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Cutting-Edge Research on Talent Development
2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE)
co-sponser: HAMDAN AWARD
Cutting-Edge Research on Talent Development
H. H. Sheikh Hamdan bin Rashid Al Maktoum
The Deputy Ruler of Dubai and the Minister of Finance and Industry of the United Arab Emirates.
Talented persons are the great wealth and the grant that God bestowed on mankind, for they are priceless—since the dawn of mankind, human evolution has depended on their characteristics, good traits, and superior abilities. They are the source of intellect, the path to knowledge, the tools of enlightenment, and the leaders of the march of humanity. They are an exceptional category that deserves the utmost attention and care. Certainly, optimized investment in them would ensure optimal and wise management of all wealth of our planet in the context of sustainable development to achieve a secure, prosperous future for mankind. This is our conviction that is widely shared, especially by elite specialized scientists, thinkers, teachers, and others. Certainly we in the U.A.E. are aware of our responsibilities and we care for and are concerned with—even have a passion for—everything that has to do with talent. So that is why we did not hesitate to found the Hamdan bin Rashid Al Maktoum Award for Distinguished Academic Performance in response to the Government directions towards adopting a draft national plan for discovering gifted persons and nurturing them. In so doing, we help meet the requirements of providing an educational and cultural environment that is suitable for the gifted and in line with the established standards in developed countries in this field. Moreover, we support the institutional efforts towards achieving ambitious goals for this project.
In this context, we are proud of our presence on the map of international interest in the endeavor of caring for the gifted and of our partnership with many sophisticated institutions in many countries as well as with a group of selected scientists and specialists. This contributes significantly to the maturation and focusing of the ambitious vision promoting talent in the region. The world conference we are sponsoring in Dubai city from 6 to 9 October 2017 under the umbrella of the International Research Association for Talent Development and Excellence (IRATDE) is but a new and worthy opportunity to host the elite professionals, experts, and leaders in the field of talent development and research. We are certain that our way is not a bed of roses but we strongly believe that our partnership and cooperation will surmount all odds and that our efforts will lead to fulfilling our wishes.
We wish the conference every success and hope that all the participants and guests enjoy a pleasant stay in their second country, the U.A.E.
About the Conference
About the Conference
Cutting-Edge Research on Talent Development
The 2017 IRATDE Biennial Conference in Dubai, from 6 to 9 October 2017, will present talks and posters on hot topics in the field of talent development as well as on a range of related research areas. Educational efforts aimed at helping individuals develop their talents and gifts are ubiquitous, both in and beyond formal schooling. They are, however, frequently ineffective or fail to live up to their original intentions. The goal of the 2017 IRATDE Biennial Conference in Dubai from 6 to 9 October 2017 is to explore how empirical research can help us to make all forms of gifted and talented education more effective. Research-based approaches help ensure that the planning, evaluation, implementation, and monitoring of provisions for gifted education and talent development are highly effective and accountable. Researchers working in the fields of talent development and gifted education will share insights from their talent development and giftedness research; experts working in allied fields of educational psychology and educational research will provide fresh ideas for additional approaches that can applied to talent development and giftedness research. Furthermore, the conference is intended as a creative dialog between educational practitioners and researchers on how they can learn from one another and collaborate towards their shared end of providing young individuals and people of all ages with excellent, highly effective means of discovering, developing, and profiting from their gifts, talents, and interests.

Conference Objectives

  1. Using empirical research to make gifted and talented education more effective
  2. Learning about cutting-edge research on talent development from experts in the fields of talent development and gifted education
  3. Learning about new approaches from experts in educational psychology and education research that can be applied to research on talent development and gifted education
  4. Enabling a creative dialog between education practitioners and researchers to improve gifted and talented education
Greeting from the IRATDE President
Dear IRATDE Members:
Dear Practitioners and Researchers:
It is our pleasure to invite you to join us for our 2017 IRATDE Biennial Conference, from 6 to 9 October 2017 in Dubai (UAE). The 2017 conference will focus on cutting-edge research on talent development. We are really excited about the opportunities that the Dubai conference will afford us to come together, to dialog with one another, and to think about the future of our field together. Also, we have an impressive lineup of world-leading specialists on giftedness, talent development, and excellence research. Our keynote guests and our presenters will share their latest findings with us and inspire us.
So please check out our conference plans and do
register now
to be part of this exciting conference. Space is limited, and I expect the conference to fill up quickly. Finally, also keep in mind that Dubai is a vibrant, fascinating metropolis worth taking time to see. Our conference team has included
information about things to do and see
before and after the conference in Dubai.
We very much look forward to discussing talent development and excellence with you in Dubai in October.
Finally, I would like to take the opportunity to extend my sincerest thanks and appreciation to the Hamdan Bin Rashid Award for Distinguished Academic Performance for its interest in becoming our partner in organizing this conference.
Sincerely,
Abdullah Aljughaiman
President, International Research Association for Talent Development and Excellence (IRATDE)
About The Hamdan Bin Rashid Al Maktoum Center for Giftedness and Creativity
About The Hamdan Center
The Hamdan Bin Rashid Al Maktoum Center for Giftedness and Creativity is an affiliated center of the Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance. The center aims to devote attention to the talented and gifted and to provide them with all required care and cultivation. Since 2001, the center has been charged with extending the Award’s efforts on sponsoring and cultivating talents. The center has consistently provided and will continue to provide an ideal environment for discovering talented students from the people of the UAE and embracing their budding talents.
The center is the umbrella beneath which all programs, initiatives, activities, and services related to talent cultivation are subsumed. This includes scientific, guidance, and indicative programs that meet students’ educational, pedagogical, psychological, and social needs, with a view to develop their characters so they can become productive community members who make effective contributions to society. The center provides the support to students which they need to develop their talents and interests. This support includes, for instance, specialized programs for the parents and teachers of gifted students. Such programs also help to establish a culture of talent and creativity throughout the larger community. Also, it is worth mentioning that the center has recently been accepted as an Associated Talent Point of the European Talent Support Network, which is an affiliate organization of the European Council of High Ability (ECHA).
About the International Research Association for Talent Development and Excellence (IRATDE)
About the International Research Association for Talent Development and Excellence (IRATDE)
The International Research Association for Talent Development and Excellence (IRATDE) is a professional organization of scientists working in the fields of talent development, creativity, excellence, and innovation. Its main objectives are:
  • To initiate, conduct, and support research in the fields of talent development, creativity, excellence, and innovation;
  • To assemble all who are interested in these fields for an exchange of ideas and experiences;
  • To disseminate research findings;
  • To provide a database for members and researchers;
  • To assist the development and evaluation of programs and educational endeavors in these fields.
IRATDE is the only global association of its kind, set up for researchers and field professionals. It cooperates with governments and organizations concerned with the worldwide promotion of talents, creativity, excellence, and innovation.
In the service of its purposes, the IRATDE organizes conferences and symposia, and publishes a newsletter and a journal. It is also committed to building bridges between theory and practice, particularly in the fields of gifted education, capacity building, and organizational development. To this end the IRATDE not only offers full memberships for scientists, but also affiliated memberships for organizations and practitioners. Membership is free.
Conference committees
Scientific Committee
  • Ugur Sak
    Ugur Sak is professor of and founding director of the Center for Practice and Research on Gifted Education at Anadolu University in Turkey. He is the editor of the
    Turkish Journal of Giftedness and Education
    . He has been in the advisory and executive board of international associations in gifted education. His research has focused on the identification and education of gifted students and on creativity. He has published articles both in English and Turkish in major journals of creativity and giftedness. He is the founder of a number of new models, such as Selective Problem Solving, Creative Reversal Act, EPTS Model, and the Anadolu-Sak Intelligence Scale.
  • Abdullah Aljughaiman
    President
    Prof. Abdullah Aljughaiman received his PhD from the University of Idaho, USA, in 2002. He is currently dean of the Research and Consulting Institute and the director of the National Research Center for Giftedness and Creativity at King Faisal University, Saudi Arabia. The primary focus of Dr. Aljughaiman’s professional activities is the development and education of gifted and talented students. He has published books, book sections, and peer-reviewed articles on the identification of and services for gifted children. Dean Aljughaiman has received multiple awards for his professional and administrative work in Saudi Arabia, the United Arab Emirates, and the United States. His research and practice have been supported by funds from King Faisal University and the Ministries of Higher Education, Education, and Planning of the Kingdom of Saudi Arabia. Recently, he received a grant from the Ministry of Higher Education in Saudi Arabia to support a research project titled “Etiological Bases of Giftedness.”
  • Heidrun Stoeger
    Vice President
    Professor Heidrun Stoeger, PhD, is full professor for educational sciences at the University of Regensburg, Germany. She holds the Chair for School Research, School Development, and Evaluation. She is vice president of the International Research Association for Talent Development and Excellence (IRATDE). She is also a member of the editorial board of the German journal
    Talent Development
    and served from 2007 to 2014 as editor in chief of the journal
    High Ability Studies.
    She has published more than 200 articles, chapters, and books on giftedness, self-regulated learning, motivation, fine motor skills, and teacher education. She is a member of several national and international scientific boards and expert commissions in the field of giftedness research and gifted education.
  • Albert Ziegler
    Secretary General
    Albert Ziegler, PhD, is chair professor of educational psychology and research on excellence at the University of Erlangen-Nuremberg, Germany. He is the founding director of the Statewide Counseling and Research Centre for the Gifted. He has published approximately 350 books, chapters, and articles in the fields of talent development and educational psychology. . Presently, Prof. Ziegler is serving as the secretary general of the International Research Association for Talent Development and Excellence (IRATDE), as vice president of the European Council for High Ability (ECHA), and as chairman of the European Talent Support Network (ETSN). He is editor in chief of
    High Ability Studies
    , the scholarly journal of the ECHA.
  • Jiannong Shi
    Treasurer
    Professor Jiannong Shi is director of the Division of Developmental and Educational Psychology, Institute of Psychology of the Chinese Academy of Sciences, and also the director of the Research Center for Supernormal Children, Institute of Psychology of the Chinese Academy of Sciences. He is the president of the Asia-Pacific Federation of the World Council for Gifted and Talented Children. His research on giftedness and talent development includes neuropsychological as well as educational studies and embraces various age-groups and domains. He has published books, chapters, and articles in the fields of talent development, educational psychology, and education, among them
    Discovering Gifted Children and Developmental Psychology of Gifted Children
    . He was a visiting scholar at various Universities including Yale University, the University of Michigan, and Ludwig-Maximilians-Universität Munich. He twice received the Excellent Scholar Award.
  • Wilma Vialle
    Executive Officer
    Dr Wilma Vialle is a full professor in educational psychology and associate dean of the Faculty of Education, University of Wollongong. She teaches child development, psychological foundations of education, and gifted education, and supervises a number of postgraduate research students in related fields. Her interests are predominantly in the nature of intelligence and creativity, with a particular focus on giftedness. She has published extensively on topics related to giftedness and children’s learning. She is the chief editor of the
    Australasian Journal of Gifted Education
    and is on the editorial board of several international journals. In 2006 she was awarded the Eminent Australian for her contributions to gifted education.
  • Mariam Ali Alghawi
    Mariam A. Alghawi is the Director of Gifted Welfare Department at Hamdan Bin Rashid Al Maktoum Educational Award, located in Dubai - United Arab Emirates (UAE). She completed her both Doctoral and Master Degrees in Education at the British University in Dubai in association with the University of Birmingham in UK. She graduated from the United Arab Emirates University with a degree of Bachler in Special Education. She has been working in the field of Gifted Education since 2008. Perior to that she worked for ten years as a teacher then a supervisor of Special Education and worked in the Ministry of Education for three years as vice-director of Special Abilities Department which create and supervise educational programs for both gifted students and students with disabilities. She is a member of European Council for High Ability (ECHA). Her research interests include identification and programs for gifted students, talent and creativity, talented development.
Organizing Committee
  • Noora Al Shaikh
    Dubai Team
  • Daniel Balestrini
    Regensburg Team
  • Julia Steinbach
    Regensburg Team
  • Fatima Al-Jabri
    Dubai Team
  • Hessa Alamri
    Dubai Team
  • Ahmed Albaihani
    Dubai Team
Keynotes
A series of one-hour plenary keynote lectures will inform and inspire conference participants about newest developments and perspectives in the fields of talent development and gifted education. Another group of one-hour plenary keynote lectures will be held by leading scientists working in other areas of educational psychology and education research; their talks will provide fresh ideas for additional approaches that can applied to talent development and giftedness research.
Mariam Alghawi, PhD
Needs Assessment of Gifted Education Programmes in Dubai; An investigative case study of governmental Primary Schools (abstract)
Gifted education, defined as the schooling of students demonstrating an exceptional ability to learn, is relatively new in the education system of the United Arab Emirates (UAE); hence, research on gifted education in the UAE is limited. This study was the first to investigate the implementation of gifted education programmes at seven primary government schools in Dubai. The main research question of the study was: What programs are offered for gifted learners in primary government schools in Dubai? And what is needed in order to improve the provisions of gifted education? The study adopted the National Association for Gifted Children (NAGC) gifted program standards as a framework. A sequential exploratory mixed-methods research design was employed with a triangulation of data to test the validity of the findings. The methods used to collect the data included classroom observations, interviews and a questionnaire survey with teachers, a focus group with parents, and a review of official documents. The conclusions were that although the provision of education for gifted students has progressed in Dubai in the last ten years, there is still room for improvement. School administrators and teachers need to better understand and implement the policies prescribed by the Ministry of Education. Based on the findings a set of recommendations is offered to better serve the gifted students of UAE in the future.
Mariam A. Alghawi is the Director of Gifted Welfare Department at Hamdan Bin Rashid Al Maktoum Educational Award, located in Dubai - United Arab Emirates (UAE). She completed her both Doctoral and Master Degrees in Education at the British University in Dubai in association with the University of Birmingham in UK. She graduated from the United Arab Emirates University with a degree of Bachler in Special Education. She has been working in the field of Gifted Education since 2008. Perior to that she worked for ten years as a teacher then a supervisor of Special Education and worked in the Ministry of Education for three years as vice-director of Special Abilities Department which create and supervise educational programs for both gifted students and students with disabilities. She is a member of European Council for High Ability (ECHA). Her research interests include identification and programs for gifted students, talent and creativity, talented development.
Abdullah Aljughaiman, PhD
A Road Map to Effectiveness: Creating Learning Pathways for Talent Development (abstract)
The main aim of this presentation is to draw a map of continuous, meaningful services for gifted students. For decades, gifted programs—especially the enrichment ones—were delivered in the form of short-term or even one-off extracurricular activities that depended on the ever-changing availability of time and resources (e.g., pullout programs and programs during the afternoons, on the weekends, or in the summer). In most cases, the content of these programs was designed prior to the selection of gifted students. The programs were then delivered to participants as one size fits all. Each program had its own objectives with no connectivity with students’ prior, present, or future experiences. Planners directed their attention at the specific program, not the student. In this presentation, outcomes of research studies will be illustrated that shed light on the shortcomings of such programs. Attention will be given to the question of how such programs fail to address the individual needs of each gifted student. Then a new concept for a road map of long-term, student-centered gifted-education provision will be presented. The gifted-education road map helps bridge the gaps between the programs and the students by providing educational services tailored to each student’s needs on a program-by-program, subject-by-subject basis within a coherent and conceptually meaningful construction.
Prof. Abdullah Aljughaiman received his PhD from the University of Idaho, USA, in 2002. He is currently dean of the Research and Consulting Institute and the director of the National Research Center for Giftedness and Creativity at King Faisal University, Saudi Arabia. The primary focus of Dr. Aljughaiman’s professional activities is the development and education of gifted and talented students. He has published books, book sections, and peer-reviewed articles on the identification of and services for gifted children. Dean Aljughaiman has received multiple awards for his professional and administrative work in Saudi Arabia, the United Arab Emirates, and the United States. His research and practice have been supported by funds from King Faisal University and the Ministries of Higher Education, Education, and Planning of the Kingdom of Saudi Arabia. Recently, he received a grant from the Ministry of Higher Education in Saudi Arabia to support a research project titled “Etiological Bases of Giftedness.”
Mimi Bong, PhD
Different Reasons, Different Consequences: Achievement Goals and Their Relationships with Motivation and Perfectionism (abstract)
Learners engage in achievement behavior for various reasons. Some do so to improve their ‎capability by mastering new things, others to prove their superiority, while still others choose to ‎engage to make their incompetence go unnoticed. These reasons and purposes underlying ‎achievement behaviors, or achievement goals, are important determinants of motivation and ‎performance in specific achievement contexts, along with perceptions of competence and value. ‎Achievement goals are not identical to outcome goals students strive to attain, although they ‎could influence the difficulty of the goals that students set for themselves. My talk will introduce ‎some of the representative findings from and recent developments in achievement goal theory ‎and research during the past several decades, as well as remaining issues and challenges in the ‎study of achievement goals. Complex interplay of achievement goals with individual differences ‎such as perfectionism and other motivation constructs such as self-efficacy will also be discussed. ‎I will conclude my talk with implications of this body of research for talent development.‎
Mimi Bong is a Professor of Educational Psychology in the Department of Education and the Associate Director of the Brain and Motivation Research Institute bmri.korea.ac.kr of Korea University. Her research focuses on adolescent motivation with particular emphases on self-efficacy beliefs and achievement goals. Her most recent research interests include: testing validity of motivation theories by mapping theoretical classifications onto adolescents’ subjective perceptions of their own motivation; integrating interest, goals, and self-efficacy into the academic self-regulatory pathways; and exploring individual differences and socio-cultural factors particularly consequential to adolescents’ academic motivation. In 2006, Bong received the Richard E. Snow Award for Early Contributions in Educational Psychology from the American Psychological Association, Division 15. She is the immediate past Associate Editor of
American Educational Research Journal
and has served or currently serves on the editorial boards of
AERA Open, Child Development, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Educational Researcher, Journal of Educational Psychology, Journal of Experimental Education,
and
Theory into Practice.
Joy Davis, PhD
Using a Diversity framework to Design and Deliver Curriculum for Advanced and Gifted Learners (abstract)
As a global community, our origins vary, yet the intellectual and academic needs of our advanced ‎ability and gifted learners are the same. Advanced and gifted students need to experience ‎intellectually challenging environments that help them connect with the concerns of the world ‎around them and with their own interests and inclinations. Concomitantly, these students also ‎need instruction that will position them to solve the future's problems as they explore symbiotic ‎relationships across disciplines. This new framework employs the strengths and unique traits of ‎diverse cultures as a foundation for units of instruction designed to appeal to and relate to ‎students across cultural and gender groups. The framework uses principles of culturally relevant ‎pedagogy and best practices in the design of rigorous curriculum to provide exemplars for ‎primary through secondary education.‎
Dr. Davis is a career educator with experience as practitioner, scholar, author, and consultant. She is currently serving a second term on the Board of Directors of the National Association for Gifted Children. In addition to local district and university experiences, Davis served for five years as the Virginia State Specialist for K–12 Gifted Services. In addition to state and local experience, Dr. Davis served for four years at the University of Louisiana, Lafayette, teaching undergraduate and graduate courses. She also served as the director of the Center for Gifted Education at the University during her tenure there. She is currently an associate professor of education and chair of the Department of Teacher Education at Virginia Union University in Richmond, Virginia. Davis is a staunch advocate for equity in gifted education and diversity education. As such, Dr. Davis is often called upon by the school districts, organizations, and the media to respond to issues related to how schools should address the needs of disenfranchised groups including culturally and racially diverse students and those from low socio-economic communities. She has been a program consultant and served as a keynote speaker and distinguished guest lecturer in the United States, South Africa, and the Caribbean. Dr. Davis has published numerous articles, technical reports, and book chapters. She writes a regular column for
Teaching for High Potential
, a publication of the National Association for Gifted Children. Her award-winning book,
Bright, Talented and Black: A Guide for Families of African American Gifted Learners,
is the first of its kind on the market to specifically address the advocacy needs of Black families raising gifted students. Her new book,
Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future,
is co-edited with Dr. James L. Moore III. Dr. Davis holds master’s and doctorate degrees with a focus in gifted education from The College of William & Mary in Virginia.
Anastasia Efklides, PhD, PhD h.c.
Self-Regulated Learning of Students: The Role of Emotions and Metacognition (abstract)
Self-regulated learning (SRL) is highly valued in education because it is the student who ‎autonomously and out of personal interest initiates, sets goals, plans and monitors learning, makes ‎control decisions, uses strategies, and evaluates learning outcomes. SRL represents the prototype ‎of successful students in university studies but this kind of learning behaviors can be traced back ‎already at earlier educational levels when personal interests develop and students acquire the ‎skills needed for efficient learning. Key processes in SRL is motivation, metacognition (i.e., ‎monitoring and control of cognition), and affect (emotions, moods, preferences, passion, etc.) ‎The Metacognitive and Affective model of SRL (MASRL; Efklides, 2011) posits that ‎cognition/metacognition and motivation/affect form distinct processing loops but also interact ‎between them to regulate learning behavior. Moreover, person characteristics along with task ‎demands and context determine task processing and effort invested. When working on a task, ‎metacognition takes the form of metacognitive experiences, such as feelings (e.g., feeling of ‎difficulty, confidence) and judgments (e.g., judgment of learning). Metacognitive experiences ‎interact with affect and emotions to determine control decisions and strategies for the regulation ‎of cognition and affect in face of difficulties. The presentation will provide evidence showing ‎that metacognition is influenced by and influences motivation and affect and will show the ‎relevance to talent development. Particular emphasis will be given to epistemic emotions such as ‎surprise and curiosity as well as passion that are closely associated with talent and creativity.‎
Key words: Affect, emotions, motivation, self-regulated learning, talent development.‎
Professor of Experimental and Cognitive Psychology. Professor emerita since 2016. Research interests in cognition and metacognition and their relations with motivation, affect, and self-regulation in various age-groups. Particular emphasis is given to metacognitive experiences, their interrelations with affect, and their implications for self-regulated learning. Author/co-editor of 24 books and special issues in Greek and in English and author/co-author of more than 175 articles published in international and Greek journals and books. Editor of the
Hellenic Journal of Psychology
(2004–) and of Learning and Instruction (2006–2009), as well as associate editor of Metacognition and Learning (2014–), and member of the editorial board of various educational and psychological journals. Vice-president (2004–2007), president (2007–2009) and past-president of the European Association of Psychological Assessment (EAPA). Prof. Efklides received the Award for Outstanding Career Contribution to Educational Psychology from the Division of Educational, Instructional and Educational Psychology of the International Association of Applied Psychology, Athens, Greece, in 2006. In 2009, she was conferred the degree of doctor of philosophy honoris causa (Dr. Phil .h.c.) by the Faculty of Education of the University of Koblenz-Landau in Landau, Germany. In August 2011, she was awarded the Oevre Award by the European Association for Research on Learning and Instruction (Exeter, UK) for her overall work. In August 2016, she was awarded the Lifetime Achievement Award by the Special Interest Group Motivation and Emotion in the European Association for Research on Learning and Instruction (EARLI). Prof. Efklides is to be conferred the degree of doctor of philosophy honoris causa in May 2017 by the University of Turku, Finland.
Csilla Fuszek (HU)
Designing a Talent Support Network (2011-2017) (abstract)
The idea of the European Talent Support Network (ETSN) emerged and was articulated in 2011, in Budapest when looking at the Hungarian networking best practice European experts of gifted education taking part in an EU Presidential Conference on Talent Support acknowledged that it would be worthwhile to align and organise into a network the relevant European efforts and aspirations.
The European Talent Support Network with the first 14 European Talent Centre was officially founded 4 years later on 29 September 2015, in the Brussels European Parliament building, in the presence of senior EU officials and MEPs. By September 2016 the ETSN already comprised 19 centres, including 17 in European countries and two in non-European ones and thanks to their mutual work already 300 Talent Points joined to it.
In the lecture network strategy building insights will be shown alongside with steps of how the ETSN was created in past 5 years. The various efforts of the Talents Centres how to create a living network will be also introduced.
Csilla Fuszek worked for 15 years as a teacher in primary and secondary education. Later in 2000 she became specialized in the field of gifted and talented education. As a civil servant she worked for 7 years as a managing director of nationwide talent development programs aimed to promote equal opportunities to the disadvantaged strata of society and to create networks among secondary schools involved in gifted education programmes. Between 2007 and 2011 she was the managing director of the Csányi Foundation, its aim was to establish community centres focusing on providing various enrichment programmes for students coming from law SES families all over the country. Since 2009 she has been working for the Association of Hungarian Talent Support Organizations on nationwide talent support projects. From 2012 she is the founding director of the European Talent Centre - Budapest (www.talentcentrebudapest.eu). Her Centre became one of the first 14 qualified European Talent Centres in 2015. Csilla Fuszek was elected as the Secretary of the ECHA Qualification Committee at the first meeting of the Committee. She was also elected as coordinator of the European Talent Support Network (ETSN) in 2016 thus became the member of the first Network Council of the ETSN. She has been a lecturer at Eötvös Loránd University Pedagogical-Psychological Faculty in Budapest since 2008, her interest is in educational networking.
Françoys Gagné, PhD
Teachers’ attitudes toward giftedness and academic talent development. (abstract)
This presentation focuses on structured groups of beliefs, called attitudes, toward the ‎subpopulation of gifted/talented individuals, and toward the educational services proposed to ‎answer their specific educational needs and foster their academic talent development. Borrowing ‎mainly, but not exclusively, from the research program that gave birth to the ubiquitous Gagné-‎Nadeau attitude scale, it will examine the three main characteristics of attitudes: their object, ‎their direction, and their strength. Here are some of the questions that will be addressed. How ‎can we subdivide, theoretically and empirically, the universe of beliefs associated with ‎intellectual giftedness and academic talent development? Should we give special attention to ‎mythical beliefs espoused by teachers? Are there grounds to measure a general attitude, in terms ‎of direction and strength, or should we prioritize more specific assessments? Considering that ‎strong attitudes better predict behavior, what importance (a major index of strength) do teachers ‎give to this group of attitudes as opposed to other educational objects? Which teacher ‎characteristics best predict the direction and intensity of their attitudes? Finally, what main ‎themes should future research in this field explore?‎
Professor Françoys Gagné, PhD in psychology (education), spent most of his professional career in the Department of Psychology at l’Université du Québec à Montréal (UQAM). He devoted his research and teaching activities to the field of giftedness. Officially retired since 2001, Professor Gagné maintains regular publishing activities and accepts numerous international keynoting invitations. He has authored over 150 articles and book chapters, and been invited to teach and/or keynote in over 20 countries worldwide. Professor Gagné has gained international renown through his theory of talent development: the Differentiating Model of Giftedness and Talent (DMGT), recently updated and renamed Integrative Model of Talent Development (IMTD). He has received many professional prizes, including the prestigious Distinguished Scholar Award (1996) from the National Association for Gifted Children (NAGC, USA).
Marcia Gentry, PhD
Student-Idenitfied Exemplary Teachers, What Gifted Students Value in their Teachers, and Purdue’s Instrument Repository (abstract)
Student-Idenitfied Exemplary Teachers, What Gifted Students Value in their Teachers, and ‎Purdue’s Instrument Repository. What roles do teachers play in the development of talent and in ‎the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, ‎and content knowledge are keys to student motivation, learning and engagement. Research also ‎reveals the importance of positive and supportive student/teacher relationships. In previous work ‎concerning student attitudes toward school, a handful of teachers emerged, in the eyes of their ‎students, as exemplary. Follow-up study provided insights concerning how and why these ‎teachers differ. What and how they teach, and the ways they relate to individual students ‎distinguish these exemplary, gifted teachers. This research reveals quantitative and qualitative ‎findings that help to explain the student-identified exemplary teachers (n=18) from two samples ‎that included over 400 teachers. Implications for practice based on findings from these ‎exemplary teachers are highlighted as are how gifted students differ from general student in ‎what they value among their teachers. Finally, Purdue’s Gifted Education Resource Institute’s ‎Instrument Repository will be highlighted. ‎
Marcia Gentry, professor of educational studies, directs the Gifted Education Resource Institute at Purdue University (USA). She has received multiple grants worth several million dollars in support of her work with programming practices and underrepresented populations in gifted education. Dr. Gentry’s research interests include student attitudes toward school and the connection of these attitudes toward learning and motivation; the use of cluster-grouping and differentiation to meet the needs of students with gifts and talents while helping all students achieve at high levels; the development and recognition of talent among underserved populations including students with diverse cultural backgrounds including Native American youth and children who live in poverty. She frequently contributes to the gifted education literature and regularly serves as a speaker and consultant. She has collaborative projects across the United States and around the world. She enjoys spending time with her daughter (who attends Purdue) and with friends; running and staying fit; gardening; hanging out in the horse barn; collecting contemporary Navajo weavings; relaxing at her a cabin on Lake Superior; and working with her doctoral students. Marcia was the 2014 recipient of the prestigious National Association for Gifted Children’s Distinguished Scholar Award—and at this same meeting one of her graduates received the Early Scholar Award and one of her doctoral students received the Doctoral Student Award!
Ching-Chih Kuo, PhD
Domain-Specific Creativity, Intelligence, and Talent Development (abstract)
Gifted students are individuals with higher general intellectual ability; they are expected to ‎show higher performance in academic learning and behave more creatively than their typically ‎peers. Early studies have found a low correction between intelligence and creativity and that ‎intelligence appeared to be an ineffective predictor of creativity. However, there have also been ‎contradictory findings. The differences in results are probably due to the instruments used for ‎measuring intelligence or creativity. The most important question is that “Is creativity domain-‎specific?”‎
In her speech, Prof. Kuo will present her current research on the correlation between ‎domain-specific creativity and intelligence. Mathematical/scientific giftedness can be thought of as ‎a domain-specific form of giftedness. In Prof. Kuo and her student’s study, the ‎mathematically/scientifically talented (MST) students exhibited superior creativity on Problem ‎Solving of Divergent Production Test (PSDT). After controlling the impact of Full IQ of Wechsler ‎Adult Intelligence Scale, the MST group scored higher than non-gifted group in fluency, ‎flexibility, and originality. These findings indicated that a stronger correlation exists between ‎learning backgrounds and domain creativity, and that creativity is domain-specific related.‎
Cultivating talents and creativity has always been the focus of gifted education. In the final ‎part of talk, Prof. Kuo will introduce how she has assisted a group of young artists with special ‎needs develop their talents. Although these artists may not be good at social skills, they show their ‎excellent talents through creative artworks. ‎
Dr. Kuo is Professor of the Department of Special Education at National Taiwan Normal University. She has been involved in gifted and talented education for over 35 years. Her areas of research and publication include classroom teaching, cognitive development of children with special needs, assessment and identification of gifted students, counseling for gifted females, preschool gifted education, and the brain and learning. Most recently the focus of her research has been on neuropsychological and imaging studies of gifted students, policy development in gifted educaton, and nurturing the talents of students with ASD. Several featured papers include followings: Identifying young gifted children and cultivating problem solving abilities and multiple intelligences; Cultivating problem solving abilities in gifted preschoolers; Overexcitabilities: Empirical studies and application; The divergent problem solving abilities of mathematically and scientifically talented students.
Marilena Z. Leana-Taşcılar, PhD
It’s all a Matter of a Perspective: Labeling Gifted Students (abstract)
Years ago when I started working with gifted students, I asked a student how do you ‎feel about being gifted? And she answered me ‘I am really afraid!’. Then I started to think about ‎identifying students as gifted and in a way about labeling them. In one hand labeling can have ‎positive effects such as the ‘Pygmalion’. Teacher and parent expectations may lead the student to ‎the success, while on the other hand negative effects of labeling may harm the student. The study ‎by Rosenthal and Jacobson (1968) about the teacher expectations emphasize the role of the ‎teacher in the development of the student. Berlin (2009) use the expression ‘It’s all matter of a ‎perspective’ and I totally agree with her.
Labeling theory is the theory of how the self-identity and behavior of individuals may be ‎determined or influenced by the terms used to describe or classify them. Self-fulfilling prophecy, ‎stereotyping, culture norms, expectations, stigma, alienation, academic engagement, motivation ‎are all related terms with labeling. The point of view of parents, teachers, counselors, ‎psychologists and the child itself is very important for the perception of labeling. The ‎expectations teachers have of their students inevitably effects the way that teachers interact with ‎them, which ultimately leads to changes in the student’s behavior and attitude.‎
In this keynote speech about the labeling the main focus will be on the new researches ‎about labeling gifted students. The main effects of labeling will discussed. Why identifying and ‎is important for gifted students? Do the labels always have positive effects? What gifted ‎students think about being labeled as gifted? What others (teachers, parents, counselors etc.) ‎think about the ‘labeled child’? What are the emotional consequences of labeling a gifted child? ‎In the light of current research results all these questions and more will be answered. ‎
Assist. Prof. Dr. Marilena Z. Leana-Taşcılar, is working in Istanbul University (Turkey), Hasan Ali Yucel Faculty of Education, Special Education Department, Gifted Teacher Training Program, since 2002. Her master and PhD thesis were about the executive functions and planning abilities of gifted students. Identification of gifted children, twice-exceptional students, underachievement, bibliothreapy for gifted children and self-regulated learning are some of her interests. She worked in University Erlangen-Nuremberg, department of Educational Psychology and Research on Excellence as a visitor scholar for one year and attended in several international projects. She had presented in several national and international conferences. She is one of Turkish Delegates in World Council for Gifted and Talented Children, since 2002.
Roger Säljö, PhD, Dr h.c.
Interactionist and Distributed Perspectives on Learning (abstract)
Interpretations of learning have long been dominated by an individualistic perspective on ‎knowledge and competence. Cognitive and other capacities have been seen as something that ‎exists solely in individuals. At the policy level, this limited conception of human competences is ‎mirrored in the tendency to uncritically accept the outcomes of international comparative research ‎on literacy, mathematics and science knowledge and other skills as measures of outcomes of ‎education. These measures, expressed as averages from various countries, assume that tests of ‎individuals provide an accurate account of the role that education plays for promoting learning ‎and knowledge. However, cultivating human talent in contemporary society implies attending to ‎a much broader range of skills, for instance creative and collaborative capacities and, in addition, ‎to a broad spectrum of analytical/critical skills. In the presentation it is argued that in the era of ‎digitized and networked knowledge societies, our views of learning will change from the ‎traditional individualistic and reproductive conception to more performative versions where the ‎goals of learning will refer to the capacities of individuals to contribute to knowledge intense ‎communities and to transform information to locally relevant knowledge. In other words, ‎learning will be understood as a design activity. ‎
Roger Säljö, Ph D, Dr. h.c., specializes in research on the role of symbolic technologies for learning and development. In recent years, he has worked extensively with issues that concern how digital technologies transform human learning practices inside and outside formal schooling. He is the director of a national center of excellence for the study of learning and digital media (www.lincs.gu.se). He has worked at many universities and received honorary doctorates and professorships. One of his most recent publications is a co-edited volume on
Memory practices and learning
(2017).
Claude M. Steele, PhD
Stereotype Threat and Identity Threat: The Science of a Diverse Community (abstract)
Drawing on stereotype threat and social identity threat research, this talk will address the why, ‎what and how of diverse learning communities: why they are important, a working hypothesis ‎about what is critical to their success and what research reveals about how to achieve that ‎success. The talk’s practical aim is to identify features of diverse learning communities—schools, ‎universities and academic disciplines—that while good for all students, are especially helpful for ‎minority students generally, and for women in STEM fields. The talk will also explore the ‎psychological significance of community and its role in learning.
Claude M. Steele is an American social psychologist and a professor of psychology at UC Berkeley. He has also served in several major academic leadership positions: for the past two years as the executive vice chancellor and provost at UC Berkeley, the three years before that as the I. James Quillen Dean for the School of Education at Stanford University from 2011–2014, and before that as the 21st Provost of Columbia University.
He is best known for his work on stereotype threat and its application to minority student academic performance. His earlier work dealt with research on the self (e.g., self-image, self-affirmation) as well as the role of self-regulation in addictive behaviors. In 2010, he released his book,
Whistling Vivaldi and Other Clues to How Stereotypes Affect Us
, summarizing years of research on stereotype threat and the underperformance of minority students in higher education.
Heidrun Stoeger, PhD
Potential and Pitfalls: The Dos and Don’ts of Gifted Mentoring (abstract)
Mentoring can be one of the most effective methods of gifted education. Yet research leaves no ‎doubt about the potential pitfalls: Done wrong, mentoring can do more harm than good. In the ‎talk, research on the potential of mentoring will be reviewed and ideas on how to avoid some of ‎the approach’s possible pitfalls will be shared. As a case in point for how findings on effective ‎mentoring can be put into practice, the Germany-wide online mentoring program for STEM ‎‎(science, technology, engineering, and mathematics), CyberMentor, will be presented. In ‎particular, the example will illustrate how research findings can be used to plan and create highly ‎effective mentoring environments. After introducing CyberMentor, the talk will conclude with a ‎discussion of what such accompanying research needs to consider and how resulting findings can ‎be harnessed to ensure that mentoring programs are continually improved and, thereby, offer ‎participants the best possible gifted education experience.‎
Professor Heidrun Stoeger, PhD, is full professor for educational sciences at the University of Regensburg, Germany. She holds the Chair for School Research, School Development, and Evaluation. She is vice president of the International Research Association for Talent Development and Excellence (IRATDE). She is also a member of the editorial board of the German journal
Talent Development
and served from 2007 to 2014 as editor in chief of the journal
High Ability Studies
. She has published more than 200 articles, chapters, and books on giftedness, self-regulated learning, motivation, fine motor skills, and teacher education. She is a member of several national and international scientific boards and expert commissions in the field of giftedness research and gifted education.
Karine Verschueren, PhD
Individual Teacher–Child Relationships as De-velopmental Contexts for Children (abstract)
Research has shown that the quality of classroom-level processes contributes to children’s ‎academic and psychosocial development. However, teachers form individual relationships with ‎each of their students which may vary in affective quality. These interpersonal processes ‎occurring in teacher-child dyads also provide an important context for child development.
In this presentation, I will give an overview of our research on the affective quality of individual ‎teacher-child relationships. This research has relied on attachment theory and developmental ‎systems models at the main theoretical frameworks. Research questions that will be addressed ‎include: What dimensions of affective quality can be meaningfully distinguished and how can ‎we assess them? How do child and teacher characteristics jointly shape the affective quality of ‎teacher-child relationships? Does the quality of the teacher-child relationship protect at-risk ‎children from developing adjustment problems? Also, we will shed light on some of the ‎intervening mechanisms that may explain the role of teacher-child relationship quality for ‎children’s adjustment and success in school. Specifically, we will argue that children’s ‎relationships with classroom peers play an important intervening role. We will also discuss ‎interventions to improve teachers’ interpersonal relationships with individual children. Specific ‎attention will be given to the role of teacher-child relationships for the academic and ‎psychosocial development of cognitively talented children. Relevant questions to be addressed ‎are: Are highly-able children at risk for developing relationship difficulties? And does a high-‎quality affective relationship with the teacher foster their academic and psychosocial ‎development at school?‎
Karine Verschueren is full professor and head of the research unit School Psychology and Development in Context at KU Leuven. In 1996, she obtained her PhD in the domain of developmental psychology. Since 2000, she is professor in school psychology. Prof. Vershueren investigates the psychosocial and academic development of children and adolescents in schools (e.g., self-esteem, academic engagement), and the risk and protective factors for this development. Specifically, she focuses on the role of teacher–student and peer interactions as contexts for child and adolescent development. She studies these processes not only in general student populations, but recently also among high-ability students. Her teaching involves developmental and school psychology, including school psychological assessment.
Albert Ziegler, PhD
Gifted Identification in the 21st Century (abstract)
Traditionally, gifted identification has tried to identify persons with specific traits that are, ‎presumably, indicative of extraordinary learning potentials. A modern alternative is to try to ‎identify the persons with the most promising learning pathways. Thus, the modern approach to ‎identification is not only directed at the present. Rather, it is future-oriented by focusing on the ‎dynamics of the process of successful talent development.
‎ In this talk, talent development will be examined as a matter of adaptation and regulation. ‎First, several identifying characteristics of talent development will be discussed. The idea will ‎then be introduced that talent development can best be interpreted as a process of adaptation to ‎specific learning environments that leads to the establishment of functional action repertoires in ‎talent domains. Second, two types of regulation at play in this process will be distinguished: ‎homeostasis and homeorhesis. Third, this consideration will lead to the discussion of two central ‎questions: Who is regulating, and what is being regulated during talent development? In ‎considering these questions, endogenous and exogenous resources will be discussed and the ‎concepts of educational capital and learning capital introduced. The talk will conclude with ‎arguments in favor of a fundamental reorientation of gifted identification and a recommendation ‎of the application of four principles for facilitating the highly effective regulation processes ‎necessary during the development of excellence: (a) the co-evolution of the components of the ‎actiotope, (b) dynamic-interactive regulation, (c) capital orientation, and (d) the constructivist, or ‎learning-pathway principle.
Albert Ziegler, PhD, is chair professor of educational psychology and research on excellence at the University of Erlangen-Nuremberg, Germany. He is the founding director of the Statewide Counseling and Research Centre for the Gifted. He has published approximately 350 books, chapters, and articles in the fields of talent development and educational psychology. . Presently, Prof. Ziegler is serving as the secretary general of the International Research Association for Talent Development and Excellence (IRATDE), as vice president of the European Council for High Ability (ECHA), and as chairman of the European Talent Support Network (ETSN). He is editor in chief of
High Ability Studies
, the scholarly journal of the ECHA.
Keynotes
A series of one-hour plenary keynote lectures will inform and inspire conference participants about newest developments and perspectives in the fields of talent development and gifted education. Another group of one-hour plenary keynote lectures will be held by leading scientists working in other areas of educational psychology and education research; their talks will provide fresh ideas for additional approaches that can applied to talent development and giftedness research.
  • Albert Ziegler, PhD
    Gifted Identification in the 21st Century (abstract)
    Traditionally, gifted identification has tried to identify persons with specific traits that are, ‎presumably, indicative of extraordinary learning potentials. A modern alternative is to try to ‎identify the persons with the most promising learning pathways. Thus, the modern approach to ‎identification is not only directed at the present. Rather, it is future-oriented by focusing on the ‎dynamics of the process of successful talent development.
    In this talk, talent development will be examined as a matter of adaptation and regulation. First, ‎several identifying characteristics of talent development will be discussed. The idea will then be ‎introduced that talent development can best be interpreted as a process of adaptation to specific ‎learning environments that leads to the establishment of functional action repertoires in talent ‎domains. Second, two types of regulation at play in this process will be distinguished: ‎homeostasis and homeorhesis. Third, this consideration will lead to the discussion of two central ‎questions: Who is regulating, and what is being regulated during talent development? In ‎considering these questions, endogenous and exogenous resources will be discussed and the ‎concepts of educational capital and learning capital introduced. The talk will conclude with ‎arguments in favor of a fundamental reorientation of gifted identification and a recommendation ‎of the application of four principles for facilitating the highly effective regulation processes ‎necessary during the development of excellence: (a) the co-evolution of the components of the ‎actiotope, (b) dynamic-interactive regulation, (c) capital orientation, and (d) the constructivist, or ‎learning-pathway principle.
    Albert Ziegler, PhD, is chair professor of educational psychology and research on excellence at the University of Erlangen-Nuremberg, Germany. He is the founding director of the Statewide Counseling and Research Centre for the Gifted. He has published approximately 350 books, chapters, and articles in the fields of talent development and educational psychology. . Presently, Prof. Ziegler is serving as the secretary general of the International Research Association for Talent Development and Excellence (IRATDE), as vice president of the European Council for High Ability (ECHA), and as chairman of the European Talent Support Network (ETSN). He is editor in chief of
    High Ability Studies
    , the scholarly journal of the ECHA.
  • Mariam Alghawi, PhD
    Needs Assessment of Gifted Education Programmes in Dubai; An investigative case study of governmental Primary Schools (abstract)
    Gifted education, defined as the schooling of students demonstrating an exceptional ability to learn, is relatively new in the education system of the United Arab Emirates (UAE); hence, research on gifted education in the UAE is limited. This study was the first to investigate the implementation of gifted education programmes at seven primary government schools in Dubai. The main research question of the study was: What programs are offered for gifted learners in primary government schools in Dubai? And what is needed in order to improve the provisions of gifted education? The study adopted the National Association for Gifted Children (NAGC) gifted program standards as a framework. A sequential exploratory mixed-methods research design was employed with a triangulation of data to test the validity of the findings. The methods used to collect the data included classroom observations, interviews and a questionnaire survey with teachers, a focus group with parents, and a review of official documents. The conclusions were that although the provision of education for gifted students has progressed in Dubai in the last ten years, there is still room for improvement. School administrators and teachers need to better understand and implement the policies prescribed by the Ministry of Education. Based on the findings a set of recommendations is offered to better serve the gifted students of UAE in the future.
    Mariam A. Alghawi is the Director of Gifted Welfare Department at Hamdan Bin Rashid Al Maktoum Educational Award, located in Dubai - United Arab Emirates (UAE). She completed her both Doctoral and Master Degrees in Education at the British University in Dubai in association with the University of Birmingham in UK. She graduated from the United Arab Emirates University with a degree of Bachler in Special Education. She has been working in the field of Gifted Education since 2008. Perior to that she worked for ten years as a teacher then a supervisor of Special Education and worked in the Ministry of Education for three years as vice-director of Special Abilities Department which create and supervise educational programs for both gifted students and students with disabilities. She is a member of European Council for High Ability (ECHA). Her research interests include identification and programs for gifted students, talent and creativity, talented development.
  • Abdullah Aljughaiman, PhD
    A Road Map to Effectiveness: Creating Learning Pathways for Talent Development (abstract)
    The main aim of this presentation is to draw a map of continuous, meaningful services for gifted students. For decades, gifted programs—especially the enrichment ones—were delivered in the form of short-term or even one-off extracurricular activities that depended on the ever-changing availability of time and resources (e.g., pullout programs and programs during the afternoons, on the weekends, or in the summer). In most cases, the content of these programs was designed prior to the selection of gifted students. The programs were then delivered to participants as one size fits all. Each program had its own objectives with no connectivity with students’ prior, present, or future experiences. Planners directed their attention at the specific program, not the student. In this presentation, outcomes of research studies will be illustrated that shed light on the shortcomings of such programs. Attention will be given to the question of how such programs fail to address the individual needs of each gifted student. Then a new concept for a road map of long-term, student-centered gifted-education provision will be presented. The gifted-education road map helps bridge the gaps between the programs and the students by providing educational services tailored to each student’s needs on a program-by-program, subject-by-subject basis within a coherent and conceptually meaningful construction.
    Prof. Abdullah Aljughaiman received his PhD from the University of Idaho, USA, in 2002. He is currently dean of the Research and Consulting Institute and the director of the National Research Center for Giftedness and Creativity at King Faisal University, Saudi Arabia. The primary focus of Dr. Aljughaiman’s professional activities is the development and education of gifted and talented students. He has published books, book sections, and peer-reviewed articles on the identification of and services for gifted children. Dean Aljughaiman has received multiple awards for his professional and administrative work in Saudi Arabia, the United Arab Emirates, and the United States. His research and practice have been supported by funds from King Faisal University and the Ministries of Higher Education, Education, and Planning of the Kingdom of Saudi Arabia. Recently, he received a grant from the Ministry of Higher Education in Saudi Arabia to support a research project titled “Etiological Bases of Giftedness.”
  • Mimi Bong, PhD
    Different Reasons, Different Consequences: Achievement Goals and Their Relationships with Motivation and Perfectionism (abstract)
    Learners engage in achievement behavior for various reasons. Some do so to improve their ‎capability by mastering new things, others to prove their superiority, while still others choose to ‎engage to make their incompetence go unnoticed. These reasons and purposes underlying ‎achievement behaviors, or achievement goals, are important determinants of motivation and ‎performance in specific achievement contexts, along with perceptions of competence and value. ‎Achievement goals are not identical to outcome goals students strive to attain, although they ‎could influence the difficulty of the goals that students set for themselves. My talk will introduce ‎some of the representative findings from and recent developments in achievement goal theory ‎and research during the past several decades, as well as remaining issues and challenges in the ‎study of achievement goals. Complex interplay of achievement goals with individual differences ‎such as perfectionism and other motivation constructs such as self-efficacy will also be discussed. ‎I will conclude my talk with implications of this body of research for talent development.‎
    Mimi Bong is a Professor of Educational Psychology in the Department of Education and the Associate Director of the Brain and Motivation Research Institute bmri.korea.ac.kr of Korea University. Her research focuses on adolescent motivation with particular emphases on self-efficacy beliefs and achievement goals. Her most recent research interests include: testing validity of motivation theories by mapping theoretical classifications onto adolescents’ subjective perceptions of their own motivation; integrating interest, goals, and self-efficacy into the academic self-regulatory pathways; and exploring individual differences and socio-cultural factors particularly consequential to adolescents’ academic motivation. In 2006, Bong received the Richard E. Snow Award for Early Contributions in Educational Psychology from the American Psychological Association, Division 15. She is the immediate past Associate Editor of
    American Educational Research Journal
    and has served or currently serves on the editorial boards of
    AERA Open, Child Development, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Educational Researcher, Journal of Educational Psychology, Journal of Experimental Education,
    and
    Theory into Practice.
  • Joy Davis, PhD
    Using a Diversity framework to Design and Deliver Curriculum for Advanced and Gifted Learners (abstract)
    As a global community, our origins vary, yet the intellectual and academic needs of our advanced ‎ability and gifted learners are the same. Advanced and gifted students need to experience ‎intellectually challenging environments that help them connect with the concerns of the world ‎around them and with their own interests and inclinations. Concomitantly, these students also ‎need instruction that will position them to solve the future's problems as they explore symbiotic ‎relationships across disciplines. This new framework employs the strengths and unique traits of ‎diverse cultures as a foundation for units of instruction designed to appeal to and relate to ‎students across cultural and gender groups. The framework uses principles of culturally relevant ‎pedagogy and best practices in the design of rigorous curriculum to provide exemplars for ‎primary through secondary education.‎
    Dr. Davis is a career educator with experience as practitioner, scholar, author, and consultant. She is currently serving a second term on the Board of Directors of the National Association for Gifted Children. In addition to local district and university experiences, Davis served for five years as the Virginia State Specialist for K–12 Gifted Services. In addition to state and local experience, Dr. Davis served for four years at the University of Louisiana, Lafayette, teaching undergraduate and graduate courses. She also served as the director of the Center for Gifted Education at the University during her tenure there. She is currently an associate professor of education and chair of the Department of Teacher Education at Virginia Union University in Richmond, Virginia. Davis is a staunch advocate for equity in gifted education and diversity education. As such, Dr. Davis is often called upon by the school districts, organizations, and the media to respond to issues related to how schools should address the needs of disenfranchised groups including culturally and racially diverse students and those from low socio-economic communities. She has been a program consultant and served as a keynote speaker and distinguished guest lecturer in the United States, South Africa, and the Caribbean. Dr. Davis has published numerous articles, technical reports, and book chapters. She writes a regular column for
    Teaching for High Potential
    , a publication of the National Association for Gifted Children. Her award-winning book,
    Bright, Talented and Black: A Guide for Families of African American Gifted Learners,
    is the first of its kind on the market to specifically address the advocacy needs of Black families raising gifted students. Her new book,
    Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future,
    is co-edited with Dr. James L. Moore III. Dr. Davis holds master’s and doctorate degrees with a focus in gifted education from The College of William & Mary in Virginia.
  • Anastasia Efklides, PhD, PhD h.c.
    Self-Regulated Learning of Students: The Role of Emotions and Metacognition (abstract)
    Self-regulated learning (SRL) is highly valued in education because it is the student who ‎autonomously and out of personal interest initiates, sets goals, plans and monitors learning, makes ‎control decisions, uses strategies, and evaluates learning outcomes. SRL represents the prototype ‎of successful students in university studies but this kind of learning behaviors can be traced back ‎already at earlier educational levels when personal interests develop and students acquire the ‎skills needed for efficient learning. Key processes in SRL is motivation, metacognition (i.e., ‎monitoring and control of cognition), and affect (emotions, moods, preferences, passion, etc.) ‎The Metacognitive and Affective model of SRL (MASRL; Efklides, 2011) posits that ‎cognition/metacognition and motivation/affect form distinct processing loops but also interact ‎between them to regulate learning behavior. Moreover, person characteristics along with task ‎demands and context determine task processing and effort invested. When working on a task, ‎metacognition takes the form of metacognitive experiences, such as feelings (e.g., feeling of ‎difficulty, confidence) and judgments (e.g., judgment of learning). Metacognitive experiences ‎interact with affect and emotions to determine control decisions and strategies for the regulation ‎of cognition and affect in face of difficulties. The presentation will provide evidence showing ‎that metacognition is influenced by and influences motivation and affect and will show the ‎relevance to talent development. Particular emphasis will be given to epistemic emotions such as ‎surprise and curiosity as well as passion that are closely associated with talent and creativity.‎
    Key words: Affect, emotions, motivation, self-regulated learning, talent development.‎
    Professor of Experimental and Cognitive Psychology. Professor emerita since 2016. Research interests in cognition and metacognition and their relations with motivation, affect, and self-regulation in various age-groups. Particular emphasis is given to metacognitive experiences, their interrelations with affect, and their implications for self-regulated learning. Author/co-editor of 24 books and special issues in Greek and in English and author/co-author of more than 175 articles published in international and Greek journals and books. Editor of the
    Hellenic Journal of Psychology
    (2004–) and of Learning and Instruction (2006–2009), as well as associate editor of Metacognition and Learning (2014–), and member of the editorial board of various educational and psychological journals. Vice-president (2004–2007), president (2007–2009) and past-president of the European Association of Psychological Assessment (EAPA). Prof. Efklides received the Award for Outstanding Career Contribution to Educational Psychology from the Division of Educational, Instructional and Educational Psychology of the International Association of Applied Psychology, Athens, Greece, in 2006. In 2009, she was conferred the degree of doctor of philosophy honoris causa (Dr. Phil .h.c.) by the Faculty of Education of the University of Koblenz-Landau in Landau, Germany. In August 2011, she was awarded the Oevre Award by the European Association for Research on Learning and Instruction (Exeter, UK) for her overall work. In August 2016, she was awarded the Lifetime Achievement Award by the Special Interest Group Motivation and Emotion in the European Association for Research on Learning and Instruction (EARLI). Prof. Efklides is to be conferred the degree of doctor of philosophy honoris causa in May 2017 by the University of Turku, Finland.
  • Csilla Fuszek (HU)
    Designing a Talent Support Network (2011-2017) (abstract)
    The idea of the European Talent Support Network (ETSN) emerged and was articulated in 2011, in Budapest when looking at the Hungarian networking best practice European experts of gifted education taking part in an EU Presidential Conference on Talent Support acknowledged that it would be worthwhile to align and organise into a network the relevant European efforts and aspirations.
    The European Talent Support Network with the first 14 European Talent Centre was officially founded 4 years later on 29 September 2015, in the Brussels European Parliament building, in the presence of senior EU officials and MEPs. By September 2016 the ETSN already comprised 19 centres, including 17 in European countries and two in non-European ones and thanks to their mutual work already 300 Talent Points joined to it.
    In the lecture network strategy building insights will be shown alongside with steps of how the ETSN was created in past 5 years. The various efforts of the Talents Centres how to create a living network will be also introduced.
    Csilla Fuszek worked for 15 years as a teacher in primary and secondary education. Later in 2000 she became specialized in the field of gifted and talented education. As a civil servant she worked for 7 years as a managing director of nationwide talent development programs aimed to promote equal opportunities to the disadvantaged strata of society and to create networks among secondary schools involved in gifted education programmes. Between 2007 and 2011 she was the managing director of the Csányi Foundation, its aim was to establish community centres focusing on providing various enrichment programmes for students coming from law SES families all over the country. Since 2009 she has been working for the Association of Hungarian Talent Support Organizations on nationwide talent support projects. From 2012 she is the founding director of the European Talent Centre - Budapest (www.talentcentrebudapest.eu). Her Centre became one of the first 14 qualified European Talent Centres in 2015. Csilla Fuszek was elected as the Secretary of the ECHA Qualification Committee at the first meeting of the Committee. She was also elected as coordinator of the European Talent Support Network (ETSN) in 2016 thus became the member of the first Network Council of the ETSN. She has been a lecturer at Eötvös Loránd University Pedagogical-Psychological Faculty in Budapest since 2008, her interest is in educational networking.
  • Françoys Gagné, PhD
    Teachers’ Attitudes Toward Giftedness and Academic Talent Development (abstract)
    This presentation focuses on structured groups of beliefs, called attitudes, toward the ‎subpopulation of gifted/talented individuals, and toward the educational services proposed to ‎answer their specific educational needs and foster their academic talent development. Borrowing ‎mainly, but not exclusively, from the research program that gave birth to the ubiquitous Gagné-‎Nadeau attitude scale, it will examine the three main characteristics of attitudes: their object, ‎their direction, and their strength. Here are some of the questions that will be addressed. How ‎can we subdivide, theoretically and empirically, the universe of beliefs associated with ‎intellectual giftedness and academic talent development? Should we give special attention to ‎mythical beliefs espoused by teachers? Are there grounds to measure a general attitude, in terms ‎of direction and strength, or should we prioritize more specific assessments? Considering that ‎strong attitudes better predict behavior, what importance (a major index of strength) do teachers ‎give to this group of attitudes as opposed to other educational objects? Which teacher ‎characteristics best predict the direction and intensity of their attitudes? Finally, what main ‎themes should future research in this field explore?‎
    Professor Françoys Gagné, PhD in psychology (education), spent most of his professional career in the Department of Psychology at l’Université du Québec à Montréal (UQAM). He devoted his research and teaching activities to the field of giftedness. Officially retired since 2001, Professor Gagné maintains regular publishing activities and accepts numerous international keynoting invitations. He has authored over 150 articles and book chapters, and been invited to teach and/or keynote in over 20 countries worldwide. Professor Gagné has gained international renown through his theory of talent development: the Differentiating Model of Giftedness and Talent (DMGT), recently updated and renamed Integrative Model of Talent Development (IMTD). He has received many professional prizes, including the prestigious Distinguished Scholar Award (1996) from the National Association for Gifted Children (NAGC, USA).
  • Marcia Gentry, PhD
    Student-Idenitfied Exemplary Teachers, What Gifted Students Value in their Teachers, and Purdue’s Instrument Repository (abstract)
    Student-Idenitfied Exemplary Teachers, What Gifted Students Value in their Teachers, and ‎Purdue’s Instrument Repository. What roles do teachers play in the development of talent and in ‎the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, ‎and content knowledge are keys to student motivation, learning and engagement. Research also ‎reveals the importance of positive and supportive student/teacher relationships. In previous work ‎concerning student attitudes toward school, a handful of teachers emerged, in the eyes of their ‎students, as exemplary. Follow-up study provided insights concerning how and why these ‎teachers differ. What and how they teach, and the ways they relate to individual students ‎distinguish these exemplary, gifted teachers. This research reveals quantitative and qualitative ‎findings that help to explain the student-identified exemplary teachers (n=18) from two samples ‎that included over 400 teachers. Implications for practice based on findings from these ‎exemplary teachers are highlighted as are how gifted students differ from general student in ‎what they value among their teachers. Finally, Purdue’s Gifted Education Resource Institute’s ‎Instrument Repository will be highlighted. ‎
    Marcia Gentry, professor of educational studies, directs the Gifted Education Resource Institute at Purdue University (USA). She has received multiple grants worth several million dollars in support of her work with programming practices and underrepresented populations in gifted education. Dr. Gentry’s research interests include student attitudes toward school and the connection of these attitudes toward learning and motivation; the use of cluster-grouping and differentiation to meet the needs of students with gifts and talents while helping all students achieve at high levels; the development and recognition of talent among underserved populations including students with diverse cultural backgrounds including Native American youth and children who live in poverty. She frequently contributes to the gifted education literature and regularly serves as a speaker and consultant. She has collaborative projects across the United States and around the world. She enjoys spending time with her daughter (who attends Purdue) and with friends; running and staying fit; gardening; hanging out in the horse barn; collecting contemporary Navajo weavings; relaxing at her a cabin on Lake Superior; and working with her doctoral students. Marcia was the 2014 recipient of the prestigious National Association for Gifted Children’s Distinguished Scholar Award—and at this same meeting one of her graduates received the Early Scholar Award and one of her doctoral students received the Doctoral Student Award!
  • Ching-Chih Kuo, PhD
    Domain-Specific Creativity, Intelligence, and Talent Development (abstract)
    Gifted students are individuals with higher general intellectual ability; they are expected to ‎show higher performance in academic learning and behave more creatively than their typically ‎peers. Early studies have found a low correction between intelligence and creativity and that ‎intelligence appeared to be an ineffective predictor of creativity. However, there have also been ‎contradictory findings. The differences in results are probably due to the instruments used for ‎measuring intelligence or creativity. The most important question is that “Is creativity domain-‎specific?”‎
    In her speech, Prof. Kuo will present her current research on the correlation between ‎domain-specific creativity and intelligence. Mathematical/scientific giftedness can be thought of as ‎a domain-specific form of giftedness. In Prof. Kuo and her student’s study, the ‎mathematically/scientifically talented (MST) students exhibited superior creativity on Problem ‎Solving of Divergent Production Test (PSDT). After controlling the impact of Full IQ of Wechsler ‎Adult Intelligence Scale, the MST group scored higher than non-gifted group in fluency, ‎flexibility, and originality. These findings indicated that a stronger correlation exists between ‎learning backgrounds and domain creativity, and that creativity is domain-specific related.‎
    Cultivating talents and creativity has always been the focus of gifted education. In the final ‎part of talk, Prof. Kuo will introduce how she has assisted a group of young artists with special ‎needs develop their talents. Although these artists may not be good at social skills, they show their ‎excellent talents through creative artworks.
    Dr. Kuo is Professor of the Department of Special Education at National Taiwan Normal University. She has been involved in gifted and talented education for over 35 years. Her areas of research and publication include classroom teaching, cognitive development of children with special needs, assessment and identification of gifted students, counseling for gifted females, preschool gifted education, and the brain and learning. Most recently the focus of her research has been on neuropsychological and imaging studies of gifted students, policy development in gifted educaton, and nurturing the talents of students with ASD. Several featured papers include followings: Identifying young gifted children and cultivating problem solving abilities and multiple intelligences; Cultivating problem solving abilities in gifted preschoolers; Overexcitabilities: Empirical studies and application; The divergent problem solving abilities of mathematically and scientifically talented students.
  • Marilena Z. Leana-Taşcılar, PhD
    It’s all a Matter of a Perspective: Labeling Gifted Students (abstract)
    Years ago when I started working with gifted students, I asked a student how do you ‎feel about being gifted? And she answered me ‘I am really afraid!’. Then I started to think about ‎identifying students as gifted and in a way about labeling them. In one hand labeling can have ‎positive effects such as the ‘Pygmalion’. Teacher and parent expectations may lead the student to ‎the success, while on the other hand negative effects of labeling may harm the student. The study ‎by Rosenthal and Jacobson (1968) about the teacher expectations emphasize the role of the ‎teacher in the development of the student. Berlin (2009) use the expression ‘It’s all matter of a ‎perspective’ and I totally agree with her.
    Labeling theory is the theory of how the self-identity and behavior of individuals may be ‎determined or influenced by the terms used to describe or classify them. Self-fulfilling prophecy, ‎stereotyping, culture norms, expectations, stigma, alienation, academic engagement, motivation ‎are all related terms with labeling. The point of view of parents, teachers, counselors, ‎psychologists and the child itself is very important for the perception of labeling. The ‎expectations teachers have of their students inevitably effects the way that teachers interact with ‎them, which ultimately leads to changes in the student’s behavior and attitude.‎
    In this keynote speech about the labeling the main focus will be on the new researches ‎about labeling gifted students. The main effects of labeling will discussed. Why identifying and ‎is important for gifted students? Do the labels always have positive effects? What gifted ‎students think about being labeled as gifted? What others (teachers, parents, counselors etc.) ‎think about the ‘labeled child’? What are the emotional consequences of labeling a gifted child? ‎In the light of current research results all these questions and more will be answered. ‎
    Assist. Prof. Dr. Marilena Z. Leana-Taşcılar, is working in Istanbul University (Turkey), Hasan Ali Yucel Faculty of Education, Special Education Department, Gifted Teacher Training Program, since 2002. Her master and PhD thesis were about the executive functions and planning abilities of gifted students. Identification of gifted children, twice-exceptional students, underachievement, bibliothreapy for gifted children and self-regulated learning are some of her interests. She worked in University Erlangen-Nuremberg, department of Educational Psychology and Research on Excellence as a visitor scholar for one year and attended in several international projects. She had presented in several national and international conferences. She is one of Turkish Delegates in World Council for Gifted and Talented Children, since 2002.
  • Roger Säljö, PhD, Dr h.c.
    Interactionist and Distributed Perspectives on Learning (abstract)
    Interpretations of learning have long been dominated by an individualistic perspective on ‎knowledge and competence. Cognitive and other capacities have been seen as something that ‎exists solely in individuals. At the policy level, this limited conception of human competences is ‎mirrored in the tendency to uncritically accept the outcomes of international comparative research ‎on literacy, mathematics and science knowledge and other skills as measures of outcomes of ‎education. These measures, expressed as averages from various countries, assume that tests of ‎individuals provide an accurate account of the role that education plays for promoting learning ‎and knowledge. However, cultivating human talent in contemporary society implies attending to ‎a much broader range of skills, for instance creative and collaborative capacities and, in addition, ‎to a broad spectrum of analytical/critical skills. In the presentation it is argued that in the era of ‎digitized and networked knowledge societies, our views of learning will change from the ‎traditional individualistic and reproductive conception to more performative versions where the ‎goals of learning will refer to the capacities of individuals to contribute to knowledge intense ‎communities and to transform information to locally relevant knowledge. In other words, ‎learning will be understood as a design activity. ‎
    Roger Säljö, Ph D, Dr. h.c., specializes in research on the role of symbolic technologies for learning and development. In recent years, he has worked extensively with issues that concern how digital technologies transform human learning practices inside and outside formal schooling. He is the director of a national center of excellence for the study of learning and digital media (www.lincs.gu.se). He has worked at many universities and received honorary doctorates and professorships. One of his most recent publications is a co-edited volume on
    Memory practices and learning
    (2017).
  • Claude M. Steele, PhD
    Stereotype Threat and Identity Threat: The Science of a Diverse Community (abstract)
    Drawing on stereotype threat and social identity threat research, this talk will address the why, ‎what and how of diverse learning communities: why they are important, a working hypothesis ‎about what is critical to their success and what research reveals about how to achieve that ‎success. The talk’s practical aim is to identify features of diverse learning communities—schools, ‎universities and academic disciplines—that while good for all students, are especially helpful for ‎minority students generally, and for women in STEM fields. The talk will also explore the ‎psychological significance of community and its role in learning.
    Claude M. Steele is an American social psychologist and a professor of psychology at UC Berkeley. He has also served in several major academic leadership positions: for the past two years as the executive vice chancellor and provost at UC Berkeley, the three years before that as the I. James Quillen Dean for the School of Education at Stanford University from 2011–2014, and before that as the 21st Provost of Columbia University.
    He is best known for his work on stereotype threat and its application to minority student academic performance. His earlier work dealt with research on the self (e.g., self-image, self-affirmation) as well as the role of self-regulation in addictive behaviors. In 2010, he released his book,
    Whistling Vivaldi and Other Clues to How Stereotypes Affect Us
    , summarizing years of research on stereotype threat and the underperformance of minority students in higher education.
  • Heidrun Stoeger, PhD
    Potential and Pitfalls: The Dos and Don’ts of Gifted Mentoring (abstract)
    Mentoring can be one of the most effective methods of gifted education. Yet research leaves no ‎doubt about the potential pitfalls: Done wrong, mentoring can do more harm than good. In the ‎talk, research on the potential of mentoring will be reviewed and ideas on how to avoid some of ‎the approach’s possible pitfalls will be shared. As a case in point for how findings on effective ‎mentoring can be put into practice, the Germany-wide online mentoring program for STEM ‎‎(science, technology, engineering, and mathematics), CyberMentor, will be presented. In ‎particular, the example will illustrate how research findings can be used to plan and create highly ‎effective mentoring environments. After introducing CyberMentor, the talk will conclude with a ‎discussion of what such accompanying research needs to consider and how resulting findings can ‎be harnessed to ensure that mentoring programs are continually improved and, thereby, offer ‎participants the best possible gifted education experience.‎
    Professor Heidrun Stoeger, PhD, is full professor for educational sciences at the University of Regensburg, Germany. She holds the Chair for School Research, School Development, and Evaluation. She is vice president of the International Research Association for Talent Development and Excellence (IRATDE). She is also a member of the editorial board of the German journal
    Talent Development
    and served from 2007 to 2014 as editor in chief of the journal
    High Ability Studies
    . She has published more than 200 articles, chapters, and books on giftedness, self-regulated learning, motivation, fine motor skills, and teacher education. She is a member of several national and international scientific boards and expert commissions in the field of giftedness research and gifted education.
  • Karine Verschueren, PhD
    Individual Teacher–Child Relationships as De-velopmental Contexts for Children (abstract)
    Research has shown that the quality of classroom-level processes contributes to children’s ‎academic and psychosocial development. However, teachers form individual relationships with ‎each of their students which may vary in affective quality. These interpersonal processes ‎occurring in teacher-child dyads also provide an important context for child development. ‎
    In this presentation, I will give an overview of our research on the affective quality of individual ‎teacher-child relationships. This research has relied on attachment theory and developmental ‎systems models at the main theoretical frameworks. Research questions that will be addressed ‎include: What dimensions of affective quality can be meaningfully distinguished and how can ‎we assess them? How do child and teacher characteristics jointly shape the affective quality of ‎teacher-child relationships? Does the quality of the teacher-child relationship protect at-risk ‎children from developing adjustment problems? Also, we will shed light on some of the ‎intervening mechanisms that may explain the role of teacher-child relationship quality for ‎children’s adjustment and success in school. Specifically, we will argue that children’s ‎relationships with classroom peers play an important intervening role. We will also discuss ‎interventions to improve teachers’ interpersonal relationships with individual children. Specific ‎attention will be given to the role of teacher-child relationships for the academic and ‎psychosocial development of cognitively talented children. Relevant questions to be addressed ‎are: Are highly-able children at risk for developing relationship difficulties? And does a high-‎quality affective relationship with the teacher foster their academic and psychosocial ‎development at school?‎
    Karine Verschueren is full professor and head of the research unit School Psychology and Development in Context at KU Leuven. In 1996, she obtained her PhD in the domain of developmental psychology. Since 2000, she is professor in school psychology. Prof. Vershueren investigates the psychosocial and academic development of children and adolescents in schools (e.g., self-esteem, academic engagement), and the risk and protective factors for this development. Specifically, she focuses on the role of teacher–student and peer interactions as contexts for child and adolescent development. She studies these processes not only in general student populations, but recently also among high-ability students. Her teaching involves developmental and school psychology, including school psychological assessment.
Day 1
6 October 2017
Day 2
7 October 2017
Day 3
8 October 2017
Day 4
9 October 2017
Late afternoon (exact time forthcoming)
Registration
Conference participants check in with the conference organizers and receive there attendee package and badge.
Early evening (exact time forthcoming)
Get-together
The preconference get-together gives conference participants a chance to meet one another and discuss the upcoming conference. Participants will be offered a selection of refreshing beverages and tasty finger foods.
8:30 a.m. – 9:30 a.m.
Opening ceremony
Room: ALRASHIDIYA HALL
9:30 a.m. – 10:30 a.m.
Keynote 1
Speaker: Claude Steele
Title: Stereotype Threat and Identity Threat: The Science of a Diverse Community
Room:
10:30 a.m. – 11.00 a.m.
Coffee break
Room: Reception area
The extensive coffee and tea breaks give all guests a chance to get to know one another and to exchange ideas about the talks and presentations.
11:00 a.m. – 12:00 p.m.
Keynote 2
Speaker: Abdullah Aljughaiman
Title: A Road Map to Effectiveness: Creating Learning Pathways for Talent Development
Room:
12:00 p.m. – 1:00 p.m.
Keynote 3
Speaker: Albert Ziegler
Title: Gifted Identification in the 21st Century
Room:
1:00 p.m. – 2:30 p.m.
Lunch
Room:
Conference participants will have a chance during lunchtime to look more closely at the posters on display and to discuss the research with the poster presenters.
2:30 p.m. – 3:30 p.m.
Keynote 4
Speaker: Marilena Leana-Tascilar
Title: It’s all a Matter of a Perspective: Labeling Gifted Students
Room:
3:30 p.m. – 4:30 p.m.
Keynote 5
Speaker: Françoys Gagné
Title: Teachers’ attitudes toward giftedness and academic talent development.
Room:
9:00 a.m. – 10:00 a.m.
Keynote 6
Speaker: Mariam Alghawi
Title: Cultural Influences on Talent Development
Room:
10:00 a.m. – 11:00 a.m.
Keynote 7
Speaker: Heidrun Stoeger
Title: Potential and Pitfalls: The Dos and Don’ts of Gifted Mentoring
Room:
11:00 a.m. – 11.30 a.m.
Coffee break
Room: Reception area
The extensive coffee and tea breaks give all guests a chance to get to know one another and to exchange ideas about the talks and presentations.
11:30 a.m. – 12:30 p.m.
Poster-based verbal presentation sessions 1–4
Poster-based verbal presentation sessions 1–4 will occur simultaneously in the four separate rooms.
Session 1
Title:
Room:
Session 2
Title:
Room:
Session 3
Title:
Room:
Session 4
Title:
Room:
12:30 p.m. – 1:30 p.m.
Poster-based verbal presentation sessions 5–8
Poster-based verbal presentation sessions 5–8 will occur simultaneously in the four separate rooms.
Session 5
Title:
Room:
Session 6
Title:
Room:
Session 7
Title:
Room:
Session 8
Title:
Room:
1:30 p.m. – 3:00 p.m.
Lunch
Room:
Conference participants will have a chance during lunchtime to look more closely at the posters on display and to discuss the research with the poster presenters.
3:00 p.m. – 4:00 p.m.
Keynote 8
Speaker: Csilla Fuszek
Title: Designing a Talent Support Network (2011–2017)
Room:
4:00 p.m. – 5:00 p.m.
Keynote 9
Speaker: Joy Davis
Title: Using a Diversity framework to Design and Deliver Curriculum for Advanced and Gifted Learners
Room:
7:00 p.m.
Gala dinner
Room: Banquet hall (including room for the entertainment program)
Gala dinner include some sort of entertainment
Thirty guests will be invited to the gala dinner free of charge (counting the 15 keynote guests).
All other conference participants must register to to attend the gala dinner and pay a fee online well in advance.
Participants should book and pay for the gala dinner separately from the regular conference registration, but via the same online registration.
9:00 a.m. – 10:00 a.m.
Keynote 10
Speaker: Marcia Gentry
Title: Teachers’ Attitudes Toward Giftedness and Academic Talent Development
Room:
10:00 a.m. – 11:00 a.m.
Keynote 11
Speaker: Karine Verschueren
Title: Individual Teacher–Child Relationships as Developmental Contexts for Children
Room:
11:00 a.m. – 11.30 a.m.
Coffee break
Room: Reception area
The extensive coffee and tea breaks give all guests a chance to get to know one another and to exchange ideas about the talks and presentations.
11:30 a.m. – 12:30 p.m.
Keynote 12
Speaker: Anastasia Efklides
Title: Self-Regulated Learning of Students: The Role of Emotions and Metacognition
Room:
12:30 p.m. – 1:30 p.m.
Keynote 13
Speaker: Mimi Bong
Title: Different Reasons, Different Consequences: Achievement Goals and Their Relationships with Motivation and Perfectionism
Room:
1:30 p.m. – 3:00 p.m.
Lunch
Room:
Conference participants will have a chance during lunchtime to look more closely at the posters on display and to discuss the research with the poster presenters.
3:00 p.m. – 4:00 p.m.
Keynote 14
Speaker: Ching-Chih Kuo
Title: Domain-Specific Creativity, Intelligence, and Talent Development
Room:
4:00 p.m. – 5:00 p.m.
Keynote 15
Speaker: Roger Säljö
Title: Interactionist and Distributed Perspectives on Learning
Room:
5:00 p.m. – 5:30 p.m.
Closing ceremony
Room: ALRASHIDIYA HALL
The conference closing ceremony has three goals
  1. Thank all conference participants for being a part of the conference.
  2. Create a sense of shared accomplishment that will motivate guests to remain interested in the field of research and the IRATDE.
  3. Inform the guests about upcoming IRATDE events.
Conference Venue
The
conference venue
is located only a few minutes from
Dubai International Airport
. The business and commercial districts of Deira with their famous gold and spice souks or Bur Dubai and Festival City can be reached within ten minutes, and the leisure and shopping attractions of Downtown Dubai are only a fifteen-minute drive.
More information about the conference hotel can be found here.
ACCOMMODATIONS
Dubai is one of the world’s premier destinations, and our hotels, resorts, and hotel apartments are a major reason why. Visitors will experience spectacular locations, record-breaking architecture, and impeccable service, as well as accommodation for every budget and taste.
local TRANSPORTATION
With an amazing array of sights, attractions, and events, there’s no shortage of things to see and do in Dubai. And with several transportation options at your fingertips, there’s also no shortage of ways to get around. Follow the link below to find some of your options.
TOURS AND SOCIAL ACTIVITIES
Look up at the world’s tallest building, ski down a snowy mountain in the middle of the desert, skydive above a man-made island, swim with sharks in the world’s largest mall, marvel at sparkling jewels in the souks, and feel the breeze from a traditional dhow cruise—all in a single trip.
Visa, Airport, and Hotels
Dubai is ideally situated midway between the Far East and Europe. An equal distance from London and Beijing, most major destinations in Asia, Africa, Europe, and Russia are less than an eight-hour flight away. More than 125 airlines fly to Dubai from destinations around the world.
How to Reach the Hamdan Award
Contact the Hamdan Award
Phone: +97145013333
Fax: +97145013300
P O Box: 88088
Email: gifted@ha.ae
Address: Al Hudaiba Awards Building – Jumeirah Road with 2nd December Interchange – Dubai – United Arab Emirates
Shaikh Hamdan Bin Rashid Al Maktoum, Dubai Deputy Ruler and the UAE Minister of Finance and Industry, issued a decree to specify a prize entitled Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance to undertake the task of upgrading educational performance in all the stages and sectors of education that are under the supervision of the Ministry of Education. The following awards are grated: Distinguished Teacher, Distinguished Student, Distinguished Social Worker, Distinguished Supervisor, Best Scientific Innovation, Best Applied Project, and Distinguished Parent.