Nylig avholdt senteret for studien av evnerike barn ved Radboud University i Nijmegen/Nederland en konferanse kalt «Potential Development and Gifted Education» med flere anerkjente forskere innenfor fagfeltet.
Selvsagt skulle man gjerne hatt et reisebudsjett som tillot å reise på slike konferanser, men når man er freelancer & student… Ja, da begrenser det seg selv. Desto mer gledelig er det da å se at våre venner i Nijmegen faktisk har lagt ut video av flere forelesninger.
Selve programmet for konferansen finner du her (pdf): BSI CBO congres 01.11.13.
Disse engelskspråklige foredragene ligger nå ute:
1. Prof. dr. Nicholas Colangelo (University of Iowa) «The Acceleration of Gifted Students: Research, Beliefs, and Practices»
Om akselerasjon som strategi for evnerike elever (video her):
Abstract: This keynote will focus on the extensive research on acceleration. Forms of acceleration will be defined and the research on the academic learning and social-emotional development will be presented. Acceleration has been the most controversial issue in gifted education for well over the past 25 years. The research in in contrast with the beliefs and practices regarding acceleration. The presentation will highlight these inconsistencies and provide guide for the future based on best practices.
2. Dr. Margaret Sutherland (fra Universitetet i Glasgow og leder av Scottish Network for Able Pupils)
«Education for All: including the needs of gifted and talented young people»
Om hvordan man ivaretar evnerike elever innenfor en inkluderende tankegang (video her):
«Abstract: Countries across the globe are considering how to provide education for all. In 2000 the Dutch Government published a policy document called “Education in Place: Power and Creativity for the Knowledge Society.” At the same time the Standards in Scotland’s Schools Act (2000) talked about ‘the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential’. Such initiatives would seem to offer a good starting point for catering for the gifted and talented.
This session will consider some of the national documentation that has developed in both the Netherlands and Scotland since the start of the new millennium. It will argue that while strong policies are vital it is also crucial that educators have knowledge and understanding about inclusive education if we are to ensure that meeting the needs of all, including the gifted and talented, become a reality in our schools.
3. Prof. Dr. Erik Plug (Universitet i Amsterdam) «Enriching the gifted: Evidence from a gifted program in secondary education»
Om beriking som strategi for evnerike elever (video).
Abstract: In this paper we examine the impact of an enrichment program on the school performance of gifted students in secondary education. The enrichment program offers gifted students the option to work on projects of their own choice instead of following all regular classroom lessons. We estimate the causal effect of the enrichment program on student achievement using a regression discontinuity design, by comparing assigned and non-assigned students with virtually identical test scores taken at school entry. We find that the enrichment program improves student achievement for gifted students on the margin, most notably in math grades, despite a reduction in regular classroom instruction. Our results are consistent with a model of gifted students being underchallenged in school. Our results further suggest that the enrichment program is an effective tool to challenge gifted students and improve their academic performance.
4. Prof. Dr. Christian Fischer (Universitet i Münster og The international Center for the Study of Giftedness i Münster)
«Self-Regulated Learning Strategies in Potential Development and Gifted Education»
Om selvregulert læring som strategi for evnerike elever: (video)
Abstract: According to the high abilities of gifted and talented children self-regulated learning seems to be adequate to their learning-style. However, successful self-regulated learning processes require cognitive, meta-cognitive and motivational-volitional strategies. Especially underachievers often lack successful strategies of self-regulated learning and need special instruction on effective learning-strategies. This requires an adaptive teaching-style including strategies of information-processing, self-regulation and achievement-motivation, which necessitates a specific teacher training and further education to implement those different levels of effective teaching-strategies.
This presentation focuses on specific school models of self-regulated learning (Enrichment Projects) in potential development and gifted education, combined with a special university teacher training (Research Internship) and further education (ECHA-Training) in potential development and gifted education, which are realized by the International Center for the Studies of Giftedness from the Universities of Münster, Nijmegen and Osnabrück. The project evaluation verifies the effectiveness of combining the promotion of students at school and the training of teacher students at university, especially in the area of special self-regulated learning strategies across the lifespan.
5. Prof. Dr. Sheyla Blumen (Catholic University of Lima)
«Creativity, Technology, and Talent Development towards Excellence in Education.»
Om kreativitet, teknologi og talentutvikling – Video her
Abstract: Fostering talent development in an ethnic-linguistic diverse, multicultural country, with heavy indigenous presence, involves a significant challenge. Moreover, if a centralized educational system style needs to be faced, the conjunction of inter-disciplinary approaches is needed in order to reach feasible proposals.
The Inter-Disciplinary Research Group “Creativity, Technology and Talent” was organized in order to provide spaces to facilitate the emergency of talents along the different educational levels. It aimed to promote a human capital of excellence in learning and innovation to become globally competitive. The group aims to promote quality and excellence from the development of educational competitiveness through students, promoting their creative abilities, and innovation applied to science and technology, as well as their educational, humanistic, and social development. Having developed literature based on empirical studies, the main constraint is to rank policy prescriptions in terms of potential cost-effectiveness based on research. It is known that there are Peruvian colleges that produce good results even though their clientele is poor. We will present three models of learning interventions with the support of the ICT that work in driving cognitive development among college students living under poverty conditions:
- Study 1 will present an exploratory research with immediate response disposals called “clickers” in the psychologist formation.
- Study 2 will bring information about the activities in virtual world and video-games applied to school learning.
- Study 3 will present an intervention experience in training teachers from the Northern Andes using the ICT.
Recommendations on the need to continue research lines on this topic are established.
6. Prof. Dr. Moja Jurisevic (University of Ljubljana)
The Magical Bicycle: Gifted Students’; Motivation to learn at school
Om motivasjon for læring hos evnerike elever – video her
Abstract: In the contemporary educational research, the concept of motivation is understood as a process that evokes and energizes persistent goal-driven learning activities; it is believed that students’ motivational orientations are developed as an interplay of various personal and environmental factors and are contextually sensitive. Further, the research shows that motivation process autonomously reflects its outcomes in students’ academic achievement and their personal development, and that the intensity of these relations is determined with the quality of learning (i.e. active learning time, use of learning strategies, functional state of the student).
The unique challenge of motivation research implications deduced from this point of view is about how to motivate students in school and optimise school learning in order to maximise the potentials for excellence in all students. This issue is even more pronounced with potentially excellent students. On one hand, we may expect them to achieve the highest levels of performance, on the other, we are confronted with the fact that these students may progress through schooling without facing the academic challenges that match their abilities and thus end up as underachievers.
The key focus of the presentation is thus to reflect on various types of motivation that lead potentially excellent students to academic excellence in the set socio-cultural framework. More precisely, the perceptions of gifted students about their motivation for school learning from six different empirical studies conducted in the Slovenian educational context will be synthesized to identify the “magic” of gifted motivation which leads to enhanced quality of learning for all students as well as the development and implementation of giftedness programmes in schools.
Det var flere foredrag som ikke er lagt ut som åpen video. Bl.a. skulle jeg gjerne sett Prof. Dr. Heidrun Stoeger fra Regensburg Universitetet snakke om «CyberMentor: An E-Mentoring Program for Girls in STEM»:
Abstract: A number of researchers have described mentoring as the ‘gold standard’ of pedagogy. This talk will commence with an overview of the benefits and challenges of mentoring. Consideration will then be given to reasons why e-mentoring is particularly well suited to programs designed to promote girls’ development in STEM subjects and fields. As a case in point, the CyberMentor program will be presented.
Every year since 2009, this Germany-wide e-mentoring program has brought together ca. 800 girls between the ages of 11 and 18 and ca. 800 women who are working in or studying a STEM-related field. To date, more than 4800 girls and women have participated in the program.
By helping girls to maintain their existing STEM-related interests, discover new ones, and learn more about options for studying and working in STEM, the program is working to increase the rates of women who study and work in STEM fields.Mentoring exchanges occur over the course of at least one year via email and within a members-only online platform with various forums and chat options.
In an effort to evaluate the effectiveness of CyberMentor and learn more about e-mentoring in STEM, the program’s substantial battery of accompanying research tracks the year-long development of three groups of students:
(1) CyberMentor participants,
(2) girls comprising a waiting-list control group who are similar to the CyberMentor participants with respect to their STEM interests and their desire to participate in the program, and
(3) members of a control group consisting of girls and boys who have average levels of STEM interests and who have not expressed interest in participating in CyberMentor.
The data show positive results for the e-mentoring program in areas such as STEM activities, STEM interests, and STEM-related choice behavior. A thorough analysis of the data suggests that, under certain conditions (e.g., training courses for mentors, frequent participation in activities of the online community), the program can achieve higher rates of support and encouragement. The talk will conclude with suggestions for future mentoring projects focusing on the development of STEM interests among young people.
Ja, da er det bare å finne frem litt juleknask og ta kikk på videoene for å se hva forskerne har å berette fra ymse prosjekter rundtom i verden. Du finner videoene samlet her: International Conference: ‘Potential Development and Gifted Education’ – YouTube.
Nettsiden til konferansen: http://www.ru.nl/bsi/news-events/evenementen/international/
Happy viewing 😉