Concurrent Sessions/Poster Sessions November 16, 2012 | 11:00 AM – 12:00 PM Reexamining the Conceptual Foundations of 21st Century Gifted Education: A Theory into Practice Approach
Return on Investment: Spending Political Capital on Gifted
A number of leaders in the field have called attention to a need for reexamining the mission and theoretical foundations of gifted education. This session presents a conceptual model that examines broader conceptions of giftedness and the ways that we can organize and deliver services that develop both cognitive and co-cognitive skills such as romance with a topic or discipline, sense of power to change things, social interactions, and a variety of leadership skills. A focus of the session is on teaching strategies and resources, examples of best practices, and practical applications for translating theoretical concepts into practice.
“The district is barely in the black, so how are we going to support and afford this?” This session highlights how a small urban district in Ohio is making gifted education a priority. From gaining the support of various stakeholders, convincing the doubters with data, and finally moving forward on a five-year plan, this session gives participants a gritty look at how the slow and deliberate moves of a few are paying off dividends for many gifted students.
Audience: Administrators, Classroom Teachers K-12, Consultants, Coordinators, Researchers
Room: 204
Joseph S. Renzulli, University of Connecticut, Storrs, CT
Friday
Room: 603
Traversing the Precipice in Thin Air: Talent Development and Giftedness Robert A. Schultz, University of Toledo, Toledo, OH
This session uses a 40-year historical overview from scholarly journals to document and discuss growth of some trends and neglect of others within the field of gifted education. Current efforts emphasize talent development as a means of addressing gifted student needs in educational settings. But, what pitfalls exist in this emphasis? How does this theme or approach affect other areas within the field? Is this a “zero-sum game”? Participants are invited to discuss thoughts and concerns as we historically examine our field and attempt to traverse the precipice in search of educational opportunity for the gifted and talented. Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-12, Consultants, Coordinators, Counselors, Parents, Researchers
Julie Lenner McDonald, Thomas Tucker, Sandusky City Schools, Sandusky, OH
Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-12, Consultants, Coordinators, Parents
11.3 R evisiting Paradoxical Effects of Praise and Critical Comments with Underachieving Gifted Students Jungsun Kim, Purdue University, West Lafayette, IN
How can teachers and parents identify appropriate feedback to motivate underachieving gifted students? This presentation focuses on effects of praise and critical comments for underachieving gifted students based on Moller’s paradoxical effects of praise and criticism study. Complex motivational patterns, fragile self-concepts, and external attribution of underachieving gifted students are investigated. Then, research procedures and results are shared: how these students interpret teachers’ praise or critical comments and evaluate their achievements in groups and the kinds of feedback gifted students want are discussed. Audience: Administrators, Classroom Teachers 6-12, Consultants, Counselors, Parents Room: Exhibit Hall A
Room: 105
Poster Sessions • Posters are on display in the NAGC Base Camp (Exhibit Hall A) through Saturday, November 17. • Visit poster at time indicated to meet presenter/s.
40
National Association for Gifted Children | Reaching Beyond the Summit