Invited Speakers
Creativity and Discovery
Lee Martin
Nottingham University Business School, England.
The nature of the relationship between creativity and discovery is often considered unproblematic within creativity theory. Few authors write explicitly on the topic. Of those that do, some argue creativity leads to discovery, others use the terms interchangeably but few, if any, define creativity primarily as an act of discovery. Given the practical, theoretical and philosophical difficulties we face defining creativity through the production of valuable or appropriate novelty, the relative lack of work exploring the relationship between creativity and discovery is somewhat surprising. The goal of this speech then is to unpick this relationship in an attempt to throw some light on its importance to the development of creativity. It is suggested that viewing discovery as the end result of creativity might be more problematic than it first appears and that the role of discovery might need re-defining for human creativity. The speech will draw on research exploring the teaching practises of higher education lecturers in the United Kingdom who are tasked with the development of creativity. The consequences of this analysis for creativity theory and pedagogy are reflected upon.
Flying Below the Radar: Longitudinal Outcomes of Gifted Students in the Wollongong Youth Study
Wilma Vialle
University of Wollongong, Australia
The Wollongong Youth Study is a longitudinal research project that is tracking 950 students from their first year of secondary school (Year 7) until two years beyond school. At this stage we have collected six years of data related to the students' academic performance and social-emotional well-being. In this presentation, I will focus on the academic and affective data for a sample of 65 gifted students who are part of the larger cohort. The longitudinal data indicate that these gifted students performed significantly better in academic subjects in the early years of high school than their non-gifted peers. They held positive attitudes toward school and teachers rated them highly. Nevertheless, they reported feeling sadder than their counterparts and were less satisfied with their social support. As they progressed through school, many of the students began to under-perform, with eight students chronically underachieving by Year 10. A critical factor in the gifted students' academic and affective outcomes can be related to school factors. The implications for school interventions to ensure that gifted students' are appropriately educated are explored.
Factors Related to the Success of Academically Gifted African American
Fred A. Bonner II and Mary V. Alfred
Texas A & M University, USA
This invited speech focuses on the student findings collected from a study conducted at one of the institutions identified for the first phase (Phase 1) of this project. Phase 1 includes a qualitative study (Focus Groups) focusing on factors related to the success of academically gifted African American students enrolled in one of the 12 four-year HBCU engineering programs in the nation that has been accredited by the Accreditation Board for Engineering and Technology (ABET). The list of institutions identified for this phase of the grant project includes: Howard University (Washington DC); North Carolina A&T University (Greensboro, NC); Alabama A&M University (Normal, AL); Prairie View A&M University (Prairie View, TX); Southern University-Baton Rouge (Baton Rouge, LA); Tennessee State University (Nashville, TN); Morgan State University (Baltimore, MD); Florida A&M University (Tallahassee, FL); Hampton University (Hampton, VA); Tuskegee University (Tuskegee, AL); Norfolk State University (Norfolk, VA); Jackson State University (Jackson, MS). The Research Question that guided this National Science Foundation (NSF) funded project is stated: What are the factors that most significantly impact the success of academically gifted African American students in STEM disciplines that are enrolled in Historically Black Colleges and Universities (HBCUs)? The Study Population for this project included: Academically gifted African American students enrolled in STEM programs at four-year HBCUs. We also sought input from STEM faculty to capture their perspectives on the factors that impact success among academically gifted students in STEM disciplines. The main construct that frames this study is academic giftedness.
Gifted Children in Difficulty : from Attention Deficit Hyperactivity Disorder to Depression and School Failure
Sylvie Tordjman & Jacques Henri Guignard
University of Winnipeg, Canada./ Universitè Paris Descartes, France
We became interested in gifted children with difficulties based on the number of children who were adressed to our outpatient units for behavioral problems such as Attention Deficit Hyperactivity Disorder, scholastic problems or symptoms of depression, and for whom we identified a high intellectual potential. Attention Deficit Hyperactivity Disorder (ADHD) can cover a depression and lead to school failure. We conducted an epidemiological study in our National Center for Gifted Children with Difficulties in order to assess the frequency of ADHD, depression and school failure in 250 gifted children (Total IQ > 130). The results will be presented and discussed, in particular with regard to their therapeutic implications.
Creating Creative, Cooperative Environments Creatively and Cooperatively
Ken McCluskey
Winnipeg University, Canada
Researchers often consider how to develop creative environments through "person" (the characteristics and problem-solving styles of the people involved), "process" (the operations they perform), and "product" (the resultant outcomes). However, in education, in business, and indeed in all areas of human endeavour, the problem-solving environment is equally important. And there are tangible things than can be done to help establish an energizing, stimulating climate. The focus here is on nurturing creativity in schools, post-secondary institutions, and the workplace by setting a positive tone which builds trust and openness, challenge and motivation, autonomy, dynamism, playfulness and humour, and idea support.
The measurement and training of emotional intelligence and competence in educational settings
Vanda Lucia Zammuner
Department of Developmental and Socialization Processes, University of Padova, Italy
Emotions play a crucial role in life, from birth onwards. After a brief discussion of the multi-componential nature of emotions, and of their intra- and inter-personal functions, the talk will introduce the constructs of emotional competence (EC) and emotional intelligence (EI) as valuable personal assets that research has shown to be distinct from both personality and IQ. The talk will review theoretical and empirical results showing that (a) EC and EI develop from early age to adulthood, (b) there are individual differences, such that levels of one or more component of EC-EI may be insufficient and/or maladaptive, associated with psychological and behavioral problems (e.g., aggression, depression, somatic complaints, peer rejection, learning difficulties), (c) the interventions and training programs designed to increase social and emotional learning - from preschool to university years – that have recently been carried out in many countries seem altogether successful in achieving their aims. The discussion of the topics will be supported by a few illustrative examples, using a variety of measures of EC and EI (e.g., self-reports, ability measures, observations, peers’ and others’ ratings). The review will conclude that an active focus on emotions (including knowledge of emotions, and perception and regulation of one’s own and others’ emotions) ought to be included in the educational curricula at all age levels, thus helping children and young pupils overcome whatever emotional disadvantage is associated with their personal history.
Education of Children with high ability in learning
Elias Matsagouras,
Faculty of Primary Education, National and Kapodistrian University of Athens.
Creativity
Yiota Xanthakou
Department of Education, University of the Aegean, Greece
Fostering Global Awareness and Global Learning for Gifted Students
Dorothy A. Sisk
Lamar University, Beaumont-Texas, USA.
We are living in an increasingly interdependent world, and in order for the peoples of the world to continue to progress, we need to understand each other. Gifted students have the potential to function as global citizens with their empathy and sensitivity to justice, honesty, fairness, and a sense of responsibility for making a difference. As students become aware of and sensitive to the experience of others, they can become international global citizens. Lamar University provided a residential setting of three weeks in which 100 gifted adolescents from throughout the state of Texas explored global awareness and global learning. A Global Awareness Assessment instrument was used to measure the major objective of the global learning activities which was for the students to be able to demonstrate an ability to compare and contrast the unique culture characteristics of world cultures, and through examination of traditions, social organizations, and ways of life recognize the universality of human experience. A second objective was for the studens to build an understanding of the interconnectedness of global and local concerns. Results of the project and examples of teaching strategies used will be discussed including the Cage Painting Simulation (CPS) which the students used to reflect on their experiences including LE (Life Experiences), CB (Cultural Background) and CC (Current Context). Through team work with a focus on communication and socialization the students were able to develop multiple perspectives.
The Community Role in Gifted Education: DGhK - a nonprofit organisation
Madeleine Majunke
Deutsche Gesellschaft für das hochbegabte Kind (DGhK: German Association for Gifted Children)
In Germany, the situation of gifted children has changed immensly since the Deutsche Gesellschaft für das hochbegabte Kind (DGhK: German Association for Gifted Children) was founded in 1978. The present situation is far better than it was 30 years ago: enrichment courses in school as well as outside have become fairly common, rules concerning acceleration (early entry into school, grade skipping, studying at university while still at school) have been improved. The DGhK was the first group of people in Germany to stand up for the needs of gifted children. It is an important factor in improving their situation inside and outside school.