraption already in 1890s and its dynamics are comparable to that of a scientific discourse. Ho- that satisfied well defined constraints on how it must begin and end. This enables the wever, the discourse of the digital era is strongly related to the issues of ideology and deployment of an arbitrarily long chain of succeeding contraptions that fit together as Thursday power - giftedness has rather become a power tool for bureaucracy and gifted people one long device that “does something”. The name “chain experiment” reflects the domi- Thursday products in labour market. no like execution of the set of contraptions. As the activity was first carried out in 2004 as a part of the World year of physics 2005 celebration, a group of pupils should include erview - erview - some interesting physical phenomena in their contraption. This is the framework of the Ov Ov Practice strand activity as seen from outside. The inside content of the activity is much richer. First of all, the pupils can let go their POS 22: Preparation of Natural History Collection as an Enrichment imagination regarding what physical concepts the contraption shows and also what the Friday Activity to Promote Gifted Elementary School Students: A Case Study story behind the contraption is. Secondly, the project is done in a group. This stimula- Friday Gregor Torkar tes different abilities of the members of the group to be more pronounced or develo- ped. Thirdly, such a project mimics a real life situation by first searching for an idea and erview - Faculty of Education, University of Ljubljana, Slovenia; gregor.torkar@pef.uni-lj.si erview - then putting the idea into a concrete realisation. Last but not least, the group should Ov Ov Gifted children only can develop their potential effectively in an environment that is be composed of gifted and average pupils in order to get the best results. As gifted able to optimally motivate them. In this paper a case study of an enrichment activity for pupils have on one hand similar needs as all children and are on the other hand often potentially gifted elementary school student is presented. This paper highlights the pro- more demanding or have specific needs in particular aspects of life, such a medium term cess of preparing natural history collections of bird feathers and discusses the learning mixed abilities group project is well suited for them. The group has a goal that is well outcomes this enrichment learning activity for a potentially gifted fourth-grade student. constrained, but has a lot of freedom in actual content, so some children can participate Saturday Saturday The purpose of the longitudinal case study was to investigate multi-faceted relation- with ideas and solutions of the problems that pop up along the way from the idea to the ships between the student, his family, his school and teachers, informal educational in- end product – the contraption. At the same time the pupils with different abilities can erview - stitutions (ornithological society, zoological gardens ...) and me (as a student mentor contribute more by making parts of the contraption or by organizing the work of the erview - Ov Ov and researcher of the case study concurrently). Triangulation of methods was used. Data group or simply by discussing different options when deciding about and building the collection instruments used were: unstructured interviews, informal interviews, e-mail contraption. The activity provides a sort of spontaneous social setting that is challenging communication and observation with participation. Some deficiencies in communica- enough to motivate the gifted pupils and gives them at the same time a feeling of safe- tion between described actors were recorded. There were some miscommunications in ty as members of the group in which the tasks and responsibilities are divided among Thursday the school/teacher-student relationship, mistrust in the relationship school-parents and all members. In the demonstration we will show some examples of the contraptions, Thursday missed opportunities in collaboration between formal and informal educational institu- explain their operation, and discuss how the pupils participated and what they gained tions. The findings from this case study were summarized into key conclusions that can by participating in a particular group. be understood as instructions (lessons to be learned) for working with gifted students. Abstracts - Abstracts - Schools are obliged to provide an optimal learning environment for gifted students, but POS 24: Inquiry-Based Excellent Learning: Scaffolds for the Gifted it is very difficult for them to fulfil all the special needs of the gifted, primarily because Marieke Peeters1, Jo Verlinden2, Lana Goossens3, and Lianne Hoogeveen4 of their specialty and uniqueness. Therefore, this described case study speaks in favour 1Radboud University Nijmegen, Science Hub, The Netherlands; 2BCO Onderwijsadvies, The of more systematic inter-institutional cooperation in working with gifted students and Friday Netherlands; 3Science education HUB Radboud University, The Netherlands; 4Radboud Friday closer collaboration between school, parents, informal educational institutions and the University Nijmegen, The Netherlands; l.goossens@science.ru.nl student’s mentor. Based on a pilot study with 10 schools, we developed an approach with different kinds Abstracts - POS 23: Chain Experiment of scaffolds for teachers so they can learn how to differentiate in inquiry-based science Abstracts - Nina Verdel education (IBSE) between regular and gifted children in one classroom. The cycle of IBSE 1 and Jurij Bajc2 consists of the steps: introduction/confrontation; exploration; designing an experiment; 1Student at University of Ljubljana, Faculty of Mathematics and Physics; 2Faculty of Educati- on, University of Ljubljana, Slovenia; nina.verdel@gmail.com conducting an experiment; concluding; presenting, and elaborating/ broadening. Every step has its own goals and with every goal there are different scaffolds which focus on Saturday We demonstrate the activity/project that we carry out in Slovenia for ten years. It is a how to guide and challenge the gifted children in the inquiry process. Within the the- Saturday practical activity that addresses mainly pupils at the end of primary school – in Slovenia matic project called “Perception and action in movement” we will show the scaffolds this is at the age between 12 and 15. The activity involves aspects that are not typical for each phase of IBSE. For example, the teacher will learn how to use concept cartoons for main stream educational processes and this gives excellent opportunity to gifted in order to gain insight into misconceptions of the gifted children, and a “questioning Abstracts - Abstracts - children to express themselves in a different way. Looking from outside, the main goal machine” to learn what criteria are for a good research question. In IBSE, there are three 100 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 101 levels depending on the amount of control of the teacher versus the amount of freedom POS 26: “Education to Talent” and “Gifted Teaching”: Projects for Gifted of the children. We focused on the highest levels, i.e. guided inquiry for the non-gifted Children in Veneto Region – Italy learners and open inquiry for the gifted learners. In guided inquiry, the teacher presents Martina Pedron1, Martina Brazzolotto1, David Polezzi2, Massimo Ronchese2, Daniela Lucan- Thursday the research question and allows learners to construct their own investigation. The open Thursday geli1, and Pier Antonio Battistella2 inquiry level focus on the following types of gifted learners: successful, creative and 1Department of Developmental Psychology and Socialization – University of Padova and autonomous learner. During open inquiry, children perform their own investigation to erview - C.N.I.S. National Association; GATE-Italy Association (Gifted and Talented Education – Italy; erview - answer the research question that they composed themselves. They will learn to have Ov 2U.O.C. NPIA ULSS 16 Padova; GATE-Italy Association (Gifted and Talented Education – Ov an research attitude and to be critical with the information they search for in this digital Italy); martinabrazzolotto@gmail.com age. We present an interactive poster with QR-codes that will send you to the website with materials and video clips of the project. For each step of the inquiry process, we The projects “Education to Talent” (financed by Regione Veneto – Italy) and “Gifted Te- present goals and related scaffolds. aching” (financed by European Social Fund) want to take care of gifted children in the Friday Friday school to ensure that they maintain a motivation equal to their potential. The mission of POS 25: Aistap Summer Camp: an Experience of a Practice-based the projects is to model a system of actions to achieve the “talent” from the distinctive erview - individual qualities of the growing children, developing educational pathways that be- erview - Approach to Music Technology Ov come models in order to allow the full development of cognitive, emotional and social Ov Jacopo Lorenzetti, Victor Zappi, and Anna Maria Roncoroni skills of these talents by a system of supervision aimed at teachers in the classroom. Italian Association for Gifted and Talented Students (AISTAP) – Italy; jlorenzetti86@gmail.com Several partners are involved: Neuropsychiatric for Children and Adolescents Service In a context where technology is merging with many fields of education, digital supports ULSS16 Padova, Department of Developmental Psychology and Socialization – Univer- (such as smartphones and computers) are often being used to increase the learning sity of Padova, C.N.I.S. (National Coordination Specialist Teachers Association), Centro Saturday Saturday experience, and with promising results. It’s worth noting, however, that in the case of Produttività Veneto, Omniacom Association, University of Pavia. “Education to Talent” gifted students the common way of bringing technology into your class may not be and “Gifted Teaching” are the first projects in the whole Italian country. We will describe erview - always the best way; sometimes due to a divergent cognitive style, different approach to the phases of the projects, involving 340 teachers in primary and secondary schools, erview - Ov the tool, or maybe to a lack of motivation. This poster aims to show an alternative appro- and the main results: from the implementation of training in Learning Week mode to Ov ach to digital education, specifically the experience of the 3rd Aistap Summer Camp for subsequent group coaching activities and customized mentoring activities for teachers gifted pupils that included a Music Technology Module. The course had the twofold aim to reach the implementation of project works within the classes. Support for teachers to introduce students to both the physics of sound and procedural programming. In the has been put in place through the development of a model of intervention, by now in first part, students were taught how sound waves travel and interact in real world and the experimental stage, with proposals that could provide tools and procedures useful Thursday Thursday how they are represented in the digital domain. In the second part students were given not only to the gifted child/boy but also to the whole class group. The collaboration with full access to the digital support to build their own test cases. In particular, the task con- corporate partner “Digital Academy” is part of a shared project intended to bring inno- sisted of putting in practice the learnt theories designing and implementing interactive vative solutions to educational needs, with the aid of digital tools. Abstracts - algorithms for digital audio synthesis, using a simple visual programming environment. Abstracts - As results, it stimulated the students’ creativity, who made different design decisions POS 27: The Leiden Approach according to their skills and interests, it allowed the teacher to introduce both theory Lineke Van Tricht1, Lilian Snijders2, and Phil Rhebergen3 and programming with consistency, and also engaged the attention of those students 1Bureau Talent, the Netherlands; 2Ambulante Educative Dienst, The Netherlands; 3SCOL, The Friday who are at high risk of underachieving. This approach, its applicability to other subjects Friday Netherlands; L.Snijders@aed-leiden.nl and the resulting outcome must be studied more thoroughly. A new module featuring the same techniques is currently under development and will be part of the 2014 Aistap In the city of Leiden, the city with the oldest university of the Netherlands, a new initi- Summer Camp. ative was born last year. In this city of knowledge, where so many people develop their Abstracts - Abstracts - skills on many levels, we don’t really have the gifted students in our community in sight. Still, there are many small projects initiated by individuals, ECHA members and other experts, all working with gifted students. The idea came up to combine all the availa- ble knowledge and experience and try to make a joint effort to stimulate the talented Saturday and gifted students and create more opportunities to prevent underachievement. This Saturday project is meant for the age group 0-24 years. This means that preschools, primary and secondary education and higher education like the College (Hogeschool) of Leiden and the University of Leiden work together in this project and cooperate with all the experts Abstracts - Abstracts - in our region. The concept we are working on is to create an (digital) academy for talent 102 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 103 development: “de Leidse Academie voor Talent Ontwikkeling”. At the moment we are This ad hoc evaluation instrument was complemented with an in-depth interview appli- working on the idea and are getting ready to take the next step. In September we would ed to all related parties (like the State Coordinator, the Manager and Team's Personnel like to present our initiative to our ECHA colleagues by means of a poster presentation. in the Regular School's Support Unit, teachers, parents and identified Gifted Students). Thursday The present results will allow detecting the identification procedure's strengths and we- Thursday POS 28: Identifying and Promoting Talented Students at the Department aknesses in order to be able to design an improvement plan. of Art Education erview - erview - POS 30: Specific School Measures Designed for Gifted French Middle Ov Črtomir Frelih Ov Faculty of Education, University of Ljubljana, Slovenia; Crtomir.Frelih@pef.uni-lj.si School Students: Presentation and Challenges Karine Cuer-Buard, Amélie Courtinat-Camps, and Minna Puustinen Admission procedure: Before being admitted to the study programme of Art Educati- GRHAPES, France; karine.buard@inshea.fr on at the Department of Art Education, Faculty of Education, University of Ljubljana, Friday Friday candidates must pass a test for talented students in art. Talent is considered 80% of the The concept of giftedness is recurrently debated in the educational context in France grade, the rest are the results of the learning achievements at high school and exter- (Cellier, 2007), and it has become one of the concerns of the French Ministry of Educa- erview - nal examinations. The proportion between the candidates and the admitted students tion who shows the intention of organizing pedagogical measures adapted to gifted erview - Ov to the study programme is from 1:4 to 1:2, which means that only talented students in students (Tordjman, 2005). Gifted students (i.e., whose intelligence quotient is ≥ 130, Ov art can enter the programme. There are two components of the test: drawing figures cf. the criterion of the World Health Organization) represent, in France, 2.3% of 6-to-16- and painting of still life motifs. Some test samples of drawings and paintings together year-old children and adolescent, that is, 200 000 students. In order to address their spe- with the assessment criteria and the grades awarded will be discussed. Difficulties in cial educational needs some secondary schools propose to these students to pursue assessing of artistic talent are double: how to distinguish talent from knowledge and their schooling in heterogeneous classrooms while benefiting from a specific measure Saturday Saturday how to ensure adequate objectivity of the assessment. After the admission process to (e.g., curriculum acceleration, tutoring, small groups outside school hours). The present the study programme: This part is illustrated with some selected achievements of the communication constitutes the first step of a research whose aim is to analyse in more erview - students of the final year of the Master Year in Experimental graphics elective course. The detail the case of public middle schools that have made that choice. In fact, there exists erview - Ov key competence of the study programme includes autonomy in formulating questions, currently no evaluation of the effects of those specific measures from the viewpoint of Ov exercises and concepts. Students are generally well aware of their own art potentials the school and the teachers, the students, and their families. Our analysis will be based and their “strong” areas; therefore, they select elective courses in accordance with their on Tremblay’s (2012) multidimensional model of quality evaluation which proposes to interests and potentials. evaluate a given measure according to ten interrelated dimensions: pertinence, appro- priateness, congruity, synergy, effectiveness, relevance, impact, well-foundedness, and Thursday Thursday POS 29: Evaluation Based on Evidences of the Identification Process of flexibility. We formulate the hypothesis that such an evaluation will help the field actors the Program of Gifted/ Outstanding Aptitudes Implemented in a Mexican to develop a systemic view of the functioning of the specific measures, to better under- State stand their complexity and thereby improve their flexibility. Within this context, the aim Abstracts - of this communication will be to sum up the situation and clarify the problematic and Abstracts - María Cadenas1, Dolores Valadez2, Rogelio Zambrano2, and África Borges1 the challenges produced by the schooling of gifted students in France. Specific measu- 1University of La Laguna, Spain; 2University of Guadalajara, Mexico; mcadbor@ull.es res implemented in some public middle schools will be presented. This paper presents some preliminary results of an evaluation of the process of identifi- Friday cation of gifted students in one state in Mexico. The evaluation of any program is an ine- Friday vitable necessity, because its implementation is not always in tandem with its planning and requirements. That is evidenced by multiple complaints in the existent literature. In Abstracts - 2006 an intervention proposal called Educative Attention for Students with Outstanding Abstracts - Aptitudes (Atención educativa a alumnos y alumnas con aptitudes sobresalientes) was developed in Mexico. It was implemented that same year in the elementary schools in all the country. Even though it has been implemented for several years now, its impact or efficacy haven't been evaluated yet. This paper is part of a bigger project co-funded Saturday by the Public Education Ministry and The National Council for Culture and Technology Saturday (SEP/SEB/CONACYT). Its objective is to present the preliminary results in the evaluation on the identification process of the Program of Outstanding Aptitudes implemented in one of the Mexican states. The procedure of detection of 365 children identified as gifted Abstracts - Abstracts - students was analysed. An evaluation tool designed explicitly for this program was used. 104 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 105 PAPER SESSION 7: Learning Environment 2 ses and challenges that have been overcome. Students are located across 385,000 km2 and meet online through web conferencing to engage in real time. They are also able Best practice strand asynchronously to access study materials in an online repository. Thursday Thursday Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. PAP 7-3: How the Internet can Help and Support Parents and Gifted Children Location: Boardroom Grafika erview - Petra Leinigen erview - Ov Nationwide telephone counsellor for parents of gifted children for the DGhK in Germany, Ov Chair: Tessa H. S. Eysink Germany; petra.leinigen@dghk-nds-hb.de PAP 7-1: BE COOL!: A Digital Learning Environment to Challenge and To raise a gifted child makes high demands on parents and teachers alike, to satisfy the needs. In Germany, only very few schools offer enrichment for gifted children and only Friday Socially Include Gifted Learners Friday a very low number of teachers have an additional training in gifted education. Just 650 Tessa H.S. Eysink, Alieke M. Van Dijk, and Ton De Jong teachers out of 750 000 have passed the ECHA diploma in Münster, it’s a rare subject in University of Twente, The Netherlands; t.h.s.eysink@utwente.nl erview - teacher training. Home-schooling is forbidden. The German Association for the Gifted erview - Ov Gifted children in regular education are generally not given enough opportunity to de- Child (DGhK) offers free telephone counselling. In ¾ of the calls (average 30 calls per Ov velop their talents. Many teachers indicate that they experience problems in challenging week) the main topics are the child’s longing for information and boredom in school. their gifted children enough. ICT provides us with opportunities to help teachers on About 90% of the callers use the usual search machines but are not aware of further op- this. An example is the BE COOL! learning environment. BE COOL! is a Dutch acronym for tions to get the best from the internet. Depending on the specific needs it is a part of my Stimulating Excellence by Cooperative Inquiry and Design-based Learning. The aim of counselling to help parents to find their way through the World Wide Web in order for Saturday Saturday this learning environment is to provide cognitive challenges for gifted children in regu- them to make specified offers to their child. The library is an option, too, but many offers lar education in such a way that they are socially being included in their own class. The on the internet are much more challenging. Some universities offer distance studies for erview - environment is based on educational practices that have proven to be effective: inquiry gifted children. Competitions in various areas are released on the internet and almost erview - Ov learning, design-based learning, collaboration with gifted peers, cooperation with non- any language can be learned through online-courses. Even musical instruments can be Ov gifted classmates, and differentiation in content, task, and process. In BE COOL!, small practised in online lessons via Skype. Not every offer suits every gifted child or can be af- groups of gifted and non-gifted children work on a socio-technical problem. In order forded by the parents, but the variety of possibilities to improve knowledge by using the to stimulate individual accountability and social interdependence, each child is made internet is more than we had in pre-internet times. Opening parents’ minds for alterna- responsible for a part of the problem and the problem can only be solved if the children tives offered by living in the digital age and encouraging them to go different and most Thursday Thursday work together. Information about the different parts is acquired by inquiry learning. In creative ways in order to help their children is a major part of telephone counselling. this stage, children of the same cognitive level work together. So, gifted children work Examples of what can be learned and found for children in the internet will be presented. together and non-gifted children work together. In this way, all children are cognitively Abstracts - challenged at the level suited for them. After having acquired enough knowledge, all Abstracts - children return to their original group and share their expertise in order to design an effective solution for the stated problem. In the presentation, the underlying theoreti- cal ideas will be presented and we will show how they are implemented in our digital Friday learning environment. In addition, we will discuss the experiences of teachers as well as Friday children who worked with the learning environment. PAP 7-2: Virtual Provisions for Talented Secondary School Students Abstracts - Abstracts - (online presentation) Barbara Bannister New South Wales Department of Education & Communities, Australia; barbara.bannister@det.nsw.edu.au Saturday Saturday Gifted students have been provided the opportunity to study three core subjects throu- gh an academically selective virtual high school in western NSW, Australia. At the same time they continue to attend their local public high school for their other subjects. This Abstracts - Abstracts - article presents the mechanisms that have provided this opportunity, including succes- 106 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 107 PAPER SESSION 8: Teachers PAP 8-2: Introduction of the Concept of a Talented Teacher Best practice strand Katarina Habe Faculty of Education, University of Maribor, Slovenia; katarina.habe@um.si Thursday Thursday Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. The aim of our presentation is to introduce the concept of a talented teacher using dif- Location: Plečnik 2-3 ferent theoretical backgrounds about giftedness and talent (Sternber & Davidson, 2005). erview - erview - We want to establish a concept of a talented teacher deriving from (1) an expertise mo- Ov Ov Chair: Ann Robinson del (Newel & Simon, 1972; Glaser, 1984; Eysenck, 1993; Ericsson, 1993; Gardner, 1993; Simonton, 1994, 1997), (2) the Differentiated Model of Giftedness and Talent (Gagne, PAP 8-1: Effective Teachers of the Gifted: Characteristics, Competencies, 1985), (3) Renzulli’s “ring” model of giftedness, (4) a model of talent realization in women (Reis, 1996, 1998), and (5) a Russian personality and developmentally oriented concepti- Friday and Preparation in the Digital Age Friday ons of giftedness (Bogoyavlenskaya & Schadrikov, 2000; Leitis, 2000). The main model for Ann Robinson1 and Pamela Clinkenbeard2 explaining our vision of a conceptualization of a talented teacher will be The Operation 1Jodie Mahony Center, University of Arkansas at Little Rock, USA; 2University of Wisconsin- erview - Houndstooth (Renzulli, Sytsma, & Berman, 2000), which emphasizes the importance of a erview - Whitewater, USA; aerobinson@ualr.edu, clinkenp@uww.edu Ov wise, satisfied, happy individual, that possess optimism, courage, romance with a topic Ov Teachers develop talents. What role teachers play in talent development, what their stu- or discipline, sensitivity to human concerns, mental energy and vision. In an organizati- dents think about them, and what teachers believe about their talented students are all onal environment there is a large emphasis on identifying and nurturing high-potential part of the complex story of educators in gifted education (Robinson, 2014). How we talents in a working place. On the other hand our society is still blind in recognizing the prepare teachers to develop student talents, particularly in the digital age of just-in-time importance of high-potential talents in the educational working environment. A new Saturday Saturday professional development, presents us with the practical problem of educating teachers era needs talented children who will lead our society to a social capital benefit society. to work effectively with their high ability learners (Robinson & Kolloff, in press). When And these talented children need talented teachers who will inspire them with their wisdom and personal qualities. We share Renzulli’s (2002) belief, that “The conception of erview - the political and economic context makes it necessary to provide teacher professional erview - Ov development with very limited resources, online and blended instructional models can giftedness needs to expand beyond the traditional group of gifted individuals, defined Ov be helpful. One example of such a model comes from the U.S. state of Wisconsin. The by normal-curve approach, to broad and diverse populations.” and that “Giftedness in sole gifted education certificate program there is a pragmatic collaboration between the new century will have to be redefined in ways that take co-cognitive components two state universities (Clinkenbeard & Gould, 2009). Courses are taught fully online or into account“. in blended format and usually enroll teachers from throughout Wisconsin. A newer “co- Thursday Thursday hort” model involves 30 teachers from one school district who are currently pursuing Pap 8-3: The Role of the School Principal in Gifted Education the gifted teacher certificate through an online/blended format. The universities pro- Colm O'Reilly1, Margaret Sutherland2, Niamh Stack2, and Kimberley Chandler3 vide discounted tuition; professors and gifted specialists teach with special attention 1Dublin City University, Ireland; 2University of Glasgow, UK; 3College of William and Mary, Abstracts - to local needs; and the school district reimburses teachers for the majority of their gra- Abstracts - USA; colm.oreil y@dcu.ie, margaret.sutherland@glasgow.ac.uk, niamh.stack@glasgow.ac.uk, duate tuition. Whatever the model of professional development, key consideration in klchan@wm.edu the effective preparation of teachers is the use of standards, guidelines, or programs of study, grounded in the research on gifted students and best practice in gifted educa- This paper will illustrate the important role of the principal in shaping the agenda in Friday tion and developed through consensus. Such consensus models exist worldwide. The schools in relation to meeting the needs of gifted students. This international study will Friday ECHA Diploma has encouraged a network of university preparation programs across Eu- look at the experiences of principals in the Scotland, Ireland and the United States, thro- rope. In the United States and Canada, research-based standards were developed thro- ugh a series of interviews where they share their insights and understanding of the field ugh professional associations. An analysis of these consensus documents provides an of gifted education. Abstracts - Abstracts - opportunity to align expectations for effective teachers of the gifted across programs, The role of the principal has rarely been considered in the literature relative to mee- institutions, and countries. ting gifted students’ needs. Most references concern general program development issues. In many cases, principals may have little or no training in gifted education, or even any interest in gifted education, particularly given all of the requirements of their Saturday roles. Principals have a tremendous influence on how time is scheduled and utilised to Saturday support highly able pupils. To develop comprehensive support for gifted children, the school management should have at least a working knowledge of gifted education. In this presentation, we will share the results of a study that examined the role of school Abstracts - Abstracts - leadership in addressing the academic and social-emotional needs of gifted pupils. 108 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 109 This case study research had two purposes: 1) to examine the responsibilities of princi- answered by professionals working at our pre-school. With the questionnaire tried to pals relative to gifted education in their schools and 2) to determine principals’ knowled- find out the following: the level of awareness about the importance of early discovery of ge of gifted education principles and the district policies regarding gifted education gifted children, which adjustments the staff would be ready to apply in their work with Thursday programming. This research is particularly valuable since it provides an insight into how gifted children, and what kind of experience do our pre-school teachers already have Thursday gifted education is conceptualised and placed within these systems and the similarities in this field. The results of our questionnaire show that appropriate encouragements and differences experienced across the contexts. The themes emerging from this study of gifted children in the pre-school period are very important and that gifted children erview - erview - include issues related to limited resources, the provision of additional support and how tend to stay overlooked among other children. It is very important to establish good co- Ov Ov this support could be implemented. operation with gifted child's parents. But on the other hand it is equally important to let the child enjoy its childhood and not to burden it with high-performance expectations. PAP 8-4: Online Professional Learning in Gifted Education Friday Lesley Henderson PAP 9-2: Identifying Talented and Self-Regulated Learners in Preschool Friday Finders University South Australia, Austraila; lesley.henderson@flinders.edu.au and Reception Diane Montgomery erview - Professional learning for educators in the field of gifted education is an essential compo- erview - Ov nent of effective provision for gifted students. However, in Australia there are very few Middlesex University, USA; dmont507@aol.com Ov initial teacher education courses which include gifted education as a mandated subject. It is possible to identify the most prodigiously talented infants by their intellectual capa- This paper will document the development of an online professional learning course in bilities and achievements compared with normal individuals and standardised tests can gifted education which responds to the challenge of teacher education using the oppor- be used to confirm this. These talented children are often described as “little professors”. tunity provided by access to the online learning environment. However not all talents express themselves in the early years or in such ways and more Saturday Saturday subtle methods are needed to identify them. It is possible that some talented children despite hostile or disadvantaged cultural and linguistic environments harbour a special PAPER SESSION 9: Preschool erview - quality that will eventually enable them to succeed to become high achievers later in erview - Ov life. During research on early literacy in 5 Reception classes it was noted that specific chil- Ov Best practice strand dren had a greater facility for learning from the adults in their environment than many of the other children without necessarily seeming to be directly taught. This appears to Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. be the early sign of a talent for self-regulated or autonomous learning. At present it can Location: Plečnik 4 only be estimated how far this type of talent can lead to later success but it could be Thursday Thursday related to that special “spark” that Freeman (2013) referred to based on her interviews Chair: Diane Montgomery with gifted infants. Abstracts - PAP 9-1: A Gifted Child in Pre-School PAP 9-3: Exploring the Material by Talentenlijn and Learning How to Abstracts - Katarina Ukmar and Natalija Trebušak Recognize Gifted Toddlers Pre-school Kolezija, Slovenia; ukmarkatarina@gmail.com Willeke Rol In this article we would like to present a case of good practice. We are presenting a gifted Bright Kids, The Netherlands; willeke@brightkids.nl Friday Friday pre-school child case study in which we linked our practical experience with theoretical Good supervision (nursery) and good education (kindergarten) should reflect the per- knowledge. We describe identification of a gifted child, co-operation with his parents, sonality and development of a toddler, a toddler must and should be themselves. Ta- specific activities and adjustments in the pre-school care. Our activities and steps in the lentenlijn Peuters (Toddlers) is designed to meet the specific needs of toddlers with a Abstracts - process of gifted child's treatment in pre-school: (1) Regular co-operation with gifted Abstracts - developmental advantage. Talentenlijn offers the possibility to create the appropriate child's parents: exchange of information, frequent discussions about the child. (2) As- education and counselling in a group. Alongside using the “Talentenlijn” materials and sessment of gifted child by the psychologist. (3) Pre-school teacher, teaching assistant concepts, it is also important that our focus continues to be about learning about the and counsellor prepared an individual program that defined adjustments and work needs of toddlers. In order to achieve this, think about enriching group activities, wor- methods for the gifted child. The program included activities that took place parallel in Saturday king different angles on current materials or strategies and using game situations with Saturday the pre-school and at home. (4) The pre-school connected with primary school. Several specific assignments. volunteers from the 9th grade of primary school were actively involved in “tutoring” the gifted child. The fact that importance of early discovery of gifted children is ever more Abstracts - significant also increases the importance of the role of pre-school teachers in working Abstracts - with gifted children. In our article we are also presenting results of the questionnaire, 110 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 111 PAPER SESSION 10: Personality & Social self-concept of intellectually supernormal children in accelerated program was lower than intellectually average students in regular programs. The present study is to explore Scientific strand the self-concept development of intellectually supernormal children aged from 10- to Thursday 13-year old in enriched gifted program, and to examine whether the BFLEP exists in stu- Thursday Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. dents from enriched gifted program for intellectually supernormal children. A total of Location: Plečnik 5 412 children aged from 10 to 13 years old were investigated. The students were divi- erview - erview - ded in three groups: Group1 is intellectually supernormal children from enriched edu- Ov Ov Chair: Maureen Neihart cational program; Group 2 is intellectually supernormal children from regular program; and Group 3 is intellectually normal children in regular program. The Song-Hattie self- PAP 10-1: Self-Esteem, Optimism and Academic Achievement of Gifted concept inventory was used for collecting data. The results showed a general decline in Adolescent Females in Singapore academic self-concept for intellectually supernormal children from 10- to 13-year old, Friday Friday Doreen Yoke Leng Tan1 and Maureen Neihart2 no significant difference between group 1 and 2. Perhaps it can be concluded that the 1School of Science and Technology; 2National Institute of Education Singapore; academic pressure may explain the declined self-concept of intellectually supernormal erview - maureen.neihart@nie.edu.sg children from accelerated gifted program. The Further discussion about BFLPE will be erview - Ov presented as well. Ov Gifted girls and women seem to face common barriers to achievement that include fe- elings of self-doubt, pressure to conform, undemanding school curriculum, unrealistic PAP 10-3: Is Being Gifted Always an Advantage? The Relationship expectations and a lack of career planning. This study provided an Asian perspective on between Social Acceptance, Self-concept and the Use of Facebook among gifted gifted girls’ psychological adjustment by investigating patterns of well-being in a Gifted and Non-gifted Pupils Saturday sample of gifted adolescent girls ages 12-16 in Singapore. Patterns in self-esteem, opti- Saturday mism and academic achievement were investigated in a sample of 401 gifted adolescent Marina Horvat1, Urška Aram1, Nina Jurinec1 and Katja Košir2 girls who were enrolled in a single-sex school for the gifted. Self-esteem was measured 1Faculty of Arts, University of Maribor, postgraduate student, Slovenia; 2Faculty of Educati- erview - erview - using the Coopersmith Self-Esteem Inventory while optimism was measured using The on, University of Maribor, Slovenia; katja.kosir@uni-mb.si Ov Ov Youth Life Orientation Test (YLOT). Results indicated variations in developmental were Many studies imply a strong relationship between giftedness and academic performan- trajectories. Contrary to research findings in western studies, self-esteem remained qui- ce. These findings often lead to an early conclusion that gifted pupils are also superior te consistent across grade 7 to 10. Significant upward trends were observed in the Gene- in other fields of their functioning, including peer relations. The aim of the present study ral Self and Social Self-Peers subscales of the CSEI. Contrary to research in Asian studies, was to examine the role of giftedness in social acceptance, different aspects of self-con- Thursday the girls were significantly more optimistic than pessimistic. The findings also indicated Thursday cept and behaviour in social networks (operationalized as use of Facebook). More speci- that Total Self-Esteem and optimism predicted academic achievement and that opti- fically, we were interested if gifted pupils are more popular among schoolmates, have a mism was not a mediating factor in this relationship. The findings suggested that the better self-concept and if giftedness is in any way connected with some aspects of Face- Abstracts - girls experienced good psychological well-being overall. Results may suggest that that book usage in the sample of 6th to 9th grade pupils in elementary school. Three measures Abstracts - there are socio-affective benefits in grouping gifted girls in an all-girls’ educational envi- of social acceptance were used: peer acceptance (measured by sociometric procedure ronment that serves to cater to their gifts and talents. We discuss the role of educational, using positive and negative nominations), teachers’ assessment of social acceptance in cultural and social contexts in the development of gifted adolescent girls. class and pupils’ self-perceived social acceptance. The Self Description Questionnaire Friday (SDQ-II) was employed for measuring academic, social and general self-concept and the Friday PAP 10-2: Self-Concept of Intellectually Supernormal Children Aged from Facebook Intensity Scale (FBI) for assessing intensity and frequency of Facebook use. 10 to 13 Years Old in China: How Does Enriched Education Setting Affect It? Preliminary findings suggest that gifted pupils are academically more successful (have Abstracts - Xiaoyan Li1 and Jiannong Shi2 higher grades) and compared to non-gifted pupils have better self-concept. However, Abstracts - 1University of Chinese Academy of Sciences, Xingli Zhang, Institute of Psychology, Chinese no significant differences were found in general or social self-concept nor in any of all Academy of Sciences, China; 2Department of Learning and Philosophy, Aalborg University, the three measures of social acceptance between gifted and non-gifted pupils. Accor- China; shijn@psych.ac.cn ding to the teachers’ ratings, there is a slight tendency towards better acceptance of Self-concept of intellectually supernormal children has received a great deal of attention gifted pupils; however, the difference was not significant. Results also indicate a tenden- Saturday cy of less frequent use of Facebook by gifted pupils. Saturday recently because it correlates with many other psychological characteristics and educa- tional outcomes. The big-fish-little-pond effect (BFLPE) proposed by Marsh in 1984, on Evidence of this preliminary analysis suggests that gifted pupils are indeed more su- account of social comparison theory, examined by many studies afterwards. It is suppo- ccessful in academic performance, but that does not necessarily translate to better peer Abstracts - sed that the academic self-concept of equivalent students is lower in high ability schools acceptance. More research is needed to determine the social life of gifted pupils in ele- Abstracts - than in low-ability schools. Previous studies in China also found that the academic mentary school. 112 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 113 PAP 10-4: The Relation between the Social Status and the 2006). In their study, Goldhammer et al. (2014) found that higher achieving students Ego-Development of Academically Accelerated Children need less time for good performance in routine tasks but use more time for better attain- Olga Wagenaar1, Eddie Denessen2, and Lianne Hoogeveen3 ment in more complex tasks. In this study, we explore the time use of Finnish mathema- Thursday 1 tically high performing 9th students as compared to their less able peers in a low-stakes Thursday ECHA, The Netherlands; 2RU Nijmegen, The Netherlands; 3Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands; olga@ozobegaafd.nl CBA measuring verbal and mathematical reasoning. Using CBA log data, two questions were addressed: 1) Do students showing higher ability in a high-stakes curricular mathe- erview - erview - The decision whether or not to accelerate a student is relatively easy to make on the co- matics test excel equally in the concurrent low-stakes CBA? and 2) Do the high ability Ov Ov gnitive level, but it is much harder on the psychosocial level. Previous studies suggest to students differ from their peers in their time-on-task in the low-stakes CBA? To answer pay more attention to the social-emotional development of young accelerated students the questions, a structural equation model (SEM), construed to explain students’ per- and their relations with classmates. The goal of this research is to make a first step in inc- formance in the CBA by prior attainment (GPA), motivational attitudes disclosed in a reasing the insight in the psychosocial aspects of the acceleration of students. Research simultaneously administered self-report questionnaire, and time-on-task as a mediating Friday Friday question: To what extent is the social status of accelerated children related to their ego factor was fitted to a nationally representative data of 4249 Finnish ninth graders (mean development? Design: A mixed-methods design with a large scale quantitative study on age 15.9 years) using the whole cohort (cf. Kupiainen et al., 2014) as a reference point. erview - social status and a qualitative small scale study to gain insight in the psychosocial deve- Preliminary results show that the high ability students spent on average more time on erview - Ov lopment of five accelerated children with diverse social statuses. Method: 305 students the CBA tasks than their less able peers. The difference was bigger in mathematical than Ov in their first year of secondary schools participated. Students were clustered into five in verbal reasoning (for incremental groups of 10% in the curricular math test, the effect sociometric status groups (accepted, rejected, neglected, controversial and average). A size was eta2 = .084 vs. eta2 = .034). Differences between the groups were bigger in the questionnaire contained ten behaviour reputation descriptions (five positive and five reasoning tests (eta2 = .255 vs. eta2 = .241), indicating that the more time spent on the negative) and The Dutch “ZinnenAanvulLijst Curium (ZALC)” was administered during tasks paid dividends in the form of better results. The presentation will centre on the Saturday Saturday an interview to assess the level of ego development of the five case-study students (im- fitting of the SEM model on the more able vs. average and weak students. pulsive, self-protective, conformist, self-aware and conscientious). These were compared erview - to different age norms. Results: Accelerated students had less positive reputations than PAP 11-2: A Componential Analysis of Gender Differences in General erview - Ov non-accelerated students (F(2,302) = 3.46; p = .03). Levels of ego-development of the Mathematical Ability: A Case From The EPTS (ÜYEP) of Turkey Ov accelerated students were rather high. Three of the five case study students showed le- vels of ego-development higher than the age norm of their classmates. Higher levels of Ulku Ayvaz1 and Ugur Sak2 1 ego-development were related to more positive social statuses of accelerated students. Abant Izzet Baysal Unıversity, Turkey; 2Anadolu University, Turkey; We have found indications for a relation between psychosocial development and social ulku.yesilyurt@gmail.com Thursday Thursday status of students. Since the research group was rather small, more extensive research is Gender differences in mathematical ability is a topic that has been extensively studied needed to further validate this relation. in the area of mathematics. The reason that many studies have been conducted about the topic for years is the contradictory results of different studies. The aim of this study Abstracts - was to investigate gender differences in general mathematical ability and sub-tests of Abstracts - PAPER SESSION 11: Mathematics mathematical ability. With this purpose, the Test of Mathematical Talent (TMT) develo- ped to identify talented students in mathematics was used as data collection tool. TMT Scientific strand includes eleven sub-tests as number series, numerical analogy, linear logic, conditional Friday logic, algebra, numbers-measurement, geometry, statistics and probability, figurative Friday Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. rotation, figurative series and figurative analogy. The study included 1393 6th grade Location: Boardroom Risba students who applied for admission to the Education Programs for Talented Students (ÜYEP), an after school program for mathematically and scientifically talented students. Abstracts - Abstracts - Chair: Risto Hotulainen 683 of the participants were girls and 710 of the participants were boys. The gender differences in mathematical ability were investigated by general mathematical ability, PAP 11-1: Mathematically Highly Able Students’ Time Use in a sub-tests and top %10 of the participants. Two-factor ANOVA, one-factor MANOVA and Computer-Based Reasoning Test Mann-Whitney U Test were used to investigate gender differences in general mathema- Saturday Risto Hotulainen, Sirkku Kupiainen, and Mari-Pauliina Vainikainen tical ability, its sub-tests and top %10, respectively. Findings show that there was a signi- Saturday University of Helsinki, Finland; risto.hotulainen@helsinki.fi ficant gender difference in terms of general mathematical ability favouring boys. Boys also scored significantly higher than girls in number series, numerical analogy, linear lo- Computer-based assessment (CBA) with the ensuing log data has raised Carroll’s (1963, gic, conditional logic, algebra, numbers-measurement and figurative rotation sub-tests Abstracts - 1989) concept of time-on-task again to the forefront of assessment research (e.g., Wise, Abstracts - while girls’ and boys’ performance did not differ in geometry, statistics and probability, 114 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 115 figurative series and figurative analogy sub-tests. Although the proportion of boys in this research was on these productive behaviours. Psychology students (N = 32) catego- the top %10 was significantly higher than that of girls, their performance level did not rized individually presented behaviours into as many groups they wanted according to significantly differ in mathematical ability and its sub-tests. their implicit theories of creativity content. Factor analysis resulted in distinct domains of Thursday creativity, each consisting of activities (behaviours), subsequently graded on number of Thursday PAP 11-3: Acceleration and Well-Being at Age 50 in the Top 1% in characteristics. Behaviours were rated on how indicative for creativity (i.e. in what extent Mathematical Ability does the teaching staff (artists, scientists, teachers, school psychologists) consider each erview - erview - behaviour as a sign of creativity in children), how much knowledge is needed, how de- Ov Stijn Smeets1, David Lubinski2, and Camilla Benbow2 Ov pendent on intelligence, how much effort is needed for each behaviour etc., altogether 1Center for the study Giftedness, Radboud University Nijmegen, The Netherlands; 2Vander- bilt University, USA; s.smeets@its.ru.nl on eleven theoretically relevant characteristics (rater α's >.9). Implicit structure of cre- ative behaviours, number of types of activities, number of domains, and continuity of This study investigated the association of well-being at midlife in the top 1% in mathema- behaviours according to the complexity within domains, were assessed. In an attempt Friday Friday tical ability and skipping one or more grades in high school (study 1) and advanced and to evaluate creativity defined and graded as behaviours, teaching objectives were dis- enriching pre-collegiate STEM learning opportunities beyond the norm in high school covered, creating a useful taxonomy of creativity as domain specific teaching ideas for erview - (study 2). Subjects scored in the top 1% in mathematical ability at or before age 13, and educational work on development of creative-productive giftedness. erview - Ov were followed-up at age 50. Outcomes included positive affect, negative affect, life sa- Ov tisfaction, psychological flourishing, career satisfaction, relationship satisfaction, core PAP 12-2: Thinking Creatively through the CREACT: Creative Reversal Act self-evaluations, and health at age 50. Confounding background covariates (including in Thinking and Teaching ability, SES, and motivation at age 13) were controlled for using (generalized) propensi- Ugur Sak ty score matching. Most well-being outcomes did not show any statistically significant Saturday Anadolu University, Turkey; ugursak@gmail.com Saturday differences between accelerants and non-accelerants; both groups reported positive well-being and good health. If differences were found, they favoured the accelerants. The focus of this talk is to review the CREACT (Creative Reversal Act), its theoretical back- erview - ground, and to present research studies carried out on its effectiveness on students’ cre- erview - Ov ativity. The CREACT is a creative teaching technique (Sak, 2009) developed based on the Ov PAPER SESSION 12: Creativity theory of the janusian process that was originally proposed by Rothenberg (1971). The janusian process plays a role in many creative accomplishments, such as the theory of Scientific strand natural selection proposed and the general theory of relativity. Creative ideas holding oppositions, paradoxes, and paradoxical metaphors can be produced through the use Thursday Thursday Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. of the CREACT. It is composed of five steps: construction, segregation, opposition, com- Location: Ravnikar Hall bination and elaboration processes. A series of research was carried out on the effecti- veness of the CREACT. One of the studies showed that the use of the CREACT improved Abstracts - Chair: Željko Rački students’ creative performance significantly on the poem and story tasks, but had a low Abstracts - effect on their creative performance on the paradoxes task. Second study involved stu- PAP 12-1: Domain Specificity and Continuum in Education for Creativity dents’ performance on concept learning and construction of paradoxes. In this study, in Gifted Children and Adolescents experimental groups showed higher performance than did the control groups on the Friday both tasks. In another study, the social validity (social acceptance) of the CREACT was in- Friday Željko Rački Faculty of Teacher Education in Osijek, Croatia; zracki@ufos.hr vestigated. Students’ satisfaction with use of the CREACT was found very high. Research findings imply that the CREACT can be used effectively in a variety of settings, including The paper deals with partial domain specificity of creative behaviours and how their classrooms and workplaces. Abstracts - Abstracts - characteristics affect educational efforts and giftedness theory. When creative-produc- tive giftedness is operationalized as observable activities to involve children in, clear PAP 12-3: The Paradoxical Inhibition of Creativity with Highly Gifted guidelines for instruction can be set according to the domains of creativity. This research Underachievers: a Longitudinal Study Based on a Mixed-Methods Design aims to present creativity as a continuum of clearly stated behaviours, partially domain specific, and weakly hierarchically organized. In the period from 2006 to 2014 children Lony Schiltz Saturday Saturday and adolescents (aged 6 – 15; N = 671) listed behaviours they engaged in in extracurri- Hôpital Kirchberg Luxembourg, Luxembourg; lony.schiltz@education.lu cular time. Their converging list was supplemented through extensive ongoing research. The historical evolution of the conceptualization of the links between giftedness and A list of 313 behaviours was compiled, covering broad range of activities (informatics, creativity is analysed. We present the results of a prospective follow-up study of N=78 hi- Abstracts - research, robotics, mathematics, drawing, painting, sculpting, drama, etc.). The focus of Abstracts - ghly gifted students suffering from school failure at the beginning of adolescence. They 116 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 117 were treated with music psychotherapy for 6 months. The outcome study is based on a very young age, in the first years of primary education. In comparison with other co- a mixed-methods design combining psychometric scales, projective tests and expres- untries, gifted students in the Netherlands are notably lagging in primary education. In sive tests. With the help of optimal scaling techniques (PRINCALS) we extract latent di- Primary Education in the Netherlands over the last 10 years many initiatives have been Thursday mensions out of the correlational matrixes of the Delta values, opening tracks for future taken to improve the education for cognitively gifted children. In Secondary Education Thursday research. The results of the study are discussed at the light of recent research results in a sufficient approach is still lagging. At Bonaventura College Leiden therefore in 2011 developmental and clinical psychology of adolescence. an investigation is launched into an approach to prevent underachievement of pupils erview - erview - in the early years of secondary education and into ways to fight it. After a screening Ov Ov of a group of 210 students in the first class of the Lyceum a group of 28 students is WORKSHOP SESSION 2 selected with obvious risk factors for underperformance. For these students is in col- laboration with the Dutch Centre for the Study of Giftedness an individual pedagogy Possibilities & Challenges of Digital Age for the Gifted designed in the form of tutoring. Of each selected student risk factors were mapped and Friday Friday these constituted the basis of an individual counselling. After 1 year, the risk factors were Time: Thursday, 18 September: 3:20 p.m. – 4:20 p.m. decreased by approximately 50%. In general, the students were happier than before. erview - Location: Martin Krpan Hall In the workshop the research process and results will be presented first and after it the erview - Ov approach will be demonstrated in an interactive manner. In relation to the conference Ov WOR 3: The Impact Technology has on the Areas and Levels of theme also the method of Flipping the Classroom will be demonstrated. Flipping the Development of Gifted Children Classroom is a method in which class 'knowledge transfer' is replaced by videos and Koenderink Tijl any other forms of online instruction. Students can use the knowledge thus outside the Novilo Talent Development, The Netherlands; tk@novilo.nl school and learn the regular subject material. There is so more classroom time available Saturday Saturday to answer questions, individual attention, enriching, designing education and research When trying to look at the development of gifted children in a holistic sense and dig based education. Flipping the Classroom can contribute to differentiated teaching and deeper you find the Integral Model as developed by Ken Wilber and others. Based on, erview - makes it possible for students to get instruction at their own pace. erview - among others, the developmental levels of Kegan and the needs hierarchy of Maslow it Ov Ov integrates many different perspectives on personal development. Because of the multi-facetted approach it gives a whole new meaning to a disharmonic SYMPOSIUM 2 profile. There might be a disharmony between cognitive intel igence and morals, or be- tween interpersonal intel igence and worldview. In this workshop we wil unravel specific Trends in Research and Theory of Giftedness Thursday Thursday cases based on this model and come up with stage and level appropriate interventions. The author wil draw on his extensive work with gifted children who either got stuck in Time: Thursday, 18 September: 3:20 p.m. – 5:30 p.m. school or turned into dropouts. In this process we wil explicitly look at the ways tech- Location: Plečnik 1 Abstracts - nology is hindering the development of children and where it actual y offers solutions. Abstracts - SYM 2: ECHA – Training – Present Situation and Future Perspectives of Time: Thursday, 18 September: 4:30 p.m. – 5:30 p.m. Further Education Location: Martin Krpan Hall Organiser: Christian Fischer, University of Münster, Germany Friday Discussant: Marca Wolfensberger, Utrecht University, The Netherlands Friday WOR 4: A Taylored Pedagogy to Prevent Underachievement in Dutch Secondary Education Being a teacher is a very responsible assignment and teaching the more able students may be even harder. Considering the teacher as the most important factor in adequate Abstracts - Karin Koens1 and Phil Rhebergen2 education for the gifted, and to make sure they can comply this difficult task, Prof Franz Abstracts - 1ECHA Netherlands, The Netherlands; 2SCOL, The Netherlands; Mönks, the then President of the European Council of High Ability (ECHA), developed k.koens@bonaventuracollege.nl; p.rhebergen@scoleiden.nl in the last decade of the last century a teacher training, now better known as the ECHA Research of the Dutch National Council of Education in 2007 shows that between 10 training (European Advanced Diploma in Gifted Education). Since then, this training is offered in different European countries. In this symposium the four presenters will show Saturday to 18% of pupils in primary education in the Netherlands performs less than expected Saturday and that the degree of underperformance increases as the potential of the students is how they, offering the ECHA training, help teachers in various European countries within bigger. It is certainly not only the highly gifted students who insufficiently benefit from a talent support network, to become “Specialists in Gifted Education”. In addition to the education. Other research suggests that it is the “mildly gifted” students (IQ between present situation, the participants also focus future perspectives of the ECHA training Abstracts - (“European Master in Gifted Education”) concerning the great challenge to teach highly Abstracts - 120 - 129) who are most at risk of underachievement. This underperformance arises from able students, now and in the future within a digital age, adequately. 118 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 119 SYM 2-1: Teacher Training in the Netherlands important way. ECHA-Austria was founded in 1998 as result of a large demand on coor- Lianne Hoogeveen dination. The main purpose of ECHA therefore is to serve as a communication network Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands; and to promote the exchange of information from people who are interested in suppor- Thursday ting the gifted. The aims of this association are among other to organize annual confe- Thursday l.hoogeveen@its.ru.nl rences for teachers holding the ECHA-diploma or the ECHA-certificate, for officials in The Center for the Study of Giftedness at the Radboud University Nijmegen has offe- the school administration and for researchers and students. ECHA Austria is publishing erview - erview - red the ECHA training since 1992. Since then, hundreds of teachers of Primary and Se- books including recent research and experiences in practice. Petra Summer presents the Ov Ov condary Education, but also psychologist, who are working in education, have become current situation of ECHA-Austria and gives a survey of new developments and tenden- Specialists in Gifted Education. Because of their training, and the research required in cies in teacher-training-programmes for gifted education (ECHA-Courses). order to obtain their diploma, gifted education in the Netherlands has improved. In this symposium, we will show how we train our teachers, we will also show some interesting Friday SYM 2-4: ECHA training: The Who and the Why Friday research projects from our students as well as give an overview of their activities after they have complete the course. One of the things they can do from September 2014, is Anna Maria Roncoroni1 and Marca Wolfensberger2 1Italian Association for Gifted and Talented Students; 2Utrecht University, The Netherlands; erview - continuing their studies, enrolling in the International Master Program “Gifted Educati- erview - gifted@roncoroni.eu Ov on” at the Radboud University in Nijmegen. With the International Centre for the Study Ov of Giftedness at the University of Münster, we are realising a Joint Master Program that In Italy, except the Bolzano area, there is no ECHA training or any other type of profes- we hope to offer from September 2015. sional training for teachers, excluding courses of just some tens of hours. In order to better understand the reasons of this “choice”, it is necessary to go in deep in the Italian SYM 2-2: ECHA-Teacher Training: Further Developments in Germany scholastic system. As measured by the International students assessment (TIMSS, PIRLS Saturday Saturday Christian Fischer AND PISA), our students competencies slowly decrease starting from primary to high University of Münster, Germany; ch.fischer@uni-muenster.de school. We are just one of the best schools in the world that allows students to get an In- erview - termediate level of knowledge. To understand the reasons why we are an “intermediate” erview - Ov The International Centre for the Study of Giftedness at the University of Münster offers school, we have to know where we come from but also where we are going. Investing in Ov the ECHA-Diploma teacher training in Germany since 2001. Since then, several hundreds Human Capital now is becoming a necessity from an economical point of view: most of of teachers received the European Advanced Diploma in Gifted Education in Germany. times, the cultural changes has an economical reason because Economy is the driving These teachers not only have had important influence in the field of gifted education force of the world. When we will becoming aware that investing in Talent development programs, but also on the general school development in Europe. This underlines the is one of the best way that can lead us out of the economic crises that we are living now, Thursday Thursday necessity of further developments from the ECHA-Diploma to the European Master De- ECHA training will become a necessity, as well as all other activities directed to our most gree in Gifted Education, to meet the great challenge to teach highly able students as high ability students. well as to promote individual needs in general, now and in the future, adequately. Based Abstracts - on the module structure of the ECHA-Diploma teacher training, this Master program Abstracts - focusses in depth theoretical competencies about conceptions of giftedness, diagnostic competencies in identifying the gifted, didactic competencies in educating the gifted, communicative competencies about counseling of the gifted and structural competen- Friday cies about implementation of gifted education programs including perspectives for life- Friday long learning. This Master Program should be combined with a Joint Master Program to- gether with the Center for the Study of Giftedness at the Radboud University Nijmegen. Abstracts - Abstracts - SYM 2-3: European Advanced Diploma in Gifted Education: Present Situation and Future Perspectives Petra Wolfsberger ECHA, Austria; petra.wolfsberger@lsr-noe.gv.at Saturday Saturday The European Advanced Diploma in Gifted Education is a well-established programme in different European countries like the Netherlands, Hungary, Austria, Switzerland and Germany. More than 2500 teachers have graduated with the ECHA-Diploma: “Specia- Abstracts - list in Gifted Education” and promote the gifted education movement in Europe in an Abstracts - 120 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 121 Time: Friday, 19 September: 8:15 a.m. – 8:45 a.m. Abstracts - Friday, 19 September 2014 Location: Martin Krpan Hall Thursday DEM 5: Using Coaching in Educational and Counselling Work with Gifted Thursday Trends in Research and Theory of Giftedness Students erview - Ajda Erjavec Bartolj erview - Ov Gimnazija Bežigrad, Slovenia; ajdaerjavec@gmail.com Ov DEMONSTRATION SESSION 2 Best practice strand The author argues that coaching – a non-directive approach to supporting one's thou- ght process – seems to be very useful in educational circumstances. This argument also applies to using particular coaching skills and competences, which seem to be quite ge- Friday Time: Friday, 19 September: 8:15 a.m. – 8:45 a.m. Friday Location: Ravnikar Hall neric and desired in many social professions. Many teachers and counsellors are already quite active in using coaching skills, even if most of them are not aware that their spe- erview - cific (personal) communication patterns are very similar to using this “new” approach. erview - Ov DEM 4: Challenging mix of Geometry and Algebra, Through the Use of More and more educators, including the author, take up the opportunity to participate Ov Dynamic Software in more “tangible” education for providing professional coaching services. The demo- Elisabet Mellroth stration reflects upon three years of author's experience in using coaching skills in the Karlstad Municipality, Sweden; elisabet.mellroth@gmail.com classroom, within mentorship relations (psychology classes for 16 – 19-year-old gifted students) and in her practice as school counsellor. She also presents a few short case stu- Saturday Geometry and algebra are tightly connected. But when learning geometry and algebra Saturday in at least the Swedish compulsory school and even in upper secondary school, those dies that describe results of coaching use in her practice of school counsellor and show topics are rarely or only vaguely connected. Geometry are mostly educated through vi- how coaching can be used to support talent enforcement and/or development. This can erview - be achieved through supporting and challenging (already existing) intrapersonal pro- erview - sual pictures, everyone knows for example what a circle is. Or they think they know. They Ov cesses, which are directly linked to students’ area(s) of giftedness - by asking “the right Ov also think they know what a distance is. Through the use of dynamic software, probably GeoGebra, it is possible to challenge students’ conceptions in geometry and connect questions at the right moments”. On the other hand, coaching can also contribute to them to algebra. This challenge creates a curiosity, and endurance I believe especially individual's talent development/management in a more indirect way, through progress among gifted students. The demonstration shows how dynamic software can be used to in other areas (i.e. forming a healthy image of self…). The author’s experience shows that a variety of gifted students can benefit from the use of coaching – both in individualized Thursday challenge the visual concepts of geometry and motivate students to connect geometry Thursday with algebra. In the demonstration it will also be discussed why the tool can be used and group circumstances. The author argues that using the mentioned approach ideally to challenge gifted students. For example, using a software instead of paper and pen fits into the frame of working with gifted adolescents – especially, because it can be used offers the student a bigger opportunity to faster and easier test his or hers ideas. This is to support different kinds of talents (cognition, creativity, interpersonal skills, sports…). Abstracts - Certain conditions, which will be discussed during case study presentation, should be Abstracts - a strength because of the fact that the idea often is quicker than the hand for a gifted student. At the time of this application the tool has not been tested on students, but 15 provided for successful implementation. years’ experience as a math teacher, with an ECHA-diploma, and as a research student in math education, I feel comfortable with the idea. It is probably also a task that can be Friday Friday used in research to observe students for example using patterns of actions described by Kiesswetter (1985). It will be very interesting to discuss the task with people from other countries. Abstracts - Abstracts - Saturday Saturday Abstracts - Abstracts - 122 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 123 PAPER SESSION 13: Learning Environment 1 primary school, which has got a Tablet PC’s. We were interested how the use of ICT tech- nologies affects the responsiveness of students, their interest in the matter and remem- Best practice strand bering information obtained in this way. Teachers have implemented 10 lessons with Thursday gifted students. Some teachers used Skype, other online classrooms, Wikipedia, apps, Thursday Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. etc. Then we interviewed teachers about students' motivation, the progress of lessons Location: Boardroom Grafika and persistence of knowledge. The results were very promising; since the student are all erview - erview - fed up with everything, they showed outstanding collaboration, intrinsic motivation and Ov Ov Chair: Eva Vondrakova the quantity of remembered material was above average. In the conclusion we will pre- sent some solutions or directions, how to implement high technology into schools. This PAP 13-1: Challenge Response Behaviors of Gifted and Talented Children is important for gifted student education, because gifted get bored earlier and are more Burcu Seher Calikoglu curious, especially in novelties. The improvement must be made in three major fields: Friday Friday Biruni University, Turkey; bscalikoglu2758@gmail.com teacher training, providing schools with modern devices, networking, software, etc. and change school policies to adjust curricula and class organization for digital education. Gifted and talented students need challenging learning environments. Above average erview - erview - Ov students get bored or frustrated in the schools when they are not challenged. However, Ov it is not certainly known if challenge-seeking is one of the gifted and talented students’ PAP 13-3: Growing Up and Education the Gifted in Context to Politics and peculiar characteristics independently of learning environments. This paper aims at fin- Other Circumstances ding an answer to this question: Do gifted and talented students have common cha- Eva Vondrakova racteristic related to challenge? The study sample consists of 40 fifth, sixth and seventh Association for Talent and Giftedness, Czech Republic; vondrakova@gmail.com Saturday grades of gifted and talented students and 40 fifth, sixth and seventh grades of rando- Saturday STaN (Association for Talent and Giftedness – previous Czechoslovak ECHA branch) has mly chosen average students who both receive their education in the same district of 25 years long experience in growing up and education gifted children in the Czech Re- Istanbul, Turkey. Participants complete Student Information Sheet and Challenge Test erview - public. STaN members are psychologists, teachers and parents. Main activities are the erview - in their classrooms. Student Information Sheet includes questions about their parents’ Ov Club of parents and teachers meetings, STaN workdays and conferences (including the Ov education level, the number of family members, working conditions of parents and stu- 19.WCGTC conference Prgue 2011), counselling, teachers training, and consultations. We dents’ school grades. Challenge Test which is not based on knowledge developed by the organized “Club for clever and curious children” and later we cooperated with the “Small researcher to observe whether or not students select challenge. Questions in the test are Owls” class for gifted children in the Rosemarin kindergarten. Newly there is STaN sum- grouped into seven categories which are the easiest, very easy, easy, intermediate, hard, mer school for very young scientists (5 – 14 years old), organized in cooperation with Thursday very hard, and the hardest. Students solve the question after they choose its level. There Thursday GMK Bílovec (grammar school) and universities of Ostrava and Olomouc. STaN participa- are three sections and each question is given 2 minutes. Implementation of Student ted on several conceptions of the care for gifted students and cooperates with Ministry Information Sheet and Challenge Test approximately takes 20 minutes. Two groups of of Education. We make efforts to improve the quality of gifted children education. The- students are compared according to their challenge acceptance-rejection behaviours Abstracts - re are many obstacles which hinder development of giftedness. To eliminate them it is Abstracts - determined by Challenge Test. Data is analysed with t-test. The results are discussed in useful to understand: (1) How regularities in GC education manifest itself under diverse consideration of the factors determined by Student Information Sheet. circumstances? (2) Effect of feelings about intellectually gifted in society, myths, wishful thinking and political decisions on gifted children education. (3) What do we have to do Friday PAP 13-2: School (Re)Organization in Digital Age according to Gifted in order not to waste talents? Friday Students Polonca Pangrčič Elementary school teacher, OŠ Cerkvenjak - Vitomarci, Slovenia; Abstracts - Abstracts - polonca.pangrcic@guest.arnes.si Nowadays we have a lot of ICT devices in classrooms, so the teachers can make the clas- ses interesting. Wheeler (2008) and Wellings and Levine (2009) write about how to use them without being “scared” and get better outcomes in students. So, we have high tech Saturday Saturday classes on one hand and ancient class organisation on the other hand. We must come to terms, that the technology is a big step in front of us and that the students (especially gifted, which are bored at their classes) walk with it. Some authors suggest different Abstracts - changes - from architecture to online learning or digital teacher corps. We will present Abstracts - results of a survey among 38 gifted students, which was performed at one Slovenian 124 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 125 PAPER SESSION 14: Exceptionalities and encouraged him to explore the field of his interests. The pupil got responsible for his knowledge, directed his learning, discovered information. An individual educational Best practice strand plan, designed especially for each gifted pupil is a key document for setting goals. Thursday Thursday The aims of Bor's individual plan are: (1) To develop his interests and strengths - langu- Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. ages and computing; (2) To broaden language knowledge by using ICT; (3) self-directed Location: Plečnik 2-3 erview - learning personality development – to increase self-confidence and improve self-esteem. erview - Ov On the basis of this document the teacher prepared activities which helped the pupil Ov Chair: Gordana Rostohar to become the designer of his own learning through ICT. To achieve these goals, the PAP 14-1: Twice Exceptional Children Detected in Year 2013 pupil got the teacher's role in an e-classroom. He searched for e-materials, under the mentorship of the teacher. These were in connection with the current lessons and had Friday Biserka Lep a function to facilitate understanding of the content, revision, consolidation, and mo- Friday The National Education Institute of The Republic of Slovenia, Slovenia; biserka.lep@zrss.si tivation. The learner added web links to additional materials, inserted video clips and prepared activities for other pupils to enable developing language skills. Thus, he has erview - Described is the detecting procedure and percentage of twice exceptional children that erview - Ov were considered by the Commission for the placement of children with special needs deepened his own awareness and knowledge of grammatical rules, chose relevant vo- Ov Maribor 1 in the year of 2013, which operates in the National Education Institute of the cabulary and activities with the help and coordination of his teacher - mentor. During Republic of Slovenia. The Commission Maribor 1 identifies children with high IQ, which this work, the pupil developed his own digital competences: (1) Evaluating information; are usually not considered to be gifted prior to treatment. The Commission is constitu- (2) Developing content; (3) Integrating and re-elaborating; (4) Protecting personal data. ted by the following experts: paediatrician, psychologist and SEN specialist, when nee- At the same time the teacher's role has changed and shifted from traditional teaching Saturday ded also a child psychiatrist and other specialists. The product of the commission is an style to becoming a mentor, who encourages the learner's online research and learning, Saturday expert opinion of the child, in which is stated that the child is twice exceptional and that taking into account his individuality, specific needs and talents. IEP must contain emphasis on his strengths. In the year 2013 we had placed 22 twice erview - erview - PAP 14-3: Dual Exceptionality Improving Provision for Gifted Children Ov exceptional children for the first time, which represents 5% of all children placed in the Ov year 2013 in our commission. 1/3 of these children are girls, while 2/3 are boys. The age with Asperger in Regular Cassrooms of the children ranges from 7,10 to 18,7 years. During primary school 4 children or 18% Diane Montgomery of twice exceptional children (altogether 22) were already identified as gifted before the Middlesex University, USA; dmont507@aol.com proposal for placement was made. Over 50% of students are diagnosed with ADHD and Thursday There has been a 40 per cent increase in the identification of Asperger Syndrome (AS) Thursday learning disabilities, some of them have pharmaceutical intervention. The data match with the data from literature, where various authors state that about 3% to 5% of stu- in the last few years. This paper considers the characteristics and management of chil- dents with disabilities are gifted; most of them are boys which also largely have ADHD, dren with AS within an educational context. The purpose of the research is to find ways to ease the child’s social and educational integration into the regular classroom and to Abstracts - often with learning disabilities. National Education Institute of the Republic of Slovenia Abstracts - helps schools with coming up with an IEP or Individual Education Plan as well as imple- up-skill the teachers involved. The method has involved analysing theory and research menting said plan. In such circumstances, schools invite us to observe the child during underlying the Asperger condition and its management, Biographical details of cases class time, they ask for expert help with forming an IEP as well as better involvement of are recorded and a clinical-educational picture of needs is drawn up. Then best practice is applied to the individual cases with which teachers have had to deal and outcomes are Friday the parents. More and more schools ask for advisory services for the whole staff as well Friday as presentation and explanation of twice exceptional children and their characteristics. evaluated. Parents and teachers are involved in the proposed interventions as appropri- The understanding of their exceptionality and the need to focus on their strengths, not ate. As multiple case studies have accumulated it has enabled generalizations and prin- their weaknesses or disabilities is thus spreading. ciples to be evolved. It is clear thus far that as yet there is no single best fix intervention Abstracts - that can be applied to all children with Asperger Syndrome. Their different personalities, Abstracts - PAP 14-2: Developing the Digital Competencies of Twice Exceptional home circumstances, experiences, learning histories and abilities make it important for Students interventions to be more personalized. In addition it will be shown that as part of the complexity it is often the school itself or the pedagogy that needs some modification Nela Bejat Krajnc and Bor Černec to create an “Asperger friendly environment”. These issues, cases and relevant strategies Saturday Primary school Pod goro Slovenske Konjice, Slovenia; nela.bejat-krajnc@guest.arnes.si Saturday will be discussed and exemplified. Working with gifted pupils requires teaching modification in order to ensure that gifted pupils develop their abilities to the best extent. This paper is about developing digi- Abstracts - tal competences of a gifted pupil. The teacher turned into the pupil's personal mentor Abstracts - 126 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 127 PAP 14-4: The Pros and Cons of Gifted Secondary School Students' PAPER SESSION 15: Innovations & Programmes 2 Perfectionism - A Counselling Perspective Best practice strand Gordana Rostohar Thursday Thursday Gimnazija Brežice, Slovenia; gordana.rostohar@guest.arnes.si Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. When thinking about giftedness in digital age, we have to pay our attention to counsel- Location: Plečnik 4 erview - erview - ling to perfectionist students as well, for it is well documented that the perfectionism can Ov Ov enhance or hinder giftedness. Psychological school-counselling experiences with gifted Chair: Beatriz G. Tomšič Čerkez students are discussed within the current literature on perfectionism and perfectionism in gifted students. The author's approach to counselling is mainly based on cognitive PAP 15-1: Project Work as Enrichment for Gifted Pupils paradigm. The paper primarily focuses on understanding of perfectionism as a multidi- Friday Urška Repinc1 and Primož Južnič2 Friday mensional construct and as a personal trait; the emphasis is on specific perfectionistic 1Primary School dr. Janez Mencinger Bohinjska Bistrica, Slovenia, 2Faculty of Arts Depart- cognitive patterns, emotional reactions, behaviour and social relations of perfectionistic ment of Library and Information Science and Book Studies, University of Ljubljana, Slove- erview - gifted secondary school students. Although numerous studies exist regarding perfecti- erview - nia; urska.repinc@guest.arnes.si Ov onism of gifted students there is little attention paid to school-counselling practise. In Ov the paper it is discussed how perfectionism contributes to some psychological issues Carefully planned school projects can be welcome enrichment for gifted pupils and of gifted secondary school students and describes some of the consequences for their whole school community. They can also be seen as an opportunity for different gifts mental health. Finally it is shown why it is important for school counsellor to understand and talents to be expressed, encouraged and cultivated. Different profiles of professi- and differentiate between students with healthy strivings to achieve high standards and onals can be challenged for this kind of work, among them also the school librarian. Saturday Collaborative culture among school staff is necessary and impacts well to collaboration Saturday those with forced persistence aiming to reach unrealistically high goals, feeling dissatis- faction and showing inadequacy unless achieving. among pupils. The one who coordinates and leads the whole school year long project is supposed to be flexible enough to adjust to concrete school situation and opportuni- erview - erview - Ov PAP 14-5: Effectiveness of Mindfulness Cognitive Behavioural Therapy ties available outside the school: local community events, state and international calls, Ov with Talented Youth competitions, festivals. Through this kind of the project pupils usually investigate some- Paula Hillmann thing in their surroundings, collect information, interpret information, present results to University of Wisonsin-Madison, USA; hillmann@education.wisc.edu different audiences. Research literature offers different models of school professionals’ collaboration; usually it is welcome if one of the professionals comes from an institu- Thursday Mindfulness is our capacity to become aware of our personal problems and successes “in Thursday tion outside the school. Preferred teachers' competences are: to empower pupils with the moment”. We can achieve life balance by recognizing our present life situations and inquiry strategies (information literacy), ICT (use of information communication tech- using mindful strategies to control them. Rather than react, a mindfully healthy person nology), presentation skills (art, creative solutions), skills connected to project theme Abstracts - learns to self-reflect, then act. Ways of knowing ourselves from the inside-out have parti- (science, ecology, natural and cultural heritage…). When considering creative solutions Abstracts - cular importance in the digital age as we face a daily barrage of information from multi- about concrete task in school environment, we could sometimes speak also about first ple sources. Mindfulness Cognitive Behavioural Therapy encourages gifted and talented steps to developing entrepreneurship thinking as a way of promoting innovation. One youth to use emotional intelligence skills more effectively as they face difficulties in their of opportunities in Slovenian school system is to participate in the State festival Tourism Friday lives. Preliminary data suggest these strategies correlate with reductions in anxiety, hei- and its initiatives. In this paper a case study of one project at the Primary school dr. Janez Friday ghtened success in school, and improved relationships with friends and family. Goals for Mencinger Bohinjska Bistrica is presented. The methods used are interviews and focus ECHA session participants: (1) Recognize how Mindfulness can moderate negative effec- groups. In presented project the theme is to think about what to offer to young visitors ts in the digital age; (2) Learn how Mindfulness can help manage anxieties, stressors and in two days in hometown. Infusing inquiry into the process is one of the goals, so instruc- Abstracts - Abstracts - emotional intensities; (3) Practice some mindful-health strategies to use with children. tion starts with questions rather than content. Saturday Saturday Abstracts - Abstracts - 128 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 129 PAP 15-2: Perceptions of Gifted Students about Fluent Speaking Course PAP 15-4: The Stimulation of Executive Skills during a Study Trip to in Education Program for Talented Students (EPTS) Beijing: How can Mentors Stimulate Gifted Youngsters to Engage in Emine Ozturk Challenging Situations that Help Develop their Executive Abilities? Thursday Thursday Anadolu University, Turkey; emineozturk10@gmail.com Anita Wuestman The purpose of this study is to examine gifted students’ perception about Fluent Spe- ECHA Specialists in Gifted Education, The Netherlands; awuestman@hoog-begaafdheid.nl erview - erview - aking in English course in Education Program for Talented Students in 2013. EPTS is an Ov A case study derived from experience. In August 2014, eight gifted youngsters (ages Ov university based program that services after school for elementary and secondary school 15 to 18 years old) helped organise their own study-trip to Beijing. The main question students who are identified scientifically and mathematically talented by the identifica- accompanying their study was: “What can Dutch executives, teachers and students le- tion system of the program. EPTS summer program includes elective courses such as arn from their Chinese colleagues?” To be able to answer this question, the youngsters Fluent Speaking in English, Critical Reading in English and Creative Drama except main Friday engaged in an in-depth research of the differences between the Chinese and the Dutch Friday courses like mathematics, science and character education. Fluent Speaking is an aca- method of talent stimulation. The Squibs Foundation, Gifted Youth Peer Community, demic course that main goal is to develop gifted students’ speaking skills to express provided guidance for these eight gifted youngsters in their preparation of the trip and erview - themselves comfortably in their social life in English as a second language. Course lesson during the trip itself. In this presentation the author talks about the role of the mentor in erview - Ov plans were prepared in accordance with EPTS’s analytical, practical and creative deve- Ov guiding the experience of gifted youngsters in this specific example. Three key-aspects lopment acquisitions. The participant included 22 sixth, seventh and eighth grade stu- are thoroughly discussed: (1) The stimulation and creation of challenging situations; (2) dents who had attended the EPTS. As a data collection tool EPTS Course Evaluation Form The development of executive skills; (3) Personal drive and motivations. The presentati- were administered to investigate the perception regarding Fluent Speaking course in on is richly illustrated with examples from experiences during the preparation of the trip. this program. The EPTS Course Evaluation Form was made from two 5-point Likert type During the trip the youngsters learned a great deal, not only, on the fascinating culture Saturday Saturday questions and three open ended questions. This scale was ranging from 0 (strongly bad) of the world’s fastest growing economy, on durability issues that become ever more re- to 4 (strongly good). Likert type questions in EPTS Course Evaluation Form analysed with levant now China’s economy and demography are growing through the roof and on the erview - one sample t-test which was used to test the mean score of each item in the scale again- new young generation of Chinese people that grows up in a society, that is hardly com- erview - Ov st the criteria “2” (good). As a consequence students’ perceptions about Fluent Speaking prehendible for their parents. Most of all, the youngsters have learned a great deal about Ov course in EPTS in 2013 were found positive. Students thought that Fluent Speaking co- their selves. The youngsters have been able to encounter their own personal boundaries urse was enjoyable and beneficial. Other results will be discussed at conference in detail. and at times stretching or passing these. What exactly did these gifted youngsters learn which can be applicable in the daily life of youngsters in the Netherlands? What role did PAP 15-3: Teaching Gifted English Language Learners in Saudi Arabia the mentors play in assisting the personal growth of these youngsters? These questions Thursday Thursday Badriah Alkhannani, Margaret Sutherland, and Niamh Stack are discussed to extent in this presentation. This presentation describes an integration of University of Glasgow, UK; b.alkhannani.1@research.gla.ac.uk Dawson & Guare’s theory on executive functions and Grave’s model of Emergent Cyclical Levels of Existence in outer-curricular activities and is therefore relevant for executives, Abstracts - Currently in Saudi Arabia, English language is playing an important role; it is used in tech- teachers and mentors alike. Abstracts - nological education, medicine, and in numerous other areas as a basic language of com- municating knowledge. In addition, many Saudi students have recognised that English PAP 15-5: Developing Stimulation of Gifted Students through is no longer just a language needed to pass an examination, but that it is an important Interdisciplinarity Friday subject for higher education, business and international communication. The teaching Friday of English as a foreign language (EFL) has therefore gained significance and consequen- Beatriz G. Tomšič Čerkez tly there is substantial literature relating to teaching EFL. However, while there is also a Faculty of Education, University of Ljubljana, Slovenia; beatriz.tomsic@pef.uni-lj.si significant body of literature relating to the teaching of gifted learners, to date there is a Abstracts - Many times the key reason for loose of gifted students motivation is the considerati- Abstracts - paucity of literature that has synthesised the two sets of findings in a way that supports on of contents isolated from their authentic contexts and not linked to the interests of teachers of EFL when they have gifted English language learners in their regular class. students. When planning the learning process, we should conceptualize the group of This paper will present initial findings from a review of the literature. The main themes learners as a community of individuals with very different previous experiences, abili- arising from the review of literature include: 1) The concept of gifted English language ties, interests and affinities. The need for individualization of the educational process Saturday learners. 2) Teachersàttitude towards gifted English language learners. 3) Teachers` su- demands that the teachers consider the individuals as well as the group in the design Saturday pport towards gifted English language learners. 4) Teachersùnderstanding of gifted of working strategies, creating flexible, alternative and dynamic teaching and learning English language learners. Having highlighted these themes the paper will then conclu- strategies. These factors are a key for effective motivation of gifted students. The paper de by identifying the emerging questions relevant to the development of gifted edu- presents an example, where at a specialized secondary school in music education, in- Abstracts - Abstracts - cation research, policy and practice in this curricular area in the Saudi Arabian context. terdisciplinary connections between contents from the fields of visual arts and music 130 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 131 were used to further simulate gifted students in their motivation to learn about arts. 51 and the social level. Results showed that there are students who feel integrated and students from third year took part in the activities. These consisted of five projects, each those who do not. In both cases reasons could be identified on all levels. Main reasons of which based on three phases: theoretical approach to visual art contents through mu- for being integrated seem to be the number of lessons together with students of regu- Thursday sic, artistic expression and evaluation from the point of view of students' improvement lar classes and the sensitive dealing of teachers with the students. The results support Thursday in the field of music. The starting points of the comparisons were well known concepts the conclusion that success and failure of integration processes depend on two main from the field of studentsínterest and giftedness. In fact, visual art expression meant a preconditions: open and unprejudiced attitude of teachers towards programs for gifted erview - erview - deep inside and reflection on contents they were highly interested in. Other factors that students and institutional framework conditions that allow contacts between different Ov Ov played an important role in students´ motivation were surprise and unexpected links be- student groups easily. tween different contents and the possibility to construct individual strategies for artistic expression. As a conclusion it is possible to state that interdisciplinarity should be care- PAP 16-2: Inclusive Education for Gifted Children and Competences for fully planned: motivation is higher if the subjects of the educational process have the Friday Teachers Friday possibility to create their own learning strategies with contents that originate in their Janine Haenen internal motivation. This was also confirmed by the students at the final evaluation and Leiden University of Applied Sciences, The Netherlands; haenen.j@hsleiden.nl erview - exhibition of works. This strategy demands competent knowledge on the side of the erview - Ov teachersánd sincere belief in the possibility of an integrated overall view of contents In the past years a growing number of children in The Netherlands is attending special Ov that effectively stimulates students in their personal development. educational arrangements for gifted children. However, not much is known about the effectiveness of these special arrangements and the specific knowledge and skills ne- eded to teach those children. This study is about the skills and competences that are PAPER SESSION 16: Social Relations needed to teach gifted children. The purpose of this study was to investigate the su- Saturday Saturday ccess factors of gifted education and what this means for teacher training institutes. The Scientific strand main research questions are: (1) Which knowledge and skills are needed to teach gifted erview - children? (2) Which educational arrangements are effective in meeting the educational erview - Ov Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. needs of gifted children? Ov Location: Ravnikar Hall Based on interviews with parents and teachers of gifted children, a questionnaire was developed about competences to teach gifted children and effective educational arran- Chair: Jutta Moehringer gements. In total 344 parents and teachers of gifted children completed this question- Thursday naire. Conclusions are that teachers have to learn their students the characteristics and Thursday PAP 16-1: Inclusion of Gifted Students – Possible or Not? needs of gifted pupils in order to recognize these children in their classroom. In addition, Jutta Moehringer it is important that teachers know how to customize work material and methods for Technical University of Munich, Germany; jutta.moehringer@tum.de gifted children and to coach children in a solution focused way in their learning process Abstracts - Abstracts - Ability grouping in special classes has been shown to have strong effects for the acade- and metacognitive skills. Furthermore, teachers have to perceive parents as an expert mic achievement of high ability and gifted students (Goldring, 1990; Schneider et al., on the child’s needs and work together in teaching the children. In this way, teachers are 2012; Brulles et al., 2010). However, the grouping of high-ability and gifted students has able to meet the educational needs of gifted children as well as the needs of the rest of the class. Friday also been critically dis-cussed. Being labeled as gifted can cause negative effects on the Friday psychosocial development of the students, because those students feel sometimes iso- lated (Freeman, 1983, 2006; Hertzog, 2003; Gross, 2004; Eddles-Hirsch et al., 2012). This PAP 16-3: Assessment of Social Interaction within Enrichment Programs study investigates firstly, if students of special classes feel integrated in the year group through Observational Methodology Abstracts - Abstracts - of regular class students and secondly, which factors promote or impede the integration María Cadenas1, Lianne Hoogeveen2, and Africa Borges1 of those students. The study-design is that of two interview studies with students, who 1University of La Laguna, Spain; 2Radboud University, Center for the Study of Giftedness, are part of a special pro-gram. The students were taught in a special class but had also Nijmegen, The Netherlands; mcadbor@ull.es some of the lessons together with students of regular classes. In the first study, guideli- ne-based interviews with 11 students of the first student group in that special program The study of social interaction inside the classroom, it is a difficult but important task be- Saturday cause of the influence of early social relations in the social and personal life in the adult Saturday were conducted, in the second study, 14 stu-dents of the third student group two years later. The interviews were analysed through qualitative content analysis (Mayring, 2010) stage of a person. Some approaches suggest that the social adaptation in primary school on basis of Reiser’s (1984) theory of integrative processes. The used coding system focu- of a child is a predictor of his or her adjustment and academic performance. While there is no evidence that children with high intellectual abilities will develop social problems, Abstracts - sed on processes on four levels: on the intra-psychic, the interactional, the institutional Abstracts - some of them can have difficulties in the relations with their peers at school. Therefore, 132 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 133 it is necessary to develop appropriate tools which allow evaluating the social interaction professional development that focused on science content, inquiry-based instruction, of these students in an educative context, in order to detect and prevent social difficulti- specific problem-based curriculum units, technological applications, differentiation of es that can affect their academic achievement. In this work we present an observational instruction, and the identification of gifted students from underrepresented groups. As Thursday instrument designed to analyse the social interaction in enrichment programs, Observa- part of the intervention, teachers attended two summer institutes; the institutes were Thursday tional Protocol for Social Interaction within the classroom (OPINTEC, v. 4). This protocol is one week in duration. During the academic year, embedded professional development, based in the three functional mechanisms which regulates the social interaction: social defined in this study as peer coaching, supported teachers in the implementation of erview - erview - effectiveness, social correspondence and social reciprocity. The instrument have been the problem-based curriculum and in building science content knowledge. Although Ov Ov applied in two enrichment programs, one in Spain and one in The Netherlands, in order multilevel modelling is often the most appropriate technique for analysing data collec- to compare the influence of cultural and educational differences in the social behaviour ted from students nested within classrooms (O’Connell & McCoach, 2008), in this study of the students. The participants are 10 children between 7 and 12 years old, five from gifted students were spread across classrooms and did not meet the suggested mini- each country, who have been observed in three sessions of their respective programs. mum cluster size of 10 (Bickel, 2007). For each measure (Process, Concept, and Content) Friday Friday The objective is to analyse the social interaction of each group and compare them to researchers conducted two one-way analysis of covariance (ANCOVA) tests (one for the asses if there are differences in their behaviour. The results from the group in Spain show Year 1 data and one for the Year 2 data) to compare students’ posttest scores between erview - higher frequencies in the interaction with the instructor. The more common behavioural the treatment and comparison groups using the pretest scores as a covariate to control erview - Ov patterns are those which implies interaction with the teacher about the activity carried for initial differences between the two groups on the measure. The researchers also used Ov out. Data from The Netherlands is in process of analysing. For the assessment of the eta squared to report the effect sizes. Eta squared is the proportion of the total variance behavioural patterns it is used the Lag Sequential Analysis with the program SDIS-GSEQ. that is attributed to the independent variable (Becker, 1999). Statistically significant ga- ins in science process skills, science concepts, and science content knowledge by gifted students in the experimental group when compared with gifted students in the compa- Saturday Saturday PAPER SESSION 17: Programmes & Interventions rison group were found. These results document the efficacy of sustained teacher pro- fessional development and a rich problem-based inquiry curriculum at the elementary Scientific strand erview - level in developing the science talent of students. erview - Ov Ov Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. PAP 17-2: The Impact of M3 Curriculum & the Role of Teacher as Location: Plečnik 5 a Facilitator on the Math Creative Problem Solving Ability of Mathematically Promising English Language Learners Chair: Joyce Gubbels Thursday Marcella Mandracchia and Seokhee Cho Thursday PAP 17-1: The Effects of a Science-Focused STEM Intervention on Gifted St. John's University, USA; Marcella.Mandracchia07@stjohns.edu; chos1@stjohns.edu Elementary Students' Science Knowledge and Skills The purpose of this mixed method study is to evaluate the effectiveness of three-year Abstracts - implementation of the Mentoring Mathematical Minds (M3) curriculum on math creati- Abstracts - Ann Robinson1, Debbie Dailey2, Gail Hughes3, and Alicia Cotabish2 1Jodie Mahony Center University of Arkansas at Little Rock, USA; 2University of Central ve problem solving of mathematically promising ELL students (MPELLs) in the 5th grade. Arkansas, USA; 3University of Arkansas at Little Rock, USA; aerobinson@ualr.edu In addition, the impact of the role of the teacher as a facilitator was examined with fo- cus group discussions and “Teacher as a Facilitator Survey”, a revised version of Flanders’ Friday The purpose of the study was to measure the impact of a two-year STEM intervention Interaction Analysis. A sample of 122 fifth-grade MPELLS from four NYC public schools Friday on the science learning of gifted students in Grades 2-5. The intervention, STEM Starters, were identified, and randomly assigned to the treatment and comparison groups as well provided sustained and embedded professional development to classroom teachers as five teachers. The treatment groups received the M3 curriculum for three years, while and to pull-out program teachers to support the implementation of a problem-based Abstracts - the comparison groups did not receive the M3 curriculum. The Math Creative Problem Abstracts - curriculum in their classrooms. The current study was part of a larger randomized field Solving (MCPS) Test was administered before and after program implementation every study on the effects of teacher professional development and the implementation of an year, to gather information on the gains in MCPS. The data is analysed using indepen- inquiry-based curriculum on teaching and learning in science. Only results for identified dent t-tests and MANOVA to determine if there is any difference in MCPS between the gifted students are reported here. Randomly selected from five low-income schools in a treatment and comparison groups of MPELLs. The Teacher as a Facilitator Survey is used southern state, 70 teachers from Grades 2 through 5 were assigned to the experimental Saturday to assess the effect of the teachers’ perceived self-concept as a facilitator (high versus Saturday and control conditions. Students assigned to experimental teachers were designated as low) on the students’ learning outcomes of MCPS. An independent t-test showed that students in treatment classrooms, and students assigned to control teachers were desi- there is significant difference in students’ gains in MCPS between the teachers with high gnated as students in comparison classrooms. Randomization occurred at the teacher perception of the role as a facilitator and those with low perception. The focus group Abstracts - level. During the intervention, randomly assigned teachers participated in 120 hours of Abstracts - discussions and the survey revealed effective facilitator teachers engaged in positive 134 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 135 classroom activities, such as accepting students’ feelings, praises or encourages stu- students as they may help provide both challenge and belonging in a community of dents, accepts or uses students’ ideas, ask questions, demonstrates knowledge through peers. However, research concerning their use by gifted students is limited. This study lecture, gives detailed directions, uses their authority to give constructive criticism, has adds to the literature in that it aims to explore the blending of giftedness and online Thursday time management, demonstrates flexibility in their actions and verbal cues, maintains a networks. Our research has aimed at understanding the experience of IGGY members. Thursday sense of humour, and demonstrates resourcefulness and creativity. In one strand of the research we carried out in depth interviews with ten students as well as investigated messages and other sources of participation data. We examined the erview - erview - PAP 17-3: Promoting the Development of Gifted Pupils and Digital reasons why students used the network, how they used it and the factors that either faci- Ov Ov Competence litated or constrained their involvement. Key findings that emerged indicated that IGGY Fani Nolimal members utilised the network for a variety of reasons, among which learning, a sense National Education Institute, Slovenia; fani.nolimal@zrss.si of “belonging” to a community of like-minded people and communication were key. Their level of participation was affected by multiple factors and varied across time but Friday Friday Taking into consideration that the implementation of the European key competences at root social presence, time and ease of use seemed to be among the most influential and 21st century skills (Partnership for 21st century skills 2011) needs to be supported facilitators. To summarise, these research findings suggest that this kind of international erview - by integrative and innovative learning environment we had launched several cross-cur- online network has the potential to cater for the differing academic and affective needs erview - Ov ricular national projects with the main focus in the development of that competences of gifted students. Ov (in reading and digital literacy) as well as collaboration, knowledge construction, skilled communication, global awareness, self-regulation, authentic problem solving and te- PAP 17-5: Development of Triarchic Intelligence Abilities: the Effects of chnology (ICT) used in learning. Not only for the purpose but also to improve the PISA Acadin results (lower percentage of low performed students and higher percentage of high per- Saturday Joyce Gubbels1, Eliane Segers1, Lianne Hoogeveen2, Desirée Houkema3, and Ludo Verhoeven1 Saturday formed) we have tried in the participated schools to implement strategies that coincides 1Behavioural Science Institue, The Netherlands, 2Radboud University, Center for the Study of with the student centred pedagogy and high level of digital competences (Ferrari, 2013), Giftedness, Nijmegen, The Netherlands, 3Stichting Leerplanontwikkkeling Nederland, The erview - e.g. critical thinking and evaluating of information, creating the unique media presenta- erview - Netherlands; j.gubbels@pwo.ru.nl Ov tion, using innovative technologies, proactive and creative problem solving. In order to Ov evaluate how the goals in the national projects were met we did an empirical study with According to Sternberg’s triarchic theory of intelligence, three types of intelligence are the aim to answer on this research question: How successful are schools by using ICT in essential in achieving success in school and life: analytical, practical, and creative intel- developing the dimensions of gifted students and competences for the 21st century? For ligence. Successful intelligence is supposedly dynamic rather than static, implying that that purpose we covered the following research fields: school projects in the area of ICT; it can be influenced by for example the school environment. Previous research showed Thursday Thursday school activities based in in the area of gifted students; home and school learning acti- that triarchic teaching resulted in positive effects on all three intelligences in high school vities based in using ICT; individual learning programmes for gifted students. The data students, especially when tailored to the individual intelligence profiles. Studies in pri- was gathered with the help of the questionnaire and semi-structured interviews made mary schools attempting to enhance triarchic intelligence are generally lacking. In the Abstracts - for students. Although the study is still in process we can see that we are further challen- present study, the effects of a triarchic intervention program on upper elementary pu- Abstracts - ged by the development of high literacy level, consistent personalisation of pedagogical pils’ triarchic intellectual abilities were examined in a pretest-posttest control-group de- work supporting the high ability students. sign, using the benefits of ICT. The intervention is provided with Acadin: a sheltered ICT environment in which pupils and their teachers can select enrichment assignments that Friday PAP 17-4: Exploring Aspects of Participation in an International Online match their profile and interests. Out of a group of 520 children, the 20% best scoring Friday Network for “Gifted” Students – a Research in Progress pupils were selected. That is, the 108 pupils that scored in the top 27% on at least two of Marina Charalampidi the three triarchic intelligences were qualified as being gifted. Of the total group of 108 gifted pupils participating in the study, 59 pupils worked on assignments in Acadin for Abstracts - University of Warwick, Institute of Education, UK; m.charalampidi@warwick.ac.uk Abstracts - 25 weeks. The other 49 gifted pupils followed the regular educational program. All pu- This paper presents research in progress on the use of a social educational network, set pils completed a test battery measuring triarchic intellectual abilities and socio-emotio- up by the University of Warwick for young people across the world identified as gifted. nal factors as motivation, wellbeing and self-concept. In addition, school achievements This network, namely IGGY, was created with the aim of nurturing the gifted through regarding vocabulary and numerical skills were monitored. Posttests are scheduled for Saturday enrichment material and opportunities for online interaction. The use of online net- May 2014. Differential effects of the intervention for pupils in the control versus inter- Saturday works is one means to address support for gifted students. Key gains of participation vention group will be discussed. include wider opportunities for collaborative work and peer interaction in addition to personalised routes through enhancement material, with such material accessible anyti- Abstracts - Abstracts - me and anywhere. Social networking environments are particularly valuable for gifted 136 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 137 PAPER SESSION 18: Acceleration PAP 18-2: Acceleration, Enrichment, or Internal Differentiation – Consequences of Measures to Promote Gifted Students Anticipated by Scientific strand German Secondary School Teachers Thursday Thursday Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. Martina Endepohls-Ulpe Location: Boardroom Risba Institute of Psychology, University of Koblenz-Landau, Germany; endepohl@uni-koblenz.de erview - erview - Ov In the last decades numerous measures and programs to promote gifted students have Ov Chair: Ana Altaras Dimitrijevic been developed world wide, but in spite of these enhanced scientific and public efforts to improve gifted education there still are a lot of difficulties to implement some of these PAP 18-1: Subject-Based Acceleration in High Schools: Perceptions of measures in the daily routine of schools. The presented study examines the consequen- Friday Gifted and Average-Ability Students and Their Teachers ces – for students as well as for teachers – which teachers from German upper seconda- Friday Ana Altaras Dimitrijevic1 and Danilo Drobnjak2 ry (”Gymnasium”) and secondary modern schools (Realschule) anticipate for different 1University of Belgrade, Department of Psychology, Serbia, 2The Fifth Belgrade Grammar measures to promote gifted students: acceleration, enrichment, internal differentiation erview - and early placement at university. 175 teachers (111 Gymnasium teachers, 64 teachers erview - School, Serbia; aaltaras@f.bg.ac.rs Ov Ov from secondary modern schools) filled in a questionnaire with 4-step Likert-Items on The acceleration of gifted students is still surrounded with controversies: experts find it possible outcomes of the four different types of promotion for gifted students. Data to be highly effective, but not readily utilized in schools; educators themselves tend to analysis was done by 2x2x4 ANOVA, with type of school and experience with measures report rather positive opinions on acceleration. Seeking to clarify how educators perce- of promotion as between subject factors, type of measure as inner subject factor and ive acceleration in an inclusion-oriented system, and to bring students’ views into the mean values on items concerning anticipated consequences as dependent variable. Re- Saturday Saturday picture, we investigated perceptions of subject-based acceleration in teachers, intellec- sults show significant differences with respect to assessed outcomes between the four tually gifted, and average-ability students. Participants in the study were 109 high-school specified measures. Especially for early placement at university teachers feared negative erview - teachers and 304 students (aged 16-18). The latter group was divided into subsamples of consequences for students like work overload, social marginalization and lack of leisure erview - Ov intellectually gifted (Ng = 46) and average-ability students (Na = 258), with assignment time, whilst for internal differentiation, the method with the most positive anticipated Ov to the gifted group based on scoring above the 85th percentile on two intelligence tests. outcomes for students, strong negative consequences in form of work overload and or- Participants were administered a questionnaire on subject-based acceleration (teacher/ ganizational problems for teachers were anticipated. To counteract these – mostly non- student form) employing a Likert-type scale with several subscales (perceived general realistic – apprehensions and their possible negative consequences on the promotion usefulness, academic gains, socioemotional effects, need for acceleration, feasibility, and of gifted students it seems both necessary to provide teachers with realistic information Thursday Thursday readiness to personally utilize acceleration), also yielding a global score. According to on the consequences of various measures of gifted education and to impart methods of descriptive analyses, teachers hold rather positive views on acceleration, with perceived internal differentiation already in teacher training at universities as well as in advanced general usefulness and readiness to utilize acceleration rated highest (M = 4.14/3.86, SD teacher training. Abstracts - = .73/.68, respectively), and its feasibility and socioemotional effects eliciting the lowest Abstracts - ratings (M = 2.75/3.30, SD = .64/.62). A similar pattern was observed in the student sam- PAP 18-3: 15 Years of Early Study in Austria: Experiences, Evaluation, and ple. An ANOVA yielded significant results (F = 28.30, p < .001), with post-hoc tests revea- Prospects ling more positive perceptions of acceleration in the teacher and gifted samples than in Astrid Fritz Friday average-ability students; the teachers and gifted students were equally positive in their Friday global ratings of acceleration, yet the students reported significantly lower readiness Austrian Research and Support Center for the Gifted and Talented (ÖZBF), Salzburg, Austria; to personally utilize it. The results support the contention that accelerated learning is astrid.fritz@oezbf.at a special educational need of gifted students. Contrary to common concerns, teachers Abstracts - This year the early study program in Austria is celebrating its 15 years anniversary. Since Abstracts - seem to be highly willing to provide for this need; nevertheless, they require support in then more than 300 pupils in Austria have had the opportunity to enrol at university and implementing the intervention, whereas gifted students themselves require encourage- take courses while still attending school. This academic acceleration and enrichment ment in taking up the challenge of accelerated learning. program was initiated by both the former Federal Ministry for Education, Science and Culture (BMUKK) and the Austrian Research and Support Center for the Gifted and Talen- Saturday ted (ÖZBF). The program intends to provide gifted pupils with the opportunity to enrich Saturday their high school experience and to help them supplement, not supplant, their acade- mic endeavors. Following graduation from school, pupils receive full credits for com- pleted courses as soon as they enrol as full-time students at a university. However, even Abstracts - Abstracts - though the number of universities and colleges that support this program is increasing, 138 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 139 the number of participating pupils has been stagnating at a rather low level when com- Time: Friday, 19 September: 11:40 a.m. – 12:40 a.m. pared to e.g. German program participation rates. A recent evaluation of the program Location: Martin Krpan Hall assessed the causes for this development. Here, all 71 pupils currently participating in Thursday the program were surveyed in an online questionnaire (response rate = 74 %). Results WOR 6: Developing Psychological Preparedness in Gifted Children Thursday indicated room for improvement regarding the awareness of the program, especially Maureen Neihart on school level. Only a minority of the participants had knowledge about the program erview - National Institute of Education Singapore, Singapore; maureen.neihart@nie.edu.sg erview - through information provided by their school teachers or headmasters. Moreover, some Ov Ov pupils reported disapproval and poor support on the part of their teachers. These and Why do talented people fail? Sometimes it’s because they’ve reached a level at which other results of the evaluation are discussed in comparison to evaluation findings from further talent development requires more than ability and hard work. It takes psycho- programs in other countries. On this basis, key factors for success or failure of early study logical preparedness, habits of mind that drive performance (Neihart, 2008; Subotnik, programs are summarized and the implementation possibilities of these factors on both Olszewski-Kubilius, & Worrell, 2011). Psychological preparedness for high achievement Friday Friday school and university level are discussed. may be the single most neglected component of talent development even though tea- chers, coaches and researchers agree that it is an essential, pivotal factor. Research con- erview - cludes that the mental and emotional factors associated with high performance are not erview - Ov WORKSHOP SESSION 3 innate, but can be cultivated and shaped. To help talented young people negotiate the Ov sometimes gruelling terrain of talent development, we need to provide them with more Trends in Research and Theory of Giftedness than domain specific skills and practice. We need to equip them with psychological tools they can draw on when the going gets tough. A review of research across disciplines Time: Friday, 19 September: 10:30 a.m. – 11:30 a.m. suggests that there are seven psychological competencies that drive performance. They Saturday Location: Martin Krpan Hall Saturday keep one’s focus sharp, order attention, and sustain engagement in hard work. This wor- kshop will engage participants in strategies designed to develop three of these compe- WOR 5: Challenging Gifted Students: Differentiation Made Simple erview - tencies in gifted children and youth. erview - Ov Julia Roberts1 and Tracy Inman2 Ov 1Western Kentucky University, USA; 2The Center for Gifted Studies at Western Kentucky University, USA; julia.roberts@wku.edu; tracy.inman@wku.edu SYMPOSIUM 3 Teachers mistakenly believe differentiating the curriculum means starting over, crea- Possibilities & Challenges of Digital Age for the Gifted Thursday ting completely differentiated lessons for each topic. Not so! Differentiation begins with Thursday adapting favourite lessons, focusing on content, process, and product and students’ ne- Time: Friday, 19 September: 10:30 a.m. – 12:40 a.m. eds, interests, and levels of readiness. Learn strategies that make lessons engaging to Location: Plečnik 1 Abstracts - all – including the gifted and talented. This session explores differentiation as a means of Abstracts - challenging the gifted student. Educators new to or uncomfortable with differentiation SYM 3: Talent Development in a Digital World as well as teacher educators who work with teachers will be led step-by-step through Organiser: Javier Tourón, University of Navarra, Pamplona, Spain this process. Personal favourite lesson plans – in lieu of units which can overwhelm the Discussant: Mojca Juriševič, Faculty of Education, University of Ljubljana, Slovenia Friday novice – serve as the starting place. An innovative look at strategies and theories proba- Friday bly already known to them serves as impetus for transformation. Numerous examples Research and practice on talent development has witnessed an enormous progress in from multiple contents and grade levels will be shared. Through a workshop setting, par- the last decades. It is much what we know; the concept of giftedness and talent has ticipants will explore two differentiation strategies involving differentiation of process been clarified and many misconceptions apparently removed. Programs for talent deve- Abstracts - lopment within and outside the schools have been developed and implemented with Abstracts - – one based on the revised Bloom’s Taxonomy and the other based on Venn diagrams. Through examples, hands-on practice, and the creation of the lessons themselves, parti- great success. Nevertheless schools and teachers seem to be anchored is the past when cipants will build confidence in their ability to transfer the strategies to their classrooms. the prevailing conception was considering giftedness as a physical trait, or a matter of With two presenters, the workshop should address individual needs. Participants will “to be or not to be”, “once gifted, always gifted”, etc. Schools continue using an industrial incorporate differentiation strategies into a lesson plan so that it is ready for immediate schema of knowledge transmission where the teacher is the only or the main source of Saturday Saturday implementation. Participants will leave with strategies ready to differentiate and imple- information (“the sage on the stage”) and where students, grouped by age and not com- ment lesson plans plus they should feel much more comfortable with differentiation. petence, are passive receptors of oral messages they have to memorize to later on de- They will examine tiering to differentiate as they learn strategies that help address all monstrate what they have learned is a very often low cognitive level quiz. In front of this Abstracts - students’ learning needs, including those who are gifted and talented. landscape in this symposium we want to demonstrate with experiences, ideas, theories Abstracts - and technological resources that a different school is possible, that technology can offer 140 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 141 us the means to not only differentiate or individualized learning but to personalize it in (e.g. working 3 days continuously keeping a contact with new and new people awake an adaptive process where motivation, needs, interests, strengths and weaknesses of around the globe). Importantly, talented young people need both a stable net of trusted the learners become the driving forces. If we want the talent of our youngster to flourish contacts, and they have a continuous wish for new and new surprises. Therefore, we Thursday it is of paramount importance to put the student in the centre of the learning process have to design the talent-supporting social e-networks of the European Talent Support Thursday and the protagonist of his/her own development. Network giving both the “strengthen me with the joy of meeting those who think li- kewise” and the “surprise me with a new contact option, which gives me the excitement erview - erview - SYM 3-1: The Flipping Classroom Learning and Talent Development of novelty” options. Talented young people should be taught and trained to plan their Ov Ov Javier Tourón1 and Raul Santiago2 presence as a “professional e-personality” (their digital self, their web2.0 portrait or their 1University of Navarra, Pamplona, Spain; 2University of La Rioja, Logroño, Spain; personal e-brand). Digital presence and web2.0 networking requires excellent time-ma- jtouron@unav.es; raul.santiago@unirioja.es nagement skills. This should also be taught, as well as using the web to interact with non-peers. Educators face a dilemma when they are challenged to judge their students Friday Friday The Flipping classroom model can be an effective instructional strategy for differenti- behavior in e-spaces. The digital gap here becomes more of a culture shock: the rules ating instruction and the development of our students' talent. In this paper we will go governing the communication and behaviour patterns of the z-generation cannot be erview - deeper in the concept of flipped classroom & learning, we will describe a rationale for understood without having experience in the use of digital platforms and networks. Ho- erview - Ov using this strategy with gifted and talented students. In a second part we will analyse wever, there are no “two cultures”. Digital culture and the behavioural patterns characte- Ov different tools and resources for developing flipped classroom projects. We will mention, ristic of the digital world are part of our culture in general. on the one side, the possibility of selecting and curating contents created by other edu- cators or colleagues, on the other, we will distinguish between three different group of SYM 3-3: Does Online Learning “Work” for High Ability Students? Best tools for creating ( both teachers or students themselves) our own educational content: Practices and Strategies for Expanding Academic Options Saturday Saturday computer programs, web 2.0 resources including authoring tools and finally, mobile de- vices apps. In this context, we will also insist on the importance of contextualising this Patricia Wallace Johns Hopkins University, Center for Talented Youth, Baltimore, USA; p.wallace@jhu.edu erview - model in a wider methodological framework. We will finish describing some possible erview - Ov problems educators might encounter, and practical tips for beginning the process of Advanced learners in classroom settings, particularly those with very high ability in cer- Ov flipping the classroom. tain subject areas, may become bored and disengaged because the pace and depth of the material presented is insufficiently challenging to them. This presentation will explo- SYM 3-2: The Perspectives of a European Talent Support Network in the re opportunities and best practices for differentiating the curriculum for these students Digital Era through online learning, drawing on research, theory, and extensive data on students Thursday Thursday Peter Csermely enrolled in the CTYOnline program at the Johns Hopkins Center for Talented Youth. The Semmelweis University, School of Medicine, Hungary; csermelynet@gmail.com program offers acceleration and enrichment courses to students from around the world in preK to grade 12, with enrollments of about 13,000 per year. Instructors lead each Abstracts - The development of the European Talent Support Network in the digital era will provide course, but they do not lecture in the traditional sense. Instead, they guide each student Abstracts - new dimensions to open up schools and to break the barriers of classroom walls. The through a variety of online resources and offline labs, texts, projects, and experiments, European Talent Support Network will be built from European Talent Centres serving providing feedback, counseling, encouragement, and constructive criticism. The presen- as hubs of the network, coordinating and organizing regional talent support activiti- tation will also explore the academic and psychosocial variables that relate to positive Friday es, as well as from European Talent Points representing local traditions (or innovations) outcomes for high ability online learners in elementary, middle, and high school, identi- Friday of talent support. The “philosophy” of networking is sharing and giving, which means fying students who are especially likely to adapt to and thrive in an online course. here sharing and giving the best practices, expertise at the highest professional level possible. Using the communication channels of the European Talent Support Network Abstracts - SYM 3-4: Technology as a Personalization Tool for Students Learning Abstracts - developing in the digital era talented young people will not only be able to participa- Terry Nealon te in e-courses and e-projects allowing them a close cooperation with university and Fishtree, Dublin, Ireland; terrynealon@gmail.com science research teams in European countries far apart, but they will also be able to build up their own social talent-e-network. This digital talent-network will enable yo- The promises for technology in driving better learning outcomes has long been just Saturday ung talents to find their on-line mentors, and to build up on-line communities acting that, a promise. The technology in the most part has struggled to empower educators, Saturday as ad hoc task-forces to solve exciting projects including e.g. scientific problems. Talen- engage students because it has failed to scale 1:1 instruction. How can a teacher rea- ted people especially need these novel forms of social contacts, since their attention is ch out to attend to the needs of each individual student? How can a great teacher be often multi-focused; they are often more socially sensitive and avoid the possible humi- even better by connecting with each student, understanding their unique challenges Abstracts - Abstracts - liation of face-to-face contacts, and they often have a special schedule of daily activities and all the while keeping to the structured curriculum. The challenge is not just to help 142 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 143 struggling students, it is also to engage with those children considered gifted but often children every year. With the goal to reach as many talented students as possible, the neglected. These students can be left to their own devices because of their academic model of PENTA UC has been transferred to five universities in Chile. Still, in regions far ability, however well performing the student is it does not mean they have met their from the main cities in Chile, there are talented children from municipal schools, who are Thursday optimal performance. Using next generation learning platforms these students can be not only unlikely to be identified, but most importantly do not have the physical ability Thursday engaged in a way that they still feel challenged, they can enjoy learning based on their to attend any of the existing programs. Recent studies demonstrated that Chile is one unique needs, interests and through data driven collaboration techniques, these stu- of five Latin America countries with more than 50% people who use internet and one erview - erview - dents can benefit from peer-to-peer feedback, not just in their own classroom. Overall, of three, in which 60% of the population use internet from home. This is an optimistic Ov Ov data driven decision making for teachers is indeed powerful, but there is a need for task trend considering that in past years, most of the people were able to use internet only in automation to allow a teacher to focus on teaching, remove administration and some of internet clubs and “cyber cafè-s”. Taking all these factors into account PENTA UC initiated the remedial and personalization tasks. The author will discuss how to scale 1:1 instructi- concrete actions to design the first online platform for talented children in Chile, which on in the modern day classroom. He will discuss how a new model for personalization – is planned to provide courses in Mathematics and Languages for students from rural Friday Friday Learning Relationship Management and how a combination of Learning Management, regions of Chile. In the proposed presentation, the challenges of the design of online Collaboration, Curation and Personalization will lead to new learning models meeting courses will be discussed, along with the aspects of the identification and selection of erview - the needs of every student. talented students with low SES from rural areas. erview - Ov Ov PAP 19-2: Giftedness in Israel - From Policy to Implementation in the POSTER SESSION Digital Age Pnina Zeltser Saturday Time: Friday, 19 September: 1:45 p.m. – 2:15 p.m. National supervisor; zpnina@hotmail.com Saturday Location: Foyer Policy development of the Division for Gifted and Outstanding Students in Israel to nur- erview - See: Thursday, 18 September (Page 87) ture gifted students in the digital age will be presented from principles to implemen- erview - Ov tation. The principles guiding the policy include: (1) addressing cognitive, emotional, Ov social and ethical aspects that are unique to gifted students; (2) developing a holistic PAPER SESSION 19: Innovations & Programmes 3 program from preschool to 12th grade that is based on the core guidelines; (3) provi- ding holistic nurturance in all content and skill areas, (4) regarding teaching gifted and Best practice strand outstanding students as a unique profession integrating research with educational prac- Thursday Thursday tice. Examples of policy implementation will be presented including: (1) A professional Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. development workshop with enrichment center directors and teachers, as well as with Location: Plečnik 2-3 students using the “market” as an authentic learning environment providing an inter- Abstracts - disciplinary work model. (2) Integrating digital tools in creative individual and group Abstracts - Chair: Diana Boyanova research projects. PAP 19-1: Three Challenges, One Solution – PENTA UC Goes “Digital” For PAP 19-3: Recent Development of Research on High Ability Students in Friday Friday Talented Students with Low Socio-Economic Status Who Live in Rural China during the Last Decade Regions of Chile Jiannong Shi, Xiaoyan Li, and Xingli Zhang Diana Boyanova, Patricia Morales, Paulette Laclote, Marcelo Mobarec, Macarena Escalante, Institute of Psychology, Chinese Academy of Sciences; University of Chinese Academy of Abstracts - Sciences, China; shijn@psych.ac.cn Abstracts - Lesly Maldonado, and Pablo González Catholic University of Chile - PENTA UC Program, Chile; dboyanova@uc.cl By the year of 2013, China has 250 million children aged from 0-14 years old. Theoretical- It is a well-known fact that students with academic talent have specific characteristi- ly about 6 million (2.25% of 250 million) of them are intellectually gifted. It is a very im- cs and therefore – specific educational needs. If not satisfied, talent would be lost. This portant intelligence capital of the country. Unfortunately, most of them have not been Saturday is especially true for children with low socio-economic status (those from municipal properly treated in regular educational system of the country. In this presentation, some Saturday schools in Chile) who are not only more difficult to identify, but also are less likely to essential issues related intellectually gifted or students with high abilities followed by have the same resources as those afforded by students with higher SES. To cope with some special gifted programs developed during the last decade under the provision this problem, More than 13 years PENTA UC (enrichment, out-of-school program, situ- of Chinese Academy of Sciences, and the Beijing Metropolitan Educational Commissi- Abstracts - Abstracts - ated at Catholic University of Chile) provides educational services for more than 900 on will be discussed. The accelerated program for homogenous cohort of intellectually 144 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 145 gifted students, enriched program with regular schooling years, and after school special PAPER SESSION 20: Mathematics program for technically talented students will be exemplified in the presentation. And the most significant development of gifted education program is a large scale project in Best practice strand Thursday which hundreds of students with special talents in different fields such as mathematics, Thursday physics, chemistry, biology, information science, and social science and humanities from Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. 170 recently in Beijing. Location: Boardroom Grafika erview - erview - Ov Ov PAP 19-4: Supporting the Implementation of Individual Education Plans Chair: Kathleen Stone for Gifted Students in Serbian Elementary Schools: Insights from a Two-Year Project PAP 20-1: Using International Testing Resources to Support Advanced Friday Mathematics Friday Sanja Tatic Janevski1 and Ana Altaras Dimitrijevic2 1Institute for the Improvement of Education, Serbia; 2University of Belgrade, Faculty of Philo- Kathleen Stone sophy, Department of Psychology, Serbia; aaltaras@f.bg.ac.rs INSTEAD International, USA; kstonegift@aol.com erview - erview - Ov STEM subjects are manifesting increased global importance in achievement of high abi- Ov According to Serbian educational policies, gifted students qualify for individual educa- tion plans (IEPs), tailored to suit their specific educational needs. The effective use of lity students. This presentation will provide a transnational overview of advanced mathe- IEPs in gifted education requires, however, that educators be skilled at identifying gifted matics achievement subgroup data embedded in the online PISA 2012 results (Age 15), students and differentiating instruction. These skills are not part of standard teacher and TIMSS 2011 international testing (Grades 4 & 8). The analyses will contextually and education in Serbia, so IEPs remain underutilized. In this project, we sought to support graphically represent overall rankings and comparative subsamples of countries based Saturday Saturday schools in exploring and exploiting IEPs as an option for gifted students. Participants on geographic relationships. Comparison of countries will emphasize G8 membership, were school counsellors and teachers (N = 21) from 11 elementary schools in Belgra- Western and Eastern Europe, and the highest ranking countries of East Asia. The tran- erview - de. Over a two-year period (2012-2014) they were provided scaffolding in the imple- snational methodology of analyzing large scale data is a digital resource strategy that erview - Ov mentation of IEPs for 22 students (2 from each school); this included an 8-hour seminar can explore advanced mathematics subgroup factors, and help identify high achieve- Ov on giftedness, a 4-hour workshop on differentiation, and consultations with experts ment patterns that might be applied to policy and curriculum development. Advanced throughout the process. By using a qualitative methodology, including interviews and Math achievement scores include Total Mean, Ranking, and subgroup data based on focus groups with participants, we identified several domains in which substantial im- 90th Percentile, Gender, as well as International Benchmarks and Proficiency Levels. The provements were made: (1) knowing the legal/administrative framework for supporting TIMSS math results include important content domain subgroups in Number, Algebra, Thursday Thursday gifted students through IEPs, (2) identifying these students by using multiple sources Geometry, and Data, with cognitive domain subgroups in Knowing, Applying, and Rea- of information and assessment techniques, (3) composing the educational profile and soning. TIMSS results will be compared with the more problem-based skill imperatives of pinpointing the needs of a particular gifted student, (4) planning a coherent set of enri- the PISA assessment. The PISA content subscales include Change & Relationships, Spa- Abstracts - chment activities with respect to the student’s strengths and interests, and (6) providing ce, Quantity, and Uncertainty & Data. The PISA process subscales include Formulating, Abstracts - occasional but meaningful differentiation. At the same time, difficulties were observed Employing, and Interpreting. Results have potential to uncover content balance variance in (1) using the school library and librarian as important resources, (2) coordinating ac- across the developmental frameworks of grades 4 and 8, and age 15, and suggest impro- tivities involving different subjects and teachers, (3) establishing stronger connections vements to align with international standards. In this digital age of international com- Friday with relevant organizations, and (4) providing continuity in curriculum compacting. parisons, it is advantageous in advocating for high ability students to use the pragmatic Friday Despite these challenges, it remains our conclusion that IEPs are a feasible option for facility of access to the rich advanced math achievement online data readily available educating gifted students in Serbia, provided that schools receive the necessary expert through TIMSS and PISA. Comparisons of high achievement can provide the persuasive contextual evidence to support and justify policies and provisions that address the ad- Abstracts - support. Particular attention should be paid to outside-the-classroom communication Abstracts - and resources, and practicing subject-based acceleration complemented by enrichment vanced mathematics needs of high ability students. during regular classes. Saturday Saturday Abstracts - Abstracts - 146 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 147 PAP 20-2: On the Mathematically Gifted in the 21st Century - Slovenian the criteria “3” (a little). Findings showed that mean scores of all of the items were hig- Viewpoint her than the criteria with all of the differences being statistically significant at .05 level. Boštjan Kuzman Analysis of the semi structured items showed that students like most the mathematics Thursday course in the computer lab. Based on the students’ evaluation, it is concluded that the Thursday Faculty of Education, University of Ljubljana, Slovenia; Bostjan.Kuzman@pef.uni-lj.si EPTS has a very social validity. With thousands of years of its history, the science of mathematics represents an indis- erview - erview - pensable companion to the entire human civilization. Yet the circumstances, in which Ov Ov new mathematical discoveries arise nowadays, are quite different from those centuries PAPER SESSION 21: Acceleration ago, when great minds of mathematics were either members of quasi-religious philo- sophical groups, court scientists or isolated geniuses. It is only seemingly a contradiction Best practice strand that good access to education, abundance of information and relatively good standard Friday Friday of living in the modern world motivate young people less for abstract thinking and hard Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. work that is required for doing mathematics. That is why we are facing a big challenge, Location: Plečnik 4 erview - how to encourage young talents in today's society in order to develop their abilities to erview - Ov their full potential while also maintaining their prudent inner child, their creativity and Chair: Jo Verlinden Ov encourage collaborative teamwork, which is becoming indispensable also in the field of mathematics in the digital age. I will present some relatively successful examples of work PAP 21-1: Acceleration without Thresholds with gifted in mathematics in Slovenia: school work in curricular and extracurricular acti- Jo Verlinden1, Lianne Hoogeveen2, Bert Oostindie3, Nienke Bouwman3, and Marloes Ottink3 vities, mathematical competitions, research projects and summer camps. I will compare 1BCO Onderwijsadvies, The Netherlands; 2Radboud University, Center for the Study of Gifte- Saturday Saturday the available data from international tests TIMMS and PISA to the performances of Slo- dness, Nijmegen, The Netherlands; 3IJsselgroep Zwolle, The Netherlands; venian high-school students at the international mathematical competitions, the results joverlinden@bco-onderwijsadvies.nl; l.hoogeveen@its.ru.nl erview - of research on the gifted in Slovenian schools and surveys of students with successful erview - In the 21st century we need all the talent we have. We cannot afford underachievement Ov records in mathematical competitions. Ov due to poor education. There is an overwhelming amount of scientific support for acce- PAP 20-3: The Social Validity of Advanced Mathematics in the Education leration as a positive intentional educational intervention for gifted children. The type of Programs for Talented Students (EPTS) acceleration we focus on is skipping grades. Project: The project's main goal is providing resources for school counsellors and tea- Thursday Bilge Bal Sezerel Thursday chers in order to encourage them to considerate acceleration as an option for gifted Anadolu University, Turkey; bilgbal@gmail.com students at an early stage. Research shows that accelerated children perform better than The purpose of this study is to investigate the social validity of EPTS’s mathematics les- their not accelerated counterparts. Moreover, the dreaded negative social and emotio- Abstracts - sons. EPTS is a program that is based on university, services after school for elementa- nal consequences do not occur (Colangelo, 2004; Hoogeveen, 2008). There are indicati- Abstracts - ry and secondary school students who are identified scientifically and mathematically ons that accelerating excellent pupils leads to better results than other measures such as talented by the identification system of the program. Advanced mathematics covers compacting and enrichment of the curriculum. However, both teachers and counsellors the subjects of the areas; algebra, geometry, statistics, probability and trigonometry by hesitate in making decisions about skipping a grade, or acceleration in other ways. Pro- Friday using technological equipment. In the core of mathematical courses, it is expected that bably they are far too reluctant. There is evidence that, providing teachers and coun- Friday students connect mathematical theories with the daily life. Students learn the structure sellors with the right information, will help schools to design a good decision-making of the concepts and gain conceptual knowledge thanks to mathematics courses. What’s process. more, students can create real life problem situations so they can transfer their experi- Abstracts - Presentation: In this presentation we will elaborate on our project regarding accelera- Abstracts - ence to application area of the mathematics. One of the methods for the investigation tion in Dutch schools. We will discuss an updated instrument for decision-making. This of the course’s viability is the social validity evaluations. In this study the participants tool provides users with an analysis of the major factors to be considered in making the included 141 sixth, seventh and eighth grade students who had attended the EPTS from decision to accelerate or not. The instrument is based on the “Versnellingswenselijkheid- the year of 2008 to 2013. EPTS Course Evaluation Form was administered to investigate slijst” (Hoogeveen et al., 2004) and the The Iowa Acceleration Scale, 3rd Edition (Assouline Saturday the social validity of the advanced mathematics course in this program. The EPTS Course et al., 2009). As a part of this project we also provide school counsellors with an up-to- Saturday Evaluation Form is consisted of two structured items which are related to likeness and date information package, which they can use to organize a workshop for teachers and usefulness and ranging from 1 (not at all) to 5 (very very much) and three semi-structured parents. The package explains the pros and cons of acceleration. In our presentation we items. In order to investigate the social validity of advanced mathematics courses, one give evidence of the development of both the instrument and the workshop. Abstracts - Abstracts - sample t-test analysis was used to test the mean score of each item in the scale against 148 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 149 PAP 21-2: Long-term Effects of Acceleration – and How to Use Networks quantitative and qualitative techniques. Policy makers, psychologists, educators and fa- for it Today milies may use the findings of the investigation to assist gifted students whose needs are Annette Heinbokel not met by the regular curriculum. This investigation may contribute to gaining a fuller Thursday understanding of teachers’ attitudes towards acceleration and to find ways to enhance Thursday DGhK, Germany; annette.heinbokel@swbmail.de positive attitudes towards accelerative practices. Grade skipping can have a profound effect on the lives of those who were accelerated. In erview - erview - 2012 adults Germany in were asked what they remembered, how their experiences had PAP 21-4: Mentoring Gifted Students in the Digital Age: A Unique School / Ov Ov influenced their lives and that of their children. The adults were born between 1917 and University Partnership in Academic Research Projects 1987. There are answers from 115 adults, for 26 of them their parents had already filled in a questionnaire in 1990. Among these there are 8, who had also given an interview Susan Knopfelmacher while still at school. Results in brief: For more than 80% it had had a beneficial effect, Presbyterian Ladies College, Melbourne, Australia; sknopfelmacher@plc.vic.edu.au Friday Friday they would do it again or support their children if they needed this kind of challenge. Research and experience show that secondary schools in the “Digital Age” do not al- This confirms John Hattie’s study of meta analyses’: acceleration was more than twice ways meet gifted adolescent students’ intellectual, creative, and affective needs. An erview - as effective as enrichment. But how about those whose experiences had not so been extension program which offers engaging high-level challenge under expert guidan- erview - Ov positive? Can traps be avoided? When most of these adults skipped one or more grades, ce provides the opportunity for gifted students to follow their academic and creative Ov the digital age had not yet been “invented”. They had to use the help of adults, books passion with like-minded peers. This presentation will explore the partnership betwe- and libraries to catch up with the knowledge they needed for the higher grades. Today en Presbyterian Ladies College - a leading Australian CIS and IB affiliated, independent it is much easier: websites, the internet, emails can help gifted children in many ways, girls’ school - leading universities and Australian National art galleries to implement an especially when they want to accelerate or have done it. The internet can be used (1) academically accelerated research program for gifted adolescents (14-17 years). A deve- Saturday Saturday for learning, not only to acquire new knowledge out of curiosity but to learn material lopmental approach underpins the program, based on models and theories including needed for acceleration; (2) for contact for young people with similar experiences of Gagne's DMGT 2.0, the Actiotope Model, “new literacies” and the IB Learner Profile. The erview - acceleration; (3) by parents whose children were accelerated or who are planning to do presentation will outline digital learning approaches, resources and tools which empo- erview - Ov so; (4) by educators who are interested in offering acceleration. A European “Network wer cutting-edge, innovative research, through face to face and online communication Ov Acceleration” would be a good idea to teach educators when to offer and how to handle with experts and peer group collaboration allied with the school's “activity-reflection” acceleration. Student Portfolio. Our program evaluation overwhelmingly supports research showing that flexibility, choice and autonomy are highly motivating factors for high ability stu- PAP 21-3: Predictors of TeachersÁttitudes towards Acceleration of Gifted dents; especially when allied with mature environments supervised by expert mentors. Thursday Thursday Students By exploring aspects of university life while still at school, students gain a head-start for Paloma Palacios Gonzalez entry to top Australian, US and UK universities while developing the self-regulation and University of New South Whales, Australia; palpalgon@hotmail.com transferable skills required for life-long talent pathways in a rapidly changing, globali- Abstracts - sed world. Evidence of participating students’ personal testimony, significant personal Abstracts - In the last decades there has been special interest in studying the attitudes of regular growth and outstanding academic success will be related to the program’s opportuniti- teachers towards gifted education and gifted students. It is well known that teachers es and outcomes. This presentation details various humanities, sciences and arts gifted make a difference, and that their attitudes and perceptions have an effect on the stu- mentoring projects. Friday dents’ performance. While much has been researched about teachers’ attitudes on gifted Friday students and gifted education, there is a lack of understanding of teachers’ attitudes towards acceleration as an educational practice for gifted students. The special interest of studying acceleration is that it has been considered as one of the most effective in- Abstracts - Abstracts - terventions for gifted students. Meta-analytic results have shown acceleration of gifted students has predominately positive effects in both the cognitive and affective domains of these students. Surprisingly, teachers have been persistent and doubtful about whe- ther this is the best option for gifted students and schools have been resistant to provi- Saturday de more flexibility in order to fulfil the educational needs of gifted students. The main Saturday purpose of this study is to understand the predictors of teacher attitudes, in Mexico, on acceleration of gifted students, using a number of variables, including cultural variables. A mixed methods approach is used in this study. Surveys will be developed and admi- Abstracts - Abstracts - nistered to elementary public school teachers in Mexico. Data will be analysed using 150 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 151 PAPER SESSION 22: Teachers to optimally challenge and stimulate gifted students in the particular educational con- text. The aim of the research was therefore to explore attitudes of preschool, primary Scientific strand and secondary school teachers towards giftedness and gifted education in the Sloveni- Thursday an educational context. The research was based on nationally representative sample. As Thursday Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. a main research instrument the Opinions about the gifted and their education questio- Location: Ravnikar Hall nnaire from Gagné and Nadeau was used. The multivariate analysis of data shows that erview - erview - the Slovenian educational context holds relatively positive attitudes towards giftedness Ov Ov Chair: Matthew Edinger and gifted education, and that the positive orientation in attitudes is related to teachers’ education and professional experiences. In the presentation the research findings will PAP 22-1: Professional Development in the Digital Age: Building and be stressed from the view point of several potential predictors of teachers’ attitudes to- wards giftedness and gifted education in kindergarten, primary and secondary school Friday Testing an Online Model for Gifted Education Teachers Friday Matthew Edinger and the implications for bridging the gap between teachers’ attitudes and implementa- The University of Derby, UK; m.edinger@derby.ac.uk tions of appropriate methods in teaching gifted students will be discussed. erview - erview - Ov Researchers have called for further investigation into appropriate professional develo- Ov PAP 22-3: Language Teachers’ Cognition in Gifted Education pment (PD) for gifted education teachers. In the current digital age, PD often takes place Karmen Pižorn and Mojca Juriševič in an online environment. While many researchers have suggested approaches to e-lear- Faculty of Education, University of Ljubljana, Slovenia; karmen.pizorn@pef.uni-lj.si ning and online PD, few have considered these issues in the context of gifted education. Thus, in this paper I develop and test a theoretical model of online PD for gifted educa- In Slovenia, language teacher study programmes still fail to provide the appropriate Saturday Saturday tion teachers. This work builds upon Anderson’s (2008) theory of online learning interac- academic and practical input on teaching languages to gifted students. This is further tions and Siegle’s (2001) essay regarding professional development for gifted education supported by the fact that there are no methodologically rigorous research studies whi- erview - teachers. Fundamentally, the paper asks: To what extent does the implementation of ch would measure language aptitude or investigate learning and teaching languages erview - Ov the proposed model create positive change in five areas of inquiry: content learning, to the gifted. Finally, the national primary school guidelines on the gifted education do Ov classroom practice, professional goals, teaching attitude, and pedagogical knowledge? not recognize language aptitude, even though the research shows that childhood is Over a 5 year period 161 gifted education teachers completed graduate-level online PD. the most important period for (foreign) language development. In accordance with the This PD was designed using the model proposed in this paper. All teachers were asked current situation, the main aim of the presentation is to show and discuss the teachers’ to complete an online self-report survey concerning this PD experience. The response cognition (i.e. attitudes) and their perceived professional competence in identifying and Thursday Thursday rate was 66% (N = 107). Findings from this study indicate a strong positive change in educating gifted students. The research findings are derived from the broader national all of the five areas of inquiry mentioned above. The most significant changes occurred survey on gifted education in Slovenia. The emphasis is on different psychological and in the participant’s gifted education content learning and their classroom practice. For curricular elements which are stressed for the relevance from the teachers’ point of view. Abstracts - example, a third of the participants indicated that they now develop lessons geared spe- Moreover, the research focus is oriented towards the comparison between the language Abstracts - cifically toward their gifted students. Additionally, two-thirds of participants reported a and STEM teachers to find out similarities, as well as differences in their cognition toward strong positive change in their overall understanding of gifted education. The results of identifying gifted students. this study offer significant implications for directors of professional development and Friday practitioners within the field of gifted education. PAP 22-4: Students' Attitudes Toward Education Of Gifted And Their Friday Competences As Future Teachers: Is There an Implication for Study PAP 22-2: Attitudes Towards Giftedness and Gifted Education in the Program Modification? Abstracts - Slovenian Educational Context Sanja Tatalović Vorkapić and Jasna Arrigoni Abstracts - Mojca Juriševič, Janez Vogrinc, and Darija Skubic Department of Teacher Education, University of Rijeka, Croatia; arrigoni@ufri.hr Faculty of Education, University of Ljubljana, Slovenia; mojca.jurisevic@pef.uni-lj.si; janez.vogrinc@pef.uni-lj.si One of the extremely important prerequisite for organizing a quality educational system for gifted children presents also well trained teachers. Therefore, the general question Saturday Research evidence shows that successful implementation of any inclusive policy in eve- raised from this starting point is what could be done to develop appropriate competen- Saturday ryday teaching is largely dependent on teachers being positive about it. In gifted educa- ces of teachers, primarily through initial teacher education at the undergraduate level tion, where so called love – hate relation has persisted for decades, the identification, un- of higher education. So, the main aim of this paper is to examine the attitudes toward derstanding and perhaps changing the attitudes of teachers represents a very important gifted children and their education from the perspective of students enrolled at Faculty Abstracts - Abstracts - endeavour to introduce the curricular and instructional changes which are necessary of Teacher Education in Rijeka, Croatia. Students of both study programs will be included 152 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 153 in the research: Early and Preschool Care and Education and Primary School Teachers PAPER SESSION 23: Neuro-Cognitive Study. In addition, their attitudes toward the usefulness and application of the course “Education of gifted children” will be examined. Finally, since this course is elective and Scientific strand Thursday some students do not have the opportunity to hear relevant lectures, the comparison Thursday in general attitudes toward education of gifted children between different students’ Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. groups will be explored. The determined results will be discussed within the frame of Location: Plečnik 5 erview - erview - needed teachers’ competences, possible attitudes change and study program modifi- Ov Ov cations. Chair: Pichak Siripoonsap PAP 22-5: Primary School Teacher’s Perceptions on the Gifted Students’ PAP 23-1: Explaining the Gifted Mind Friday Characteristics in Class Pichak Siripoonsap and Ngarmmars Kasemset Friday Aikaterini Gari1, Afroditi Karfi2, Anastasia Theodorou2, and Maria Tsonopoulou2 Thailand - The Gifted and Talented Foundation, Thailand; pichak@nationalgiftedthai.org; 1Associate Professor of Social Psychology; 2Psychologist; agari@psych.uoa.gr ngarmmars@nationalgiftedthai.org erview - erview - Ov The aim of the present study is the exploration of teachers’ perceptions towards the In the digital age, it is possible to explain how gifted minds work using the analogy of Ov gifted students’ characteristics in an effort to describe how teachers who have not trai- computer hardware and software concepts. There are many mind functions or “mind ned on giftedness perceive the specific characteristics of the gifted students in class. apps”. And gifted persons have a lot of high abilities and various kinds of behaviour. The- A sample of 206 primary school teachers was employed, 163 females (81.91%) and 36 se are synchronously linked to their mind apps. It is a simple approach to introduce these males, with a mean age of 42.2 years (SD = 9.97 years) and a mean teaching experience concepts to talented youth and children. Understanding their mind apps and knowing Saturday how to manage them will enable gifted children to lead a happy and bright life. Saturday of 17.4 years (SD = 8.3 years). 18.45% of the sample has had a postgraduate diploma in special education or in various domains of pedagogy and psychology. The majority PAP 23-2: Managing High Abilities from Neuroeducation. What erview - of them (70.4%) lived in Athens and 29.6% lived in other Greek cities and towns. The erview - Ov questionnaire created for the purpose of this study was based on some of the Renzulli’s Differentiates some People from Others when Their Brain Works Ov (Renzulli et al., 2002) “Scales for Rating the Behavioral Characteristics of Superior Stu- Juan Jose Rienda, Elisa Villena, and Lucía Sutil dents’ (SRBCSS-R) of 43 items, in respect to “learning” (13 items), “creativity” (11 items), Universidad Rey Juan Carlos, Spain; juanjose.rienda@urjc.es “leadership” (8 items) and “motivation” characteristics (11 items), along with some demo- graphic questions. After a short introduction on giftedness presented for the teachers of The irruption of the Neuroscience in the 21st century society has meant a radical change Thursday Thursday the sample at each school separately, the teachers were asked to fill in the questionnaire in the conceptualization of diverse aspects. Words like Neuromarketing, Neuropolitics, anonymously, “keeping in their mind a student they believe he/she is gifted”. We com- Neuroleadership, Neuromanagement... are important in the scientific fields and resear- puted the Cronbach α for each set of items, as following: α=.89 for learning items, α = .80 ching at present. Also today we can talk about Neuroeducation, or how to give a new Abstracts - for creativity items, α = .78 for leadership items, and α=.85 for motivation. No statistical vision on High Abilities from a brain-based teaching way. One of the so-called myths Abstracts - differences were found for the 4 sets of items in respect to teachers’ gender, age and that exist around the learning in the classroom is based on that the human being has teaching experience. Statistically significant differences were found in regard to place of predominance in one of the lobes of the brain. The right lobe, associated with creati- residence for creativity (p < .05, η² = .03) and learning characteristics (p < .05, η² = .03), vity, is the brain holistic; while the left lobe is associated with the rational, logical part Friday and also statistically significant interaction between gender and place of residence for and the language. Some authors discuss that this predominance is a myth in the field Friday learning characteristics (p < .05, η² = .064). The results are discussed in relation to spe- of neuroscience, while others claim that part of the scholastic failure may be attributa- cific legislative aspects of the Greek educational system and Greek teachers’ needs for ble to a deficiency in the form in which the contents in the classrooms are taught, not training on giftedness along with the scientific activities of the Greek Association for the considering the difference of the cerebral dominance of learning. This article tries to Abstracts - Abstracts - Promotion of Creative/Gifted/Talented Children and Adolescents. throw evidence about whether gifted students have any predominance of brain against certain groups of control, considering gender and IQ variables. Furthermore, using tech- niques of imaging, including magnetic resonance imaging and scanner, we will intend to develop a map of brain activity at the same time students are dealing with traditional measurement of intelligence tests, establishing what brain areas are activated when sol- Saturday Saturday ving different sorts of problems, against students who are not evaluated in high ability. This study aims to be a supplement of diagnosis to traditional IQ, concerning this type of population assessment. Abstracts - Abstracts - 154 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 155 PAP 23-3: Differences in Brain Activity during the Visuospatial Working increasing among both groups. Moreover, both the supernormal and normal groups Memory Task: An FMRI Study in Mathematically and Scientifically displayed similar patterns in searching colour features (in parallel processing) and co- Talented Students with and Without High IQ njunctions (in serial processing). Thursday Thursday Ching-Chih Kuo1, Jun-ren Lee2, Shou-ying Tsai2, and Chia-en Hsieh2 1National Taiwan Normal University, Taiwan; 2Department of Special Education, National PAPER SESSION 24: Models & Concepts erview - Taiwan Normal University, Taiwan; kaykuo@ntnu.edu.tw erview - Ov Ov This study compared the visuospatial working memory performance in mathematical- Scientific strand ly and scientifically talented (MST) students with and without high IQ using functional magnetic resonance imaging (fMRI). Forty-five male university students, aged 19 to 24 Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. Location: Boardroom Risba Friday were assigned to three groups according to the IQ level and a talent in mathematics and Friday science. Such assignment yield the high-IQ MST (MSTHIQ, N = 17), average-IQ (MSTAIQ, N = 13), and typically developing groups (TD, N = 15). Participants completed a non-ver- Chair: Sieglinde Weyringer erview - bal working memory n-back task with three memory load condition (0-, 1-, and 2-back) erview - Ov PAP 24-1: Traditional Models of Giftedness and High Ability - are They Ov during whole-brain fMRI. The behavioural performance among these three groups was very similar to each other with high levels of accuracy and resulted in no significant gro- Still Up To Date and Viable? up difference. We hypothesized that the MSTHIQ group demonstrate more activation Sieglinde Weyringer during this n-back task. As predicted, when comparing the brain activation between University of Salzburg, Austria; sieglinde.weyringer@sbg.ac.at easy task (0-back and 1-back) and more difficult task (2-back), the MSTHIQ group sho- Saturday During its long tradition the research on giftedness and high ability has created many Saturday wed higher activation than the MSTAIQ group in many brain areas, including bilateral superior frontal gyrus, medial frontal gyrus (BA6), inferior parietal lobule, superamargi- definitions and theoretical models. Primarily these definitions and models are based on psychological constructs to be measured with psychometric assessment tools, e.g. erview - nal (BA40), and superior temporal gyrus (BA39). The MSTAIQ group, on the other hand, erview - Ov exhibited more activation in the left precuneus (BA7), left superior frontal gyrus (BA6), intelligence and IQ-tests or cognitive abilities and achievement-tests. Some of the mo- Ov and right inferior parietal lobule, angular (BA40). The TD students showed more activati- dels became most influential on educational practice, and in many national educational on in the right middle frontal gyrus (BA6), right occipital lobe, lingual gyrus (BA18), right systems the established best practice models are referring to these sources. The presen- occipital lobe, cuneus (BA18), and left inferior parietal lobule (BA40). The results support tation will attempt a critical review on this practice. Several aspects for investigations previous research and indicate that the MSTHIQ group exhibits more brain activation can be highlighted: (a) the appropriateness of the traditional models with respect to the Thursday Thursday during memory-related and higher cognitive load tasks and larger visuospatial working development of research, to the development of technology and to the change of socie- memory capacities. ty; (b) the importance and relevance of other fields of social sciences despite psychology concerning theories of giftedness, talent and abilities; (c) the appropriateness of psycho- Abstracts - PAP 23-4: Visual Search Development among 9-13 Years Old Supernormal logical constructs for the educational practice within and outside school systems and Abstracts - Children with respect to lifelong learning and development; (d) the usability of definitions and the applicability of theoretical models beyond cultural, ethnical and societal diversity. Xingli Zhang1, Xiaoyan Li2, and Jiannong Shi3 Transferring the results of these investigations to selected models of giftedness, talent 1Institute of Psychology, Chinese Academy of Sciences, China; 2University of Chinese Acade- Friday and high ability the presentation will analyse their potential to improve these models. Friday my of Sciences, China; 3Department of Learning and Philosophy, Aalborg University, China; shijn@psych.ac.cn PAP 24-2: Does the Development of Prodigies’ Psychosocial Skills Differ from that of their Conservatory Peers? Abstracts - The current study aimed to compare the visual search development between intellectu- Abstracts - ally supernormal (gifted and talented) and normal children. 124 children aged 9-13 years Rena Subotnik1 and Linda Jarvin2 old participated in the visual search experiment, 68 supernormal and 56 normal children 1American Psychological Association, USA; 2Paris College of Art, France; rsubotnik@apa.org respectively. The standard visual search paradigm was used and participants’ reaction time (RT) was recorded through the DMDX system. Search RTs underwent analyses of This session will explore the role of psychosocial skills in developing prodigious musical performers beyond technical and interpretative expertise. It builds on the SP/A (Scho- Saturday variance (ANOVAs) with age group and IQ group as between-subjects factors, the fea- Saturday tures and the set size as within-subject variables. The result showed that supernormal larly Productivity/Artistry) model proposed by Subotnik and Jarvin (Jarvin & Subotnik, in children performed more quickly than that of normal children, the reaction time (RT) press; Jarvin & Subotnik, 2010; Subotnik & Jarvin, 2005; Subotnik, Jarvin, Moga, & Ster- also showed expected improvement in speed of information processing with their age nberg, 2003) to describe the talent development process of elite performers that emer- Abstracts - ged from interviews conducted with students, faculty and gatekeepers at three highly Abstracts - 156 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 157 competitive U.S. music conservatories. The model posits music talent development in WORKSHOP SESSION 4 three stages: (1) abilities to competencies, (2) competencies to expertise, and (3) exper- tise to scholarly productivity/artistry. First we will describe the SP/A model and discuss it Trends in Research and Theory of Giftedness Thursday in light of talent development models supported in the psychosocial science literature. Thursday Then we investigate how it might apply – or not – to very young performers of classical Time: Friday, 19 September: 3:20 p.m. – 4:20 p.m. music. We refer to Ruthsatz and Detterman’s (2003, p. 509) definition “Prodigies are chil- Location: Martin Krpan Hall erview - erview - dren under 10 years of age who perform culturally relevant tasks at a level that is rare Ov Ov even among highly trained professionals.” Do these very young gifted individuals follow WOR 7: Products in the Digital Age: An Authentic Challenge for Gifted similar developmental trajectories as the regular conservatory students who served as Students the basis for developing the SP/A model? Or is there a different model for prodigies? Tracy Inman1 and Julia Roberts2 Friday 1The Center for Gifted Studies at Western Kentucky University, USA; 2Western Kentucky Friday PAP 24-3: Identifying Highly Gifted Children by Analyzing Human Figure University, USA; tracy.inman@wku.edu; julia.roberts@wku.edu Drawings erview - How can you engage students in high-level learning where they think creatively and erview - Sven Mathijssen1, Max Feltzer2, and Lianne Hoogeveen1 Ov 1 critically? How can you incorporate 21st skill building in lessons? How can you provide Ov Center for the Study of Giftedness, Radboud University Nijmegen, the Netherlands; 2Tilburg University, The Netherlands; s.mathijssen@its.ru.nl challenge for gifted students? One powerful way is engaging in product development and differentiating those products to match students’ needs, interests, and abilities. In To this day, very young (preschool) highly gifted children are still hard to detect through this digital age, students have a wealth of information at their fingertips; they also have currently available psychodiagnostic instruments. If children are assessed on intelligen- incredible technological tools to package that information. What educators must en- Saturday ce, highly gifted children may still go undetected and/or may become misdiagnosed, Saturday sure, however, is that students are able to translate their learning in meaningful, high because they achieve below their true capacities. Test anxiety is just one of the many quality ways. One way to encourage authentic assessment of real-world products is to known causes for underachieving. However, when a child is asked to draw a person, the erview - use a protocol that ensures ease, consistency, and clarity. Developing and Assessing erview - Ov child is asked to do something he or she has done many times and is therefore often Product (DAP) Tools guide students in product development, facilitate differentiation, Ov not threatened by this task. In a pilot study, the human figure drawings of highly gifted simplify assessment, and remove the learning ceiling. With consistent components, an children and averagely gifted children are examined. The goal of the study is to determi- innovative scale, and varying tiers with levels of expectation based on preassessment, ne the possibility of identifying highly gifted children by analysing their human figure the DAP Tool provides one strategy to promote high-level learning. In preparing stu- drawings. The participants are 157 children in the age of 7 to 12 years old. The human fi- dents for jobs that do not yet exist in a competitive world, 21st century skills prove as Thursday Thursday gure drawings are examined, using Koppitz’ Human Figure Drawing Test (HFDT) and the important as specific content. Intentional product development taps into those skills Goodenough-Harris Drawing Test (GHDT). The scores resulting from using these instru- – from thinking creatively to communicating clearly, creating media to self-directing le- ments are referred to as “drawing-IQ’s”. The pilot study shows that highly gifted children arning. When educators use a protocol for assessment that holds children, youth, and Abstracts - score significantly higher drawing-IQ’s than averagely gifted children, but only in the young adults to high standards while encouraging creativity and metacognition, those Abstracts - age of 7 to 10 years old and only when using the GHDT. In a follow-up study, the human skills are developed so that, as working adults, they are able to contribute products of figure drawings of 120 highly gifted and averagely gifted children in the age of 7 to 9 excellence to their communities and to the world. This session explores four innovations years old are examined, using the GHDT and Naglieri’s Draw-a-Person Test (DAPT). None for product assessment; through discussion and samples of DAP Tools and student work, Friday of the used instruments show significant differences in drawing-IQ’s. However, closer participants will be able to describe common components of all products; explain the Friday examination shows that some of the elements in the human figure drawings are only need to differentiate when assessing products; and develop original DAP Tools. drawn by highly gifted children. These findings suggest that analysing human figure drawings on elemental level may be more helpful in identifying highly gifted children Abstracts - Abstracts - than computing drawing-IQ’s. Saturday Saturday Abstracts - Abstracts - 158 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 159 SYMPOSIUM 4 more students avail themselves of other opportunities. As CTY has grown in size and breadth of services, we have also worked increasingly hard to identify talented students Trends in Research and Theory of Giftedness who might be overlooked in traditional testing approaches: students from traditionally Thursday underserved populations, especially high ability students from underrepresented mi- Thursday Time: Friday, 19 September: 3:20 p.m. – 5:30 p.m. nority groups, low-income gifted students, and twice-exceptional students whose high Location: Plečnik 1 abilities may go unrecognized because of their disabilities. We have now developed erview - erview - numerous strategies to identify students from these populations as well as special pro- Ov Ov SYM 4: Access Granted: Multinational Approaches to Finding and grams to meet their needs. In this session, we summarize the challenges we’ve enco- Developing Talent untered through CTY’s efforts to find and serve traditionally underrepresented gifted Organiser & Discussant: Simeon Brodsky, Johns Hopkins University Center for Talented students, as well as some solutions to these challenges. In particular, we describe the following CTY initiatives: 1) special outreach efforts to identify traditionally underser- Friday Youth (CTY), USA Friday ved gifted students from urban areas, 2) special outreach efforts to identify low-income The last decade has brought good news for academically talented students: educatio- gifted students from rural communities, 3) scholarship support for low-income students erview - nal programs and resources, both online and in-person, are growing tremendously. But to attend CTY programs and special support for them at CTY program sites, 4) testing erview - Ov at the same time that we champion these initiatives, we know that they do not reach and programmatic accommodations for students with disabilities, 5) supplemental pro- Ov everyone who needs them. Students from low-income families, students from underre- grams to provide skills reinforcement for at-risk students, and 6) special counselling ini- presented groups, and twice exceptional students deserve full access not only to strong tiatives for low-income students and/or those from traditionally underserved backgro- educational programs in specific disciplines but also to those programs’ inherent bene- unds. We will offer a summary of what we have learned from these programs, challenges fits - true intellectual peers, adult role models, and academic habits of mind. This sympo- that remain, and our recommendations. Saturday Saturday sium focuses on access and on efforts to make high quality, challenging, and inspiring education available to the world’s most talented students. SYM 4-2: Building a Path to Potential: CTY Ireland erview - First, Dr. Linda Brody from the Johns Hopkins University Center for Talented Youth, Colm O’Reilly erview - Ov examines CTY’s efforts over the past 35 years to expand access for underrepresented, Ov CTY, Ireland; colm.oreilly@dcu.ie low-income, and twice exceptional students. Dr. Colm O’Reilly, Director of CTY Ireland at Dublin City University, discusses CTYI’s efforts at skills reinforcement and deepening CTY Ireland is a successful application of the CTY model in a European context. Based connections between the university, CTYI, and marginalized populations. Mr. Antonios at Dublin City University (DCU) the programme offers college like courses to high ability Apostolou, Director of the newly launched CTY Greece at Anatolia College, examines students aged 6 to 16. For the last 20 years CTY Ireland has expanded rapidly and to date Thursday Thursday the challenges of launching a foundation-supported, nationwide talent search in a po- over 50,000 students have attended this programme including 5,000 students in the litical setting that is both in flux and not entirely supportive of finding and developing last academic year. Even with the great success of the programme we believed that we academic talent. Finally, Zhamilya Yessanova, Director of Centre for Pedagogical Measu- were still underrepresented by students from lower income backgrounds on the course. Abstracts - In 2006 with the help of the DCU Access service The Centre for Academic Achievement Abstracts - rements, and Miras Baimyrza, Project Manager, from the Nazarbayev Intellectual Schools in Kazakhstan shares lessons learned while launching twenty trilingual schools for the (CAA) programme was founded to allow primary school students from socio-economi- country’s most promising young mathematicians and scientists. Collectively, these spe- cally disadvantaged areas of Dublin to attend special after school classes at Dublin City akers come from organizations that provide programs to tens of thousands of students. University. The goal was to encourage high ability students who traditionally would not Friday have access to university resources and materials towards an academic path and to ful- Friday Moreover, they represent a range of models for both uncovering top talent in previously overlooked areas and providing support - economic and programmatic - to help truly fill their potential. The programme has been a great success, with over 1,600 students level the playing field. attending courses at the CAA programme, including 400 students during the current academic year. In the last three years the CAA programme has been further expanded Abstracts - Abstracts - SYM 4-1: Opening Opportunities for Underrepresented Students: a View to incorporate the low income students on to the main CTY programme. To date 300 from the US students have availed of this opportunity. The programme has been the subject of two doctoral research thesis and findings have included an increase in the number of stu- Linda Brody dents hoping to attending university in the future and a boost in self-confidence for the Johns Hopkins University Center for Talented Youth, USA; lbrody@jhu.edu Saturday participants. This paper will describe setting up the programme and outline the benefits Saturday The Center for Talented Youth (CTY) was established in 1979 at the Johns Hopkins Uni- for the participants and the challenges moving forward to expand the initiative. versity to find and serve high ability students. Today, over 40,000 students participa- te annually in CTY’s talent searches, 10,000 students enroll in CTY’s academic summer Abstracts - Abstracts - program, another 10,000 students take courses through CTY’s online offerings, and still 160 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 161 SYM 4-3: Providing Hope in Greece: a Foundation-supported Effort to major cities like Almaty and Astana to remote regions of Kazakhstan. Students are cho- Find and Develop Talent sen based on academic achievement as well as academic ability. Selection has been an Antonios Apostolou evolving process that has consistently placed a high premium on openness and transpa- Thursday rency. This presentation offers an overview of Nazarbayev Intellectual schools’ mission Thursday CTY Greece at Anatolia College, Greece; danaos@anatolia.edu.gr and pays particular attention to the issues of accessibility by focusing on issues of selec- In 2012, in response to the economic collapse in Greece, the Stavros Niarchos Founda- tion, site location, and teacher training. It further examines the challenges of multiple erview - erview - tion decided to invest in education and, more specifically, to invest in identifying and international partnerships and the importance of not just adopting but also adapting Ov Ov developing the brightest young minds amongst Greek pre-university students. The Fo- the best practice to fit the educational needs and cultural contexts. Lastly, we discuss the undation entered into the project in an environment where most groups were curtailing aspects of transferring the experience of Nazarabayev Intellectual schools to the main- their funding and amidst a politically unstable and highly charged situation. Against this stream schools of Kazakhstan. backdrop of anxiety and growing governmental mistrust, the Foundation was particu- Friday Friday larly sensitive to charges of favoritism, of perpetuating pre-existing privileged positions that had helped lead to the collapse, and to charges of elitism. Therefore, from the laun- PAPER SESSION 25: Supporting Programmes erview - ch, the project to establish a CTY Greece necessitated a robust effort to ensure fairness erview - Ov and transparency in the selection process and a concentrated drive to find students from Best practice strand Ov not only the elite schools in places like Athens and Thessaloniki but also students from the most poorly-resourced governmental schools in the more remote areas of the coun- Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. try. This presentation examines the challenges of launching a nationwide talent search Location: Plečnik 1 in shifting political environment and shares the lessons learned during the false starts of Saturday Chair: Jaap Verouden Saturday working through governmental channels. More importantly, this presentation is a story of grassroots efforts using both non-governmental and local connections to build an PAP 25-1: Day a Week School erview - effective awareness campaign, to launch a nationwide talent search, and to identify stu- erview - Ov dents from Athens to Thessaloniki and Sofades to Rhodes. The talk further discusses the Jaap Verouden Ov programmatic opportunities and issues of bringing together students from urban and Het ABC, The Netherlands; jverouden@hetabc.nl rural settings and from the most elite private schools and most humble governmental schools in a highly stratified country. Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachi- Thursday evement and social–emotional and behavioural problems. A pull-out program, the “Day Thursday SYM 4-4: A National Response to Talent Development: Nazarbayev Intellectual Schools, Kazakhstan a Week School” (DWS), was offered to gifted children in 25 elementary schools from ne- ighbourhoods of higher and lower SES in Amsterdam. Objective To investigate whether Leila Nurakayeva1 and Miras Baimyrza2 Abstracts - DWS decreases children’s social–emotional and behaviour problems and parents’ stress, 1 Abstracts - Deputy Director of Center for Pedagogical Measurements, AEO Nazarbayev Intellectual and improves children’s self-concept, enjoyment at school, and academic achievement. Schools, Republic of Kazakhstan; 2Project manager of Center for Pedagogical Measure- Methods Gifted children (grades 3–5) were selected through a standardized identifica- ments, AEO Nazarbayev Intellectual Schools, Republic of Kazakhstan; tion procedure assessing “out-of-the box”, logical, and creative thinking and motivation leila_nurakaeva@mail.ru; baimyrza_m@nis.edu.kz Friday (n = 89). Children, as well as both their parents and teachers, completed questionnaires Friday In 2008, President of the Republic of Kazakhstan Nursultan Nazarbayev initiated the re- before the start of DWS and after 2,5 months. Results were analysed for all children and form of Kazakhstani secondary education. Nazarbayev Intellectual Schools (NIS) project for at-risk children with higher levels of psychopathology before starting DWS. Results was established as a government-supported, autonomous educational organisation set Analyses on the total group showed small positive effects on children’s self-reported Abstracts - Abstracts - to build and support the network of twenty high-performing schools dedicated to nur- self-concept dimensions, scholastic competence and behavioural conduct, as well as turing and developing high-quality, competitive secondary schools in Kazakhstan. The on fathers’ reported child prosocial behaviour. In the at-risk group, children reported main vision is to invest in Kazakhstan’s capacity to sustain its development trajectory. medium positive effects on scholastic competence and behavioural conduct, and on Every Nazarbayev Intellectual school is tri-lingual (Kazakh, Russian, and English) and sleep problems and worry, and small improvements on enjoyment at school. Parents of at-risk children reported decreased child’s somatic complaints and decreased social– Saturday focuses on mathematics and science, specifically in two main streams: mathematics/ Saturday physics and chemistry/biology. These experimental schools are open to every student emotional and behavioural problems. Finally, the teachers of the regular schools repor- in Kazakhstan; some have boarding facilities for students from rural areas. Most schools ted higher academic achievement and medium positive effects on inattention-hyperac- start at grade seven, though some of the schools start at an even younger age. To find tivity in the at-risk group. Conclusions Day a Week School appears to be a promising pull- Abstracts - out program for gifted children, particularly for children at-risk for psychopathology. Abstracts - qualified children from across the country, the school network moves far beyond the 162 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 163 Considering the short period that the children participated in the DWS program during In this presentation the results are shared of the guidance program we have developed this research, it is likely to say that particularly the special attention, the recognition and to support underachievers in secondary school to develop their potential into high(er) the interactions with the peer group are the most important factors in the positive ef- achievements. As the underachieving pupils suffer from helpless feelings, lack of self- Thursday fects of this program on the participants, especially the at-risk group. Further research discipline, etc. several aspects are taken into account, like: mindset, meta-cognitive abi- Thursday is necessary to get a better view on the key factors in the positive effects of a pull-out lities, study skills, etc. The guidance program consist of weekly two-hourly meetings du- program like DWS for gifted children. ring school time, plus additional activities and direct communication between teachers erview - erview - and parents, and uses elements from the following theories: Mindset theory of Dweck Ov Ov PAP 25-2: Lessons Learned from 12 yrs Supporting Gifted Drop-Outs (2006), General problem-solving model of Seesink (2003), Seven habits of effective tee- Climb Back in - Attitudes for Approaching the Wounded to Retrieve Their nagers of Sean Covey (1998), Meta-cognitive study skills handbook Stella Cottrell (1988). Love for Living in the Digital Age At first, a group-wise approach was set up, gradually this has been taken over by an indi- vidualized program in which coaching as a means of support has proven to be most ef- Friday Friday Chantal Woltring and Albert Kaput fective, using recent insight from Coaching Academy International (2014). Cornerstones Centre for Creative Learning, The Netherlands; chantal.woltring@creatiefleren.nl, of the guidance programs are: (1) Respect and accept high ability; (2) Give feedback; (3) albert.kaput@creatiefleren.nl erview - Give room; (4) Stop disqualifying; (5) Repair missing knowledge; (6) Needs and interests erview - Ov of the pupils; (7) Allow self-direction in learning. Early results point at effectiveness in Ov The digital age makes it even more important than ever for a gifted person to “know thy self”: to have a solid sense of who you are, and what you want. So as to be able to supporting absolute underachievers to improve their performance to relative undera- both harvest the opportunities of the digital age, and also harness oneself against its chievement. In the presentation the final results will be shared and discussed. risks. High-potential drop outs, who no longer function in school, receive care, education and accommodation at the Centre for Creative Learning in The Netherlands since 2001. Saturday Saturday Our children/adolescents (12-23) are high-potentials who experienced long standing PAPER SESSION 26: Motivation mismatches with their environments: often having changed schools 3 or more times Scientific strand erview - and seen several health care professionals. Almost all children who come to our mental erview - Ov health care institute suffered additionally from prior misdiagnoses by the regular health Ov care profession. The labels they carry, often contain: autism, AD(H)D, dyslexia, ODD, PDD- Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. NOS and NLD. Giftedness often has not been taken into account during these diagnoses. Location: Plečnik 2-3 From first contact in the intake interview, we create an atmosphere of equality, trust and rest. Children open up and tell us more than they did to their - surprised - parents. Their Chair: Szilvia Peter-Szarka Thursday Thursday development, potential, ambitions and perspective on their lives are the subjects. Our psychologists succeed in re-diagnosing our children in ways that fit them better (identi- PAP 26-1: Mindset – to Fulfill our Potential: the Hungarian Adaptation of ty problems, social phobia, PTSD, study problems, depressive disorder). There is a place Mindset-Questionnaire and its Relevance in Talent Development Abstracts - for everyone under the rainbow. CCL exists for those gifted children, who lost this belief Abstracts - Szilvia Peter-Szarka and helps them reclaim their place in this world. We hope to inspire the use of our more University of Debrecen, Hungary; pszszilvia@gmail.com client-centred approach, versus traditional approaches that make our gifted children feel not-understood, misjudged or angry. In the past few decades positive psychology became very popular in psychology, put- Friday ting emphasis on self-actualization and continuous growth. At the same time motivatio- Friday PAP 25-3: Achievings with Underachievers nal research also revealed the importance of intrinsic drives and the need for autonomy, relation and competence. Dweck’s mindset-theory can be interpreted within this fra- Mariska Poelman1 and Anneke Craanen2 mework and shows how a simple idea about the brain can create a love of learning and Abstracts - 1Center for the study of Giftedness, Radboud University, The Netherlands; 2Radboud Univer- Abstracts - perseverance. People with a Fixed mindset believe that their basic qualities, like their in- sity, The Netherlands; m.poelman@its.ru.nl telligence or talent, are simply fixed traits. They may also believe that talent alone creates Over 80 Dutch high schools participate in the Group screening by the Center for the success - without effort. In a Growth mindset, people believe that their most basic abilities Study of Giftedness, Radboud University Nijmegen. Every year large numbers of undera- can be developed through dedication and hard work - brains and talent are just the star- ting point. This view creates a love of learning and a resilience that is essential for great Saturday chievers are detected. It proves to be difficult for schools to set up adequate programs to Saturday support these underachievers in transforming their potential into high(er) school perfor- accomplishment. Skill development, trust in continuous growth, motivation and effort mance. Supervised by Mariska Poelman, a combined qualitative and quantitative resear- are key elements of talent development, too. Realizing its importance, a research group ch assignment is undertaken by Anneke Craanen, to investigate the effects of guidance of the University of Debrecen, Hungary decided to provide research-based data to verify Abstracts - the relevance of the mindset-theory. As a first step, the 4-item Mindset-questionnaire Abstracts - programs in two groups: the absolute underachievers and the relative underachievers. 164 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 165 for adults was translated and the first statistical analysis was made to confirm its relia- development. Approximately quarter of students, aged between 15 and 19 (N = 255), bility an validity. This presentation introduces the initial measurement properties of the and two thirds of the faculty (N = 57) have taken part. The main aim has been to ob- Hungarian Mindset Questionnaire as completed by 200 persons, together with Rotters’s tain an objectivized perspective on what motivates gifted students for learning, how Thursday Locus of Control questionnaire, Duckworth’s Short Grit Scale and the Openness scale of involved they are in various activities and how they perceive themselves. Students' and Thursday the NEO-PI questionnaire. The presentation shows, 1) why mindset theory can be used teachers' attitudes towards giftedness and gifted students have also been checked. Re- as a basis for motivational practices, including also some critical remarks to problematic sults have shown that students in average rate learning with the help of computers as erview - erview - elements of the theory, introduces (2) recent findings about the reliability and validity of medium important for their motivation. It seems differences between male and female Ov Ov the Hungarian version of the Mindset-questionnaire and explains, (3) why mindset can students occur, female students rating learning with the help of computer as less impor- be a key question in talent development and in fulfilling our potential. tant. Altogether they evaluate their teachers pay medium attention to this element of teaching. Considering the use of technology in the classroom, at home assignments and other school matters (i.e. participation in the mentioned research) authors conclude that Friday PAP 26-2: Self-Determination Theory: A Link Between Challenging Friday Education and Optimal Learning Environments to Motivate Gifted school development in this area has been suitable. In light of other results, the paper Students focuses on elements, that students have rated as most important for their motivation erview - and mainly refer to teacher – student (personal) relationship. Authors expose elements erview - Ov Greet C. De Boer1, Marie-Christine J. L. Opdenakker2, and Alexander E. M. G. Minnaert1 that are, according to students, overrated (i.e. difficult assignments) or underrated (i.e. Ov 1University of Groningen, the Netherlands; 2GION, University of Groningen, The Netherlands; the use of humour) by the rate of attention their teachers pay to them. In conclusion the g.c.de.boer@rug.nl authors argue that (at least) in case of, otherwise, satisfactory use of technology, various Despite all efforts of schools and teachers to better align their curriculum and teaching elements of teacher-student relationship seem to be the most important element of mo- to the needs of gifted students, educational practice shows that gifted students are tivating gifted students and should therefore be recognized as a developmental priority. Saturday Saturday not engaged with learning in school. Recommendations for challenging education for gifted and talented students are usually characterized by differentiation in learning erview - contents and learning paths, like offering enrichment tasks or acceleration. In addition WORKSHOP SESSION 5 erview - Ov literature shows many recommendations for teacher characteristics and competencies Ov for educating gifted students, like offering challenging tasks, stimulating higher order Horizons: Gifted Beyond the Digital Age thinking etc. And, although research stress the importance of students’ perception of their learning environment, there seems to be less attention for the effects of the lear- TTime: Friday, 19 September: 5:30 p.m. – 7:00 p.m. ning environments teachers create in their classes in relation to challenge and motiva- Location: Plečnik 4 Thursday Thursday te gifted students. Fostering environmental motivation is an important key issue in the Self-Determination Theory (SDT) (Opdenakker & Minnaert, 2011). According to this the- WOR 8: The Effect of Modelling in Teacher Trainings ory students should remain motivated for school and engage in school task when the Eleonoor Van Gerven Abstracts - learning environment support the fulfillment of their needs to feel autonomous, com- Slim! Educatief, The Netherlands; info@slimeducatief.nl Abstracts - petent and related. In this presentation we discuss the results of an evaluation study on Dutch schools with a Gifted Profile (N = 25) concerning teacher characteristics and com- This workshop is about the effect of modelling in teacher trainings. The main idea is that petencies for teaching gifted students in relation to the SDT (DeBoer, Brakke, & Minnaert, if you want to change behaviour, you have to change your own behaviour. This idea not Friday 2013). Chan’s (2001, 2011) questionnaire of teacher characteristics and competencies, only applies when you teach children, it also applies when you teach teachers. A teacher Friday based on Feldhusen (1977), was administered on teachers (N = 280), students (N = 227) can only teach a child how to become a learner, if he has experienced how it feels to and parents (N = 320) in the Netherlands. Based on factor analysis we found a striking become a learner himself. In this workshop by experiencing some of the didactical prin- ciples we use, you’ll get the opportunity to explore the underpinning ideas, structures Abstracts - similarity between those characteristics and competencies and the key issues in the SDT. Abstracts - Implications for policy and teacher education will be discussed. and strategies of out trainings. It shows you how to become a more effective teacher trainer. Results of the research that is done to the effect of this this way of training will PAP 26-3: Motivation of Gifted Students – in the Digital Age and Beyond be presented. Ajda Erjavec Bartolj and Marija Dominko Gabor Time: Friday, 19 September: 5:30 p.m. – 7:00 p.m. Saturday Saturday Gimnazija Bežigrad, Slovenia; ajdaerjavec@gmail.com; marija.dominko@gimb.org Location: Plečnik 5 The paper introduces parts of a research conducted in spring of 2014 at Gimnazija Be- žigrad. Research activity has been supported by the Faculty of Education in Ljubljana Abstracts - Abstracts - and originally designed by two school counsellors to obtain information useful for staff 166 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 167 WOR 9: “Getting to Know You” Game and Other Simple Activities to Enhance Social Skills in Bright Children Abstracts - Saturday, 20 September 2014 Pichak Siripoonsap and Ngarmmars Kasemset Thursday Thursday Thailand - the Gifted and Talented Foundation, Thailand; pichak@nationalgiftedthai.org; Horizons: Gifted Beyond the Digital Age ngarmmars@nationalgiftedthai.org erview - erview - “I’m good with numbers/ I’m good with written words, but I'm not good with people!” Ov Ov is a familiar refrain from talented children - and adults - all over the world. Since social DEMONSTRATION SESSION 3 skills are recognised as one prime foundation for life success, as educators of talented Best practice strand children, we have tried to devise activities to bring out these skills in our students. Using two simple devices: a ping-pong ball and an exercise book, the children play games that Friday Time: Saturday, 20 September: 8:15 a.m. – 8:45 a.m. Friday help them to relax and to begin friendships with peers that they have just met. Over Location: Ravnikar Hall 8,500 children in our country have enrolled in these workshops. The results have been erview - excellent. erview - Ov DEM 6: Career Orientation for Gifted Students Ov Karmen Pečarič Podobnik and Timotej Savelli Secondary school Vegova Ljubljana, Slovenia; karmen.pecaric@guest.arnes.si School counsellor and her student would like to present a practical example of working Saturday with gifted on technical gymnasium. Demonstration would include a presentation of a Saturday psychologically oriented research paper on personal qualities of a photographer which sets a great example of how different aims such as career orientation, discovering new erview - points of various professions, psychology topics as personality traits and others can be erview - Ov Ov combined to help talented students develop their full potential. Students did not only get experience with research work but also a chance to expand their assignment and reach beyond standards that were expected from most of their peers. The student would also talk about how his simple school task grew to an extensive research paper, which Thursday was rewarded on regional competition for young researchers, and show why it is im- Thursday portant for tutors to recognize their students’ talent and help them, so they can do their best and reach for the sky. Research paper Pogled skozi objektiv (A view through the lens of a photographer) focuses on ideal personal qualities of a photographer, specifically Abstracts - Abstracts - on public opinion on ethics and realism of photojournalists, personal initiative and pro- fessionalism of commercial photographers as well as communication skills and talent of portrait photographers. Based on the interpretation of the results, I was able to get the final image of ideal personal qualities of a photographer: photojournalists – respect Friday Friday of photographers’ ethics and moral principles as well as a tendency to reveal the real situation, commercial photographers – weak or medium personal initiative and ability to assure relaxed atmosphere and organized labour, portrait photographers – compre- Abstracts - hensive or partial communication skills. In addition to the aforementioned qualities, the Abstracts - majority of the respondents believe that any photographer must be talented and have a sufficient expertise in order to achieve best results in their field. Saturday Saturday Abstracts - Abstracts - 168 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 169 Time: Saturday, 20 September: 8:15 a.m. – 8:45 a.m. can be successfully solved by a solid majority of participants, and more difficult, new, Location: Martin Krpan Hall challenging problems to address and activate the gifted pupils. If all the problems are easy we can easily miss and also lose the gifted and if problems are too difficult we will Thursday DEM 7: Logic Games and Problem Solving Activities with Augmented lose inclination of majority. We will present how a reasonable balance between these Thursday Reality (AR) two contradictory goals is obtained in physics competitions for pupils in primary school. We believe the present form of the three-level physics competition facilitates popula- erview - Jacopo Lorenzetti1, Anna Maria Roncoroni2, and Sara Peruselli1 erview - rization of the discipline among the learners at the school level, providing that certain Ov 1AISTAP, Italy; 2Italian Association for Gifted and Talented Students, Italy; gifted@roncoroni.eu Ov number of more complex tasks are given already on this level. They are a selection tool, Augmented Reality (AR) can enrich educational activities, creating an environment that which allows filtering out the best, who enter the next, more demanding, challenging, includes both digital learning inputs and real-world elements, functioning as triggers. exciting and rewarding levels of competition. With AR, students can practice their problem solving skills and acquire new knowledge Friday Friday in a spontaneous way. It is a challenging alternative to teaching with QR codes or hyper- PAP 27-2: Let’s Make Learning Computer Science Fun links. With AR-based activities, you can practice essential skills and cognitive functions Irena Nančovska Šerbec1, Špela Cerar1, Irena Demšar2, and Janez Demšar3 erview - like bias identification, planning, decision making, updating and general problem sol- 1 erview - Faculty of Education, University of Ljubljana, Slovenia; 2The A. Šuštar Primary School, Slo- Ov ving skills. In this workshop we share with you the scavenger hunt/Einstein's riddle/math Ov venia; 3Faculty of Computer and Information Science, University of Ljubljana, Slovenia; and logic AR games that the gifted students of Aistap (aged 6 to 10) have experienced Irena.Nancovska@pef.uni-lj.si in our workshops, and discuss how this way of interacting can influence motivation and problem solving. In recent years computer science (CS) has become more and more important in every- day life. As we would like to introduce CS to students in as interesting way as possible, Saturday Saturday many initiatives were established around the world in order to prepare fun activities and PAPER SESSION 27: Competitions courses, e.g. CS Unplugged, CS4fun, Computing at schools, and Shutdown or Restart. erview - In the presentation, we describe our experience with selected CS Unplugged activities erview - Ov Best practice strand with gifted students in one primary school as well as with students attending CS Unplu- Ov gged summer school. In the last four years Slovenian students can attend the internati- Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. onal contest on informatics and computer fluency Beaver. In the competition students Location: Plečnik 5 solve tasks dealing with concepts, skills and knowledge in different fields like informati- cs, algorithmic thinking, logics, and CS and society. As these tasks can be solved with no Thursday Thursday Chair: Barbara Rovšek specific previous knowledge of CS, they are also used by teachers as study materials in classes. Some attributes of giftedness are reflected in students’ ability to learn and un- PAP 27-1: Physics Competitions - a Balance between Challenging the derstand ideas quickly, display multiple strategies, approaching problem from different Abstracts - Gifted and Popularization perspectives, engage other students in their activities, sustain their concentration and Abstracts - Barbara Rovšek show great tendency in pursuing solutions, switch approaches easily and avoid non-pro- Faculty of Education, University of Ljubljana, Slovenia; barbara.rovsek@pef.uni-lj.si ductive approaches, operate easily with symbols and spatial concepts, quickly recognize similarities, differences and patterns, look at problem more analytically than holistically Friday Learners of primary and secondary schools in Slovenia have many opportunities to com- and work systematically and accurately. Having these abilities is to students’ advantage Friday pare their knowledge and skills, obtained at different school subjects, with peers, while when solving Beaver tasks, either in class or on the competition itself. Competitions have participating in competitions, organized for these subjects. Some competitions already a positive impact on students’ motivation for learning, as students can learn autono- have respectful tradition of few decades and among these physics competitions can be mously and in a fun way. They can study while collaborating with peers and mentors. Abstracts - Abstracts - included. Competitions present a challenge and they offer deepening of knowledge in certain Competitions are organized for two basic reasons. The first one is to promote and po- topics. Given the results of the competition, students gain acknowledgment for their pularize particular school subject among wide as possible population of learners. The achievements. Competitions are also important for teachers, as the gain insight into second one - not less important - is to detect those pupils, who have strong interests and student’s knowledge in a broader perspective. In the paper we will analyse the results Saturday also potentials for the highest achievements in particular disciplines. If we want to get to of the last year Beaver competition in Slovenia. We will focus on how the understanding Saturday those more capable and interested pupils we have to offer them appropriate challenge of different CS concepts influences on the individuals overall results of the competition. and opportunity to test themselves and also to compare to others. Trying to accomplish both goals (to promote and detect the most promising) is necessary a frustrating activi- Abstracts - Abstracts - ty. A balance should be achieved between the number of reasonably simple tasks, which 170 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 171 PAP 27-3: Internet-based Competitions: Benefits and Disandvatages whereas educational capital characterizes resources developed in a society. Purpose: Viire Sepp We investigated the extent to which organismic, actional, telic, episodic, and attentional The Gifted and Talented Development Centre, University of Tartu, Estonia; viire@ut.ee learning capital as well as economic, cultural, social, infrastructural, and didactic edu- Thursday cational capital (a) are associated with girls’ confidence in their STEM abilities, implicit Thursday Academic contests, especially sequentially ordered contests, called Olympiads in dif- personality theories, and exam performance and (b) help predict whether girls choose ferent countries, have a positive impact on the development of highly gifted children to participate in extracurricular STEM programs. Methods and Results: A sample of 473 erview - erview - (Campbell et al., 2000; Rizza & Reis, 2001; Wagner & Neber, 2007; Sepp, 2008). Nowadays female high school students was surveyed. In stepwise regression analyses, actional le- Ov Ov lots of academic competitions are carried out in Internet-based settings. The aim of the arning capital relating to the totality of actions one is capable of performing was the presented paper is to analyse the benefits and disadvantages of Internet-based Olym- strongest predictor of girls’ confidence in their STEM abilities, beliefs in the stability of piads in comparison with „traditional” paper-and-pencil Olympiads. The paper is based existing abilities, and modifiability of ability deficits. Infrastructural educational capital on a study of Estonian National Olympiads, among them both virtual (Internet-based) consisting of the materially implemented possibilities for action permitting learning and Friday Friday as well traditional get-together events which are conceptualized as „interaction rituals” education was the strongest predictor of exam performance. T-Tests revealed that girls in accordance with Collins theory (Sepp, 2008). The conclusions of feedback from the choosing to participate in extracurricular STEM programs showed significantly higher erview - participants having experiences both in Internet-based and „traditional” Olympiads (N values for all capital aspects except cultural educational capital. Conclusion: Results su- erview - Ov = 334) are presented. Taking into account the critique of participants concerning the ggest that girls with high actional learning capital feel more confident in their STEM Ov predominance of tasks of a low cognitive level at Internet-contests, an analysis of the abilities and have more favourable beliefs in their abilities whereas high infrastructural contents of tasks at Internet-based Olympiads in light of Bloom's cognitive taxonomy capital predicts exam performance. All five aspects of learning and four aspects of edu- was carried out. Results have shown, that aside from the many benefits (e.g. time sa- cational capital help to identify girls who may be interested in STEM activities and thus ving), e-competitions also evoke a lot of disadvantages in comparison with traditional may have the potential for developing excellence in STEM. Saturday Saturday (e.g. the lack of interaction ritual outcomes, lack of cognitive higher-level tasks etc.). On the basis of these results implications for improving the organisational and cognitive PAP 28-2: The Applicable Value of the Talent and Social Capital quality of Internet-based competitions will be presented, to make them more stimula- erview - Nataša Zrim Martinjak erview - Ov ting for gifted students. Ov Faculty of Education, University of Ljubljana, Slovenia; natasa.martinjak@guest.arnes.si In modern digital era, when the accessibility to the data and connectedness in spite of PAPER SESSION 28: Capital physical distance is multiplied, it is important to pay full attention for the talent. The talent shouldn’t become just a capital itself in a sense of symbolic, instrumental valua- Thursday Scientific strand Thursday bleness. The talent is a capital in function and usage, for the individual as for the public welfare. In this context we’re focusing on the employable value of a talent. Dichotomy Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. between instrumental talent and functional talent meets a question how to deal with Location: Ravnikar Hall Abstracts - the talent and how to support it. The main question exposed, is how the modern po- Abstracts - licy documents of educational politics, the ones that form the concept of education, Chair: Johanna Kuhlmann which has the key role in proceedings and in the support of the talent, response to the problem. With the policy analyses of the documents and the comparative theoretical Friday PAP 28-1: The Role of Learning and Educational Capital for Girls’ Choice of descriptive method the exposed problems are reflected and potential solutions as con- Friday STEM Programs tribution to the applicable value of the talent are given. Modern European educational Johanna Kuhlmann1, Teresa Greindl1, Daniel Patrick Balestrini1, and Heidrun Stoeger2 politics are oriented to stimulate the competitive position and to straighten the human 1 capital, whose functional value is defined and conditioned by social capital. For this rea- Abstracts - University of Regensburg, Germany; 2Chair Professor for School Research, School Develo- Abstracts - pment, and Evaluation, University of Regensburg, Germany; johanna.kuhlmann@ur.de; son the consideration of the knowledge about social capital in education and education teresa.greindl@ur.de of the talented would contribute to exceed the present loss in support of the talent and achieving functional talent. The social capital in this context is understood as a potential Background: Evidence indicates that girls underestimate their competencies in science, and possibility at cross point form from instrumental talent to applicable, functional ta- technology, engineering, and mathematics (STEM) and show less interest in this domain Saturday lent that contributes to public, collective benefit. Further on it stimulates the reflection Saturday than boys despite similar achievement levels in many countries. Furthermore, in most about suitability of the emphasis in followed goals in modern development orientations. countries female participation rates in STEM fields are inequitably low. The concepts of learning and educational capital offer a framework for better understanding these fin- Abstracts - dings. Learning capital denotes resources developed in the case of each individual child, Abstracts - 172 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 173 PAP 28-3: Regionally Specific Manifestations of Cultural Educational cultures and knowledges. The future appears to hold the promise of development from Capital in News Writing a basic focus on ensuring education is available to all to an acknowledgment that uni- Daniel Patrick Balestrini1 and Heidrun Stoeger2 versal education itself must be responsive to the diverse needs of the learners, including Thursday 1 gifted learners. Therefore whilst international educational agendas, such as the United Thursday University of Regensburg, Germany; 2Chair Professor for School Research, School Develo- pment, and Evaluation, University of Regensburg, Germany; daniel-patrick.balestrini@ur.de Nations Millennium Development Goals, are typically focused on basic, universal provi- sion, there is little attention given to how the diverse needs of learners are to be catered erview - erview - There is solid evidence that East-Asian students excel in academics. International studies for in distinct national and local contexts of the Global South. In this paper as a case Ov Ov of education achievement document this for East-Asian societies and for East-Asian-he- study we will consider the specific contexts in which learners encounter environmental ritage pupils living in other cultures. Over the decades, various explanations have been science education within the African context, with concern for differences between ur- discussed. Recently, the actiotope model of giftedness and the allied concept of learning ban and rural settings. This, we argue, is of particular importance to understanding the and educational capital have been suggested as a framework that can offer new insights context in which education for gifted learners must be negotiated, and we will highlight Friday Friday into East-Asian high academic achievement. In this context, more attention has been how, even within the national space, local environmental knowledges which learners given to the endogenous resources conceptualized by learning capital than to the exo- encounter will vary considerably, as do local cultures of children’s voice and empower- erview - genous resources described by educational capital. In the case of cultural educational ment, within and between divergent communities. We argue that it is as much local con- erview - Ov capital, which is one of five types of educational capital, cross-cultural research suggests text, as it is the nature and implementation of science education, which may structure Ov that such differences do, in fact, exist that can help explain East-Asian high achievement. gifted learners experiences of learning. However, existing studies lack simultaneously high levels of ecological and external va- lidity. We thus examine large samples of news writing from English-language news ou- PAP 29-2: How Does High Early Cognitive Ability Fare in Finnish Primary tlets in East Asia (n = 23) and in the United States (n = 28) for evidence of higher levels Education? Saturday Saturday of cultural educational capital in East Asia. The samples together comprise 121,310,108 words from all issues of the sampled news sources (N = 51) for the period from 1 June Sirkku Kupiainen1, Risto Hotulainen1, Mari-Pauliina Vainikainen1, Samuel Greiff2, and Jarkko Hautamäki1 erview - 2012 to 31 May 2013. In particular, we assess (a) the overall extent of education-related 1 erview - University of Helsinki, Finland; 2University of Luxembourg, Luxembourg; Ov coverage, (b) the amount of attention paid to learning and school, and (c) the frequency Ov of negative and positive emotion words in school-related reporting. While we find clear sirkku.kupiainen@helsinki.fi differences in the first two areas between the East-Asian and the U.S. samples, results on Since the 1990s, there has been a growing interest in assessing not only curricular achi- the usage of emotion words were less conclusive. evement but also the more general cognitive and affective goals of education, believed to indicate readiness for new learning and successful adaptation to the rapidly chan- Thursday Thursday ging demands of the future. These transversal skills are seen to develop through good PAPER SESSION 29: Socio-Cultural curricular education (Adey et al., 2007; Demetriu et al., 2011; Hautamäki et al., 2002; Hautamäki & Kupiainen, 2014). Within this framework, the present study looks at the Abstracts - Scientific strand development of Finnish primary school students’ transversal skills through primary edu- Abstracts - cation with a special focus on students showing high cognitive ability at school start. Time: Saturday, 20 September: 11:30 a.m. – 1:40 p.m. With data from a longitudinal study (N = 600), two structural equation models (SEM) Location: Plečnik 2-3 were compared to explain students’ 6th grade verbal and mathematical reasoning and Friday complex problem solving (cf. Kupiainen et al., 2014 and Greiff et al., 2013, respectively) Friday Chair: Niamh Stack with non-verbal cognitive competence measured at school start, curricular reading and mathematics measured with standardized tests at grades 1, 2, and 5, and verbal and PAP 29-1: Contextualised Pedagogy for High Ability mathematical reasoning measured at grade 4. The preliminary results show that early Abstracts - Abstracts - Margaret Sutherland1, Niamh Stack1, Thomas Aneurin Smith2, and Frida Tungaraza3 cognitive competence does carry through primary education but only half of the top 1University of Glasgow, Scotland, UK; 2University of Sheffield, England, UK; 3University of Dar 10% student of grade 1 score among the best 20% at grade 4, about 40% among the es Salaam, Tanzania, East Africa, Tanzania; niamh.stack@glasgow.ac.uk best 20% in reasoning and complex problem solving at grade 6, and still fewer among the best 20% in 6th grade GPA. Staying at top was a little more common for girls than Learners, including gifted learners, are diverse, complex and constantly developing. They Saturday for boys. In the presentation, the results will also be discussed from the point of view of Saturday have individual needs that require equitable responses. Learning itself does not take education policy: has the Finnish education policy’s strong emphasis on equity through place in a vacuum, it is multifaceted and constantly influenced by the past, present and helping weak students led to an inadequate challenging of those at the other end of the potential future contexts in which it develops. As an example of this the colonisation of echelon (cf. Collins & Gan, 2013)? Abstracts - Africa has left a legacy on national education systems that have resulted in a disjuncture Abstracts - between dominant western and local (often informed by, but not wholly indigenous) 174 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 175 PAP 29-3: “I Want a White Horse Instead of This Certificate” – Exploring different from the normal curriculums appealed to the general students. Based on educa- Meaning and Reality of Giftedness in the Conflict Area of East Jerusalem tional theories and consideration of the specific social and cultural milieu of Taiwan, the Fatima Elyan author delineates principles for designing language arts curriculum for verbally talented Thursday students at middle school and high school levels. Meanwhile, ten educational goals, five Thursday David Yellin College, Jerusalem; fatima_elyan@yahoo.com core abilities of students, and six course elements are enumerated to serve as guidelines This paper is extracted from a PhD exploring the meaning and reality of giftedness for educators in designing an appropriate differentiated curriculum for their students. erview - erview - for Palestinian students in East Jerusalem. The purpose of this paper is to explore the Ov Ov experience and the concerns of Palestinian gifted students, who live in difficult political, PAP 29-5: Exploring the Conception of Giftedness in Lebanon economic, social, and educational circumstances. They are ignored on multiple levels Sarah El-Khoury and Anies Al-Hroub with their giftedness not being identified or encouraged due to a complete lack of sys- American University of Beirut, Beirut; sarah.khoury87@gmail.com; aa111@aub.edu.lb tematic research or policy support and educational opportunities. Often, they are using Friday Friday strong metaphorical terms (such as “white horse” or “good wolf”), but are very seldom This study adopted a mixed research design in order to explore current elementary tea- understood and analysed. In terms of methodology, qualitative research methods have chers' perceptions of the attributes of gifted students, as a starting point to understand erview - been utilized for this study, especially the use of grounded theory and narrative case where the lack of understanding in the construct of giftedness is. The purpose of this erview - Ov studies. Twenty research participants were selected and interviewed in their homes in study is threefold: (1) explore the perceptions teachers currently have on attributes of Ov East Jerusalem over the period of one year. Two of these girls were selected for the pilot gifted students, (2) survey the current practices used as forms of identification for gifted study, which enabled the author to enter the field and to identify issues related to these students; and (3) explore the available services and programs used in schools for stu- girls. Also, two high-ability boys were observed during the researcher’s own teaching dents with gifted needs. Data was collected through 140 surveys from six schools, 15 lessons in Grade 1 as an additional source of data. The data of the interviews, the rese- semi-structured interviews and five focus group discussions with elementary school Saturday Saturday arch journal, and the girls’ diaries were coded and analysed by using grounded theory teachers in five private schools in the greater Beirut area. The results revealed various techniques. The major findings of this paper show that these students live between the definitions from each school. A definition for giftedness was constructed from the fin- erview - expectations of family, school and community; it was the first time that they were able dings which included a combination of three parts: High intellectual ability, high acade- erview - Ov to express their own stories and unique concerns regarding the meaning of being gifted mic performance, and social intelligence. High intellectual ability includes high logical Ov and being different from others in the family, school, and society. Their stories highlight thinking, and that the gifted student's scores on the report cards should be the highest the paradox between their personal dreams and acting as a “normal” member in a tradi- among the class. High academic performance means that gifted students excel in one tional society with socially pre-constructed responsibilities. Social and cultural pressures or more academic subject area. Giftedness also encompasses social intelligence, which inhibit many families from adopting different ways of dealing with gifted children. The means that the student should be a natural leader, take charge of small groups, and be Thursday Thursday implication of these findings are that gifted Palestinian students do have a strong sense able to deal with real life situations that are mainly applicable in Lebanon, for example, of who they are, but live between the Separation Walls of their families, schools, society, the ability to bargain for better prices, and cutting in line to get the service or product and the constraining political context of East Jerusalem. This study identifies and rede- faster. The constructed definition has some similar attributes to Sternberg's WISC theory Abstracts - fines the concept of giftedness and its linkage to and role in conflict areas such as East and Renzulli's Three-ring model of giftedness, however with some differences as well. Abstracts - Jerusalem. Palestinian gifted students interpret their giftedness as a form of identity and As for identification procedures, there was no official identification procedure available, a new power for changing their educational and social reality despite the lack of resour- due to a lack of an official definition on Lebanon, thus teachers reported that they tend ces and special programs to support them. to rely heavily on scores on the report cards, or consult with other teachers, principal, Friday or parents. One secondary finding was the boys tended to be identified by teachers for Friday PAP 29-4: Language Arts Curriculum Design for Verbally Gifted and giftedness more than girls. Finally, as for programs and services, no program seems to Talented Learners at Middle School and High School Levels exist in Lebanon and in schools, according to the teachers. Abstracts - Christine Chifen Tseng Abstracts - National Taichung University of Science and Technology, Taiwan; chifen@nutc.edu.tw This paper provides a thorough review of literature about differentiated curriculums for gifted and talented learners and depicts the development of implementation of verbal- Saturday ly talented programs in Taiwan. Verbally gifted and talented learners are students who Saturday demonstrate precocity in linguistic development, rich imagination and creativity, acute sensitivity to life and a positive attitude toward challenge. To help verbally talented le- arners fully develop their potentials and thrive in the fields where they outshine their Abstracts - Abstracts - normal counterparts, educators need to design differentiated curriculums which are 176 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 177 PAPER SESSION 30: Gifted vs. Non-Gifted PAP 30-2: Perception in the Present and the Future Vision of Gifted and Other Students Scientific strand Ljiljana Krneta Thursday Thursday Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. Faculty of Political sciences, University of Banja Luka, Bosnia and Herzegovina; Location: Plečnik 4 krnetaljiljana@yahoo.com erview - erview - Starting from phenomenological interpretation that emphasizes the observation by me Ov Ov Chair: Ciska Pieters and reflects his own subjective experience of the past, present and future the author presents the ratio of gifted and other students about the psychological nature of self- PAP 30-1: Mental Health, Wellbeing and Signs of Intellectual Giftedness in consciousness. This involves emotionally-values component of personality and relation- ship self-awareness. Implemented empirical and non-experimental study N = 688, and Friday a Flemish Population Study Friday Ciska Pieters1, Mathieu Roelants2, Karine Verschueren3, Tessa Kieboom4, and N = 216 gifted students in secondary schools (high schools, technical school and art) in- Karel Hoppenbrouwers5 cluded students of different places living. Problem research covers a wider area of deter- erview - 1 minants of academic success of gifted and other students, and relationship awareness erview - KU Leuven, Belgium; 2Environmental Health, Youth Health Care, KU Leuven, Belgium; Ov then selves. In a sample of 688 gifted and other students, aged 16 to 18 years, completed Ov 3School Psychology and Child and Adolescent Development, KU Leuven, Belgium; 4Center for the Study of Giftedness, Antwerp, Belgium; 5Environmental Health, Youth Health Care, a study with the aim to investigate the perception of the present and the future visi- KU Leuven, Belgium; ciska.pieters@med.kuleuven.be on of gifted students and others as determinants of self-awareness. The results showed that there is a statistically significant difference in perception between the present and Background: School health professionals are often confronted with questions from pa- the other gifted students. The gifted students have something pessimistic picture of the Saturday Saturday rents about the wellbeing of their child labelled as gifted. Because of conflicting eviden- perception of the present as compared to other students. In perception vision of the ce in the literature and the lack of epidemiological data, there is currently no consensus future between the gifted and other students were no statistically significant differences erview - on the specific care needs for these children. Aims: To assess and compare mental health in their view of the future, and you cannot expect differences in the future between erview - Ov and wellbeing in Flemish children and adolescents with and without signs of giftedness; the gifted and other students. The results of research can be used in consideration of Ov and to investigate mental health and wellbeing in relation to signs of intellectual gifte- realistic self-image on the gifted and other students, and is an important element of the dness and socio-demographic characteristics. Methods: Questionnaire data from 1891 analysis of the performance of gifted and other students in contemporary education. 6-year old children and 1499 12-year old adolescents were collected in a multidisciplina- The results point to a greater need for empirical studies of gifted and other students, ry population based cohort study in Flanders (JOnG!), and from 223 clients of a counse- including complex perceive and the need for a holistic approach. Especially including Thursday Thursday ling service for gifted children. Parental questionnaires included items on behavior (e.g. the growing process of globalization and the digital age the status of gifted and other Strengths and Difficulties Questionnaire, SDQ), intellectual giftedness and the socio-de- students in the digital world. mographic background. Self-report questionnaires for adolescents included the SDQ Abstracts - and instruments on wellbeing (e.g. KIDSCREEN-10). Cognitive abilities were assessed du- PAP 30-3: A Longitudinal Examination of the Outcomes for Gifted Abstracts - ring a face-to face-contact in a sample of children with and without signs of giftedness Students in the Wollongong Youth Study (N = 290 in total). Questionnaire data were analysed in relation to intelligence scores of the Wechsler Intelligence Scale for Children-III (WISC-III). Results: Regression analysis Wilma Vialle and Steven Howard University of Wollongong, Australia; wvialle@uow.edu.au Friday indicated that children labelled as gifted had significantly higher SDQ overall problem Friday scores at ages 7 (p < 0.001) and 8 (p < 0.001). According to the parent report, adolescent The Wollongong Youth Study is an eight-year longitudinal study that examined the re- clients of a counselling service for gifted youth, showed significantly higher overall pro- lationships among personality factors, social support and emotional well-being on the blem scores at ages 13 (p < 0,001) and 14 (p < 0.01), even when corrected for the label social, emotional and academic outcomes of 900 young people. The study aimed to de- Abstracts - Abstracts - giftedness. Conflicting results were found in the adolescent self-report, with little or no termine the combination of factors that would best predict positive outcomes for the effects of being a client of a counseling service, nor of the label giftedness, on SDQ ove- students as they left school and entered their post-schooling lives. This paper focuses on rall scores or wellbeing. Effects of intelligence on SDQ scores were non-significant or the research question of what factors are related to the achievements of gifted students tended to lower SDQ problem scores in both children and adolescents. Conclusions: Se- compared to their non-gifted peers. It was anticipated that the research would point Saturday veral aspects of mental health in Flemish youth seem to be related to signs of intellectual to potential interventions to support gifted students during their secondary schooling Saturday giftedness, but nature and strength of this association depends on the informant, age years. Data were collected from the 950 students through questionnaires every year. group and criteria used to define giftedness. The questionnaires included a range of established scales, including - but not limited to - trait hope, conscientiousness, attitudes to school, self-esteem, problem-solving ori- Abstracts - Abstracts - entation and the Big Five. Additionally, data on social and emotional adjustment and 178 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 179 behaviour were collected from teachers and parents at four time-points across the six (2) SES significantly predicts a mother’s family processes. Conclusion: The dissatisfaction years of schooling. Further, the students’ school grades were collected twice-yearly. The factor is a measure of underachievement. Mothers that get high scores on this factor at- results demonstrated that overall the gifted group performed better academically than tribute their child’s underperformance to be due to either a lack of motivation, a degree Thursday the non-gifted group with some notable exceptions. However, they scored lower on of disorganization, or a lack of effort. Thursday a number of the emotional outcomes and reported less satisfaction with their social supports. On some measures - most notably, self-esteem - there were no differences PAP 31-2: Can Parental Expectations be Adequately Measured by erview - erview - between the groups and no statistically significant relationship between this factor and Ov a Single-Item Construct? Ov academic achievement for the whole cohort. The presentation will outline the detailed James Campbell and Michelle Kyriakides relationships across all factors as well as look at the factors that differentiate among high St. John's University, USA; campbelj@stjohns.edu and low achievers within the gifted group (i.e. psychoticism, hope and conscientiou- sness). The results demonstrate the importance of providing targeted support for gifted Theoretical grounding: Parental expectations are a strong predictor of a gifted student’s Friday Friday students during their schooling years. academic achievement and higher education attainment. The primary flaw in many pa- rental expectations studies is the over reliance on a single-item to represent this con- erview - struct. Many of the US national (NELS88, NAEP) and international data bases (TIMSS) use erview - Ov PAPER SESSION 31: Parents and Teachers single-item constructs as the only measure of parental expectations. Research question: Ov The purpose of this study is to synthesize a parental expectations construct and to com- pare it to a single-item construct in separate path analyses. Which construct is the best Time: Saturday, 20 September: 11:30 a.m. – 1:30 p.m. predictor in achievement analyses? Research design & Methodology: This study utilized Location: Plečnik 1 6,502 participants from 17 separate studies of students enrolled in elementary, middle, Saturday Chair: James Campbell Saturday and high schools in the United States (3rd grade through 12th grade). Chin (1988) re- commends doing additional factor analyses (either PCA or PFA) using the items isolated PAP 31-1: Cross-Cultural Mother-Daughter Studies of European erview - in a preliminary factor analysis to isolate different factors at a higher level of abstraction. erview - Ov (Germany, Cyprus) High School Girls and Asian (Thailand, Taiwan) We used this approach with PCA analyses to synthesize a 9-item expectation factor. We Ov 5th-Grade Girls then used the 9-item factor and the single-item construct as independent variables in James Campbell and Jami Scherr separate path analyses. Main result: We analysed the predictor capabilities of the varia- St. John’s University, USA; campbelj@stjohns.edu bles’ with three achievement variables (math, language arts, GPA). The most significant finding of the study is that utilizing a single-item proxy variable to represent parental Thursday Theoretical grounding: Eccles expectancy-value model postualtes (Eccles, 1983, 2007; Thursday expectations results in multiple Type I and Type II errors. We agree with Sarstedt and Eccles & Harold, 1993; Eccles & Wigfield, 2002) that parents’ values and beliefs predict Wilczyski (2009) that multi-item constructs are more productive. Conclusion: When con- their child’s perceptions in a number of important areas. Gniewosz and Noack (2012) ducting future research on pre-disposition, parental expectations, and social capital the- Abstracts - believe that parents’ academic values about school predict their child’s perceptions of ory, a factor must be utilized to represent parental expectations because complex socio- Abstracts - these values. This study examines their hypothesis by analysing the same family proces- psychological constructs cannot be adequately represented by single-item measures. ses from the mothers’ and daughters’ perspectives and determining the result on achie- vement. Research questions: (1) How do daughters react to their mother’s pressure? (2) PAP 31-3: Measuring Gifted Children’s Behavioral Profiles: From Relevant Friday Does a mother’s support predict her daughter’s expectations? (3) Do daughters accura- Friday Approach into Interventions tely perceive their mother’s support? (4) How do daughters react when their mothers help? (5) How do daughters perceive their mother’s supervision, and the press for lite- Janneke Berendsen-Hulshof and Lianne Hoogeveen racy? Methodology: The data source included mother-daughter dyads of 472 Europe- Radboud University, Center for the Study of Giftedness, Nijmegen, The Netherlands; Abstracts - j.berendsen@schaersvoorde.nl Abstracts - an high school students (134 German, 337 Cypriot) and 260 Asian 5th–grade students (97 Thai, 163 Taiwanese). We used Principal Component Analyses to derive 12 factor/ Can a behavioural questionnaire, based on the revised profiles of the gifted and talented components and employed them as independent variables with academic achievement children (Betts & Neihart, 2010) lead to relevant educational interventions in practice? using PLS-SEM methodology. Main results: Europe: (1) European high school girls signi- In this study participated 23 gifted secondary school pupils aged 13 to 15, their parents ficantly disagreed with the support offered by their mothers. (2) Daughters with lower Saturday and 4 teachers who have taught the pupils for at least 2 years. They filled out separa- Saturday GPAs trigger their mother’s dissatisfaction and subsequent pressure. The girls accura- te behavioural questionnaires of 46 statements, based on the revised profiles by Betts tely perceivethis pressure, but it is dysfunctional because it is associated with signifi- and Neihart. The post-test took place one year later. Within the pre and post-test period cantly lower achievement. Asia: (1) A mother’s support is a significant predictor for her the pupils were observed by the teachers who suggested and implemented a number Abstracts - daughter’s perception of her expectations, and this significantlyaffects’ achievement. Abstracts - of interventions which were primarily individually aimed, however affected the whole 180 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 181 test group of pupils. The outcomes showed some noticeable changes. Predominantly in Author Index the post-test outcomes were vivid in the particular profile within which the preferable jointly interventions were aimed at: “The Autonomous Learner”. This means a positive Thursday result within the terms and purposes of this study. The teachers’ and parents’ outcomes could be seen as confirmative, often, but definitely not always. There was, however, a Aksoy, Tuba 33, 71 discrepancy in the outcomes of parents and teachers. Considering the outcomes, one Akyol, Goksen 33, 71 erview - can conclude that the profiles are effective as means of identifying gifted pupils’ needs, Albert, Elizabeth 33, 70 Ov but insufficient for effective implementation into practice. The theoretical knowledge Alencar, Eunice 38, 40, 88, 97 which were strengthened by teachers’ intervisions has been used in order to achieve the Al-Hroub, Anies 37, 63, 85, 177 preferable educational interventions. Hence the results of this exploratory study could Alkhannani, Badriah 50, 130 be seen as positive, including the fact of importance of the behaviour questionnaire Almeida, Leandro 40, 97 Friday being a reasonable identifying and approach indicating means for implementations of Altaras Dimitrijevic, Ana 52, 54, 138, 146 educational interventions aimed on pupils’ learning process. Aneurin Smith, Thomas 62, 174 erview - Apostolou, Antonios 58, 160, 162 Ov Aram, Urška 44, 113 Arrigoni, Jasna 56, 153 Assunta Zanetti, Maria 40, 96 Ayas, Bahadır 40, 96 Ayvaz, Ulku 45, 115 Saturday Azevedo, Ivete 40, 97 Bagdy, Emoke 35, 76 erview - Baimyrza, Miras 59, 160 Ov Bajc, Jurij 41, 100 Bal Sezerel, Bilge 55, 148 Balestrini, Daniel Patrick 62, 172, 174 Bannister, Barbara 42, 106 Battistella, Pier Antonio 39, 41, 94, 103 Thursday Bejat Krajnc, Nela 49, 126 Benbow, Camilla 45, 116 Berendsen-Hulshof, Janneke 64, 181 Abstracts - Beretta, Angela 40, 96 Bezić, Tanja 37, 84 Blumen, Sheyla 13, 22 Borbelj, Jasna 40, 95 Friday Borges, África 42, 51, 104, 133 Borštar, Vilijem 32, 66 Bosnić, Tamara 32, 66 Botella, Marion 35, 76 Abstracts - Boulos, Lina 35, 78 Bouwman, Nienke 55, 149 Boyanova, Diana 54, 144 Bozbey, Selin 39, 93 Saturday Bradić, Sanja 39, 91 Brašnić, Ljiljana 40, 95 Brazzolotto, Martina 39, 41, 94, 103 Brodsky, Simeon 58, 160 Abstracts - Brody, Linda 58, 160 182 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 183 Burov, Oleksandr 35, 80 Gojkov Rajić, Aleksandra 36, 81 Cadenas, María 51, 104 Gojkov, Grozdanka 36, 81 Calikoglu, Burcu Seher 48, 124 Gomez-Arizaga, Maria P. 35, 77 Campbell, James 64, 180, 181 Gonzalez, Andrea 35, 77 Cerar, Špela 61, 171 González, Pablo 54, 144 Chandler, Kimberley 36, 43, 83, 109 Goossens, Lana 33, 41, 68, 101 Charalampidi, Marina 51, 136 Gradišek, Polona 39, 91 Chifen Tseng, Christine 63, 176 Greiff, Samuel 63, 175 Cho, Seokhee 51, 135 Greindl, Teresa 62, 172 Clinkenbeard, Pamela 43, 108 Gubbels, Joyce 52, 137 Cotabish, Alicia 51, 134 Habe, Katarina 32, 43, 66, 109 Courtinat-Camps, Amélie 42, 105 Haenen, Janine 51, 133 Craanen, Anneke 59, 164 Hausamann, Dieter 33, 68 Csermely, Peter 12, 16, 17, 19, 53, 142 Hautamäki, Jarkko 63, 175 Csikszentmihalyi, Mihaly 13, 19 Heinbokel, Annette 55, 150 Cuer-Buard, Karine 42, 105 Henderson, Lesley 43, 110 Cvetković – Lay, Jasna 15, 30 Hillmann, Paula 49, 128 Cvitanič, Mariša 32, 66 Hoogeveen, Lianne 15, 22, 28, 33, 37, 41, 44, 46, 51, 52, 55, 57, 64, 68, 85, 101, 114, 120, Černec, Bor 49, 126 133, 137, 149, 158, 181 Čosić Alibegović, Ezra 32, 66 Hoppenbrouwers, Karel 63, 178 Dailey, Debbie 51, 134 Horvat, Marina 44, 133 De Boer, Greet C. 60, 166 Hotulainen, Risto 45, 63, 114, 175 De Jong, Ton 42, 106 Howard, Steven 64, 179 Demšar, Irena 61, 171 Hsieh, Chia-en 57, 156 Demšar, Janez 61, 171 Hughes, Gail 51, 134 Denessen, Eddie 44, 114 Inman, Tracy 52, 58, 140, 159 Devetak, Iztok 33, 69 Irgolič, Rafael Frančišek 32, 66 Dominko Gabor, Marija 32, 60, 66, 166 Jaksetič Dujc, Štefanija 38, 89 Dora, Sema 33, 71 Jarvin, Linda 57, 157 Drobnjak, Danilo 52, 138 Jaušovec, Norbert 14, 20 Edinger, Matthew 56, 152 Jurinec, Nina 44, 113 El-Khoury, Sarah 63, 177 Juriševič, Mojca 20, 33, 53, 56, 69, 141, 152, 153 Elyan, Fatima 63, 177 Južnič, Primož 50, 129 Endepohls-Ulpe, Martina 52, 139 Käpnick, Friedhelm 37, 86 Erjavec Bartolj, Ajda 48, 60, 123, 166 Kaput, Albert 59, 164 Escalante, Macarena 54, 144 Kara, Naif 34, 74 Eysink, Tessa H.S. 36, 42, 80, 106 Karakan, Yasemin 33, 71 Feltzer, Max 57, 158 Karfi, Afroditi 56, 154 Fischer, Christian 21, 37, 46, 47, 85, 86, 119, 120 Kasemset, Ngarmmars 56, 60, 155, 168 Fleith, Denise 38, 40, 88, 97 Kehoe, Stuart 33, 34, 70, 73 Freeman, Joan 12, 16 Kieboom, Tessa 63, 178 Frelih, Črtomir 42, 104 Kirrane, Rebecca 34, 73 Fritz, Astrid 52, 139 Knopfelmacher, Susan 55, 151 Frumau Van Pinxten, Mia 34, 72 Koens, Karin 46, 118 Fuszek, Csilla 15, 29 Kogovšek, Damjana 40, 98 Fülöp, Márta 15, 21 Kos, Jasna 32, 66 Gari, Aikaterini 56, 154 Košir, Katja 44, 113 184 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 185 Kovářová, Renata 39, 94 Opdenakker, Marie-Christine J. L. 60, 166 Kovi, Zsuzsanna 35, 76 O’Reilly, Colm 33, 34, 43, 58, 70, 73, 109, 161 Krneta, Ljiljana 63, 179 Ottink, Marloes 55, 149 Kržan, Peter 32, 66 Ozbič, Martina 40, 98 Kubala, Martin 13, 23 Ozdek, Sinem 33, 71 Kuhlmann, Johanna 62, 172 Ozturk, Emine 50, 130 Kuo, Ching-Chih 57, 156 Palacios Gonzalez, Paloma 55, 150 Kupiainen, Sirkku 45, 63, 114, 175 Pangrčič, Polonca 48, 124 Kuzman, Boštjan 55, 148 Pečarič Podobnik, Karmen 61, 169 Kyriakides, Michelle 64, 181 Pedron, Martina 39, 41, 94, 103 Laclote, Paulette 54, 144 Peeters, Marieke 33, 41, 68, 101 Lee, Jun-Ren 57, 156 Pereira Da Costa, Maria 35, 76 Leenders, Cathelijne 34, 75 Pertsev, Mykhailo 35, 80 Leinigen, Petra 42, 107 Peruselli, Sara 39, 61, 93, 170 Lep, Biserka 49, 126 Peter-Szarka, Szilvia 59, 165 Li, Xiaoyan 44, 54, 57, 112, 145, 156 Petrova, Svetlana 39, 91 Lorenzetti, Jacopo 41, 61, 102, 170 Pfeiffer, Steven 40, 96 Lubinski, David 45, 116 Pieters, Ciska 63, 178 Lucangeli, Daniela 39, 41, 94, 103 Piirto, Jane 33, 70 Maksić B., Slavica 14, 25 Pižorn, Karmen 56, 153 Maldonado, Lesly 54, 144 Poelman, Mariska 56, 164 Malešević, Tamara 32, 65 Polak, Alenka 39, 92 Mandracchia, Marcella 51, 135 Põlda, Halliki 41, 99 Mathijssen, Sven 57, 158 Polezzi, David 39, 41, 94, 103 Mellroth, Elisabet 48, 122 Puustinen, Minna 42, 105 Merrotsy, Peter 14, 26 Rački, Željko 45, 116 Miazza, Daniela 39, 93 Repinc, Urška 50, 129 Minnaert, Alexander E. M. G. 60, 166 Rhebergen, Phil 41, 46, 103, 118 Mirnics, Zsuzsanna 35, 76 Rienda, Juan Jose 57, 155 Mobarec, Marcelo 54, 144 Roberts, Julia 52, 58, 140, 159 Moehringer, Jutta 50, 132 Robins, Jennifer 36, 83 Moltzen, Roger 35, 76 Robinson, Ann 43, 51, 108, 134 Montgomery, Diane 24, 43, 49, 110, 111, 127 Roelants, Mathieu 63, 178 Morais, Maria De Fátima 40, 97 Rol, Willeke 48, 111 Morales, Patricia 54, 144 Rončević-Zubković, Barbara 39, 91 Mueller-Oppliger, Victor 28, 36, 82 Ronchese, Massimo 39, 41, 94, 103 Nahtigal, Nataša 32, 66 Roncoroni, Anna Maria 29, 39, 41, 47, 61, 93, 102, 121, 170 Nančovska Šerbec, Irena 61, 171 Rostohar, Gordana 49, 126, 128 Nazli Ozdemir, Nazmiye 38, 89 Rovšek, Barbara 61, 170 Nealon, Terry 53, 143 Saglam, Kamer 33, 71 Neihart, Maureen 44, 53, 112, 141 Sak, Ugur 33, 45, 71, 115, 117 Nolimal, Fani 51, 136 Santiago, Raul 53, 142 Novšak Brce, Jerneja 40, 98 Savelli, Timotej 61, 169 Nurakayeva, Leila 59, 162 Scherr, Jami 64, 180 Obergriesser, Stefanie 36, 82 Schiltz, Lony 46, 117 Oliveira, Zélia 38, 88 Schüttler, Tobias 33, 68 Oostindie, Bert 55, 149 Segers, Eliane 52, 137 186 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 187 Sepp, Viire 62, 172 Vogrinc, Janez 56, 152 Shcheblanova, Elena 38, 39, 90, 91 Vondrakova, Eva 23, 49, 124, 125 Shi, Jiannong 44, 54, 57, 112, 145, 156 Vrbič, Barbara 39, 92 Shumakova, Natalia 38, 187 Wagenaar, Olga 44, 114 Simonsz, Annebeth 34, 74 Wallace, Patricia 53, 143 Siripoonsap, Pichak 56, 60, 155, 168 Weyringer, Sieglinde 57, 157 Skubic, Darija 56, 152 Winstanley, Carrie 13, 24 Slapničar, Miha 33, 69 Wolfensberger, Marca 35, 40, 46, 47, 78, 97, 119, 121 Sleutels, Jan 34, 74 Woltring, Chantal 59, 164 Smeets, Stijn 45, 116 Worrell, Frank C. 14, 27 Snijders, Lilian 41, 103 Wuestman, Anita 50, 131 St. Pierre, Jason 33, 70 Yoke Leng Tan, Doreen 44, 112 Stack, Niamh 43, 50, 62, 109, 130, 174 Zambrano, Rogelio 42, 104 Stoeger, Heidrun 18, 36, 62, 82, 172, 174 Zappi, Victor 41, 102 Stojanović, Aleksandar 36, 81 Zelenda, Stanislav 32, 67 Stone, Kathleen 54, 147 Zeltser, Pnina 54, 145 Subotnik, Rena 27, 57, 157 Zhang, Xingli 44, 54, 57, 112, 145, 156 Sutherland, Margaret 12, 16, 26, 43, 50, 62, 109, 130, 174 Ziegler, Albert 13, 18 Sutil, Lucía 57, 155 Zorman, Rachel 34, 73 Škrabánková, Jana 39, 94 Zrim Martinjak, Nataša 62, 173 Tatalović Vorkapić, Sanja 56, 153 Tatic Janevski , Sanja 54, 146 Theodorou, Anastasia 56, 154 Tijl, Koenderink 46, 118 Tokmak, Fatih 40, 98 Tomšič Čerkez, Beatriz G. 50, 129, 131 Torkar, Gregor 41, 100 Tourón, Javier 53, 141, 142 Traverso, Simona 39, 93 Trebušak, Natalija 43, 110 Tsai, Shou-Ying 57, 156 Tsonopoulou, Maria 56, 154 Tungaraza, Frida 62, 174 Ukmar, Katarina 43, 110 Vainikainen, Mari-Pauliina 45, 63, 114, 175 Valadez, Dolores 42, 104 Van De Ven, Kathelijne 34, 75 Van Dijk, Alieke M. 42, 106 Van Gerven, Eleonoor 60, 167 Van Tricht, Lineke 41, 103 Verdel, Nina 41, 100 Verhoeven, Ludo 52, 137 Verlinden, Jo 33, 41 55, 68, 101, 149 Verouden, Jaap 59, 163 Verschueren, Karine 63, 178 Vialle, Wilma 64, 179 Villena, Elisa 57, 155 188 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 189 Upcoming Conferences Brisbane, Australia: from 19–21 March 2015 Odense, Denmark: from 10–14 August 2015 Illuminating the Spectrum of Giftedness and Talent Development 2015 WCGTC World Conference The next conference of the International Research Association for Talent Deve- The World Council for Gifted and Talented Children will hold its 21st Biennial lopment and Excellence (IRATDE) Conference will be held in conjunction with World Conference August 10-14, 2015 at the Radisson Blu H.C. Andersen Hotel the Australian Association for the Education of the Gifted and Talented (AAE- in Odense, Southern Denmark. This unique international event brings together GT), hosted by the Queensland Association for Gifted and Talented Children leaders in the field of gifted and talented education every two years to promote (QAGTC), in Brisbane Australia from 19 - 21 March 2015. The conference theme communication among one another and share best practices and experiences. will be “Illuminating the Spectrum of Giftedness and Talent Development”. More The theme of the 2015 conference is “Educating Gifted and Talented Children- information including details of call for conference papers can be found on Turning Research into Practice” . www.iratde.org. The conference will seek to build multicultural bridges and networks across The conference committee would like to extend an invitation to all interested many interests related to giftedness, creativity, and talent for those working in researchers, educators and practitioners to submit a conference abstract, aro- research, education, and advocacy. Come share your knowledge and learn from und the theme of “Illuminating the Spectrum of Giftedness and Talent Develo- others from around the world at the World Conference, the official conference pment” for consideration. The conference will have a special focus on the spec- of the WCGTC. trum of different types of giftedness (e.g. intellectual, creative, artistic, social For information about submission proposal and registration see: and emotional, and physical and perceptual giftedness) and the range of diffe- www.worldconference2015.com rent approaches to gifted education and talent development. We will be hosting researchers, teachers, school leaders and administrators, a variety of practitioners, parents, and students from diverse backgrounds and countries. We look forward to the opportunity of adding your voice to this important in- ternational event in 2015! 190 Re:Thinking Giftedness: Giftedness in the Digital Age 14th International ECHA Conference 191