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SOE Faculty and Graduate Students Present at NAGC Conference [11/23/2015]

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Baylor SOE faculty and student at National Association for Gifted Children (NAGC) conference (left-right): Dr. Mary Witte, Dr. Susan Johnsen, Corina Kaul, Kim Hardin, Yara Farah

Faculty and graduate students from the Baylor School of Education (SOE) presented research and led several sessions at the annual conference of the National Association for Gifted Children (NAGC), held Nov. 12-15 in Phoenix.

Two sessions focused on the recent book co-authored by SOE professor Dr. Susan Johnsen, Using the National Gifted Education Standards for Teacher Preparation, Second Edition. Johnsen is professor of educational psychology, director of the PhD Program in Educational Psychology, and director of gifted programs in the SOE’s Department of Educational Psychology.

SOE representatives also presented research from the SOE’s summer gifted enrichment program, University for Young People (UYP), which offers scholarships to low-income gifted children through Project Promise. Researchers — including Dr. Mary Witte, senior lecturer in the Department of Curriculum & Instruction — presented results from a survey of former participants, proposing a model for developing enrichment programs for economically disadvantaged gifted students. Witte is the director of UYP and Project Promise.

Also presenting at the conference were graduate students Corina Kaul, Yara N. Farah, Kim Hardin and Brenda K. Davis.

The National Association for Gifted Children’s annual convention is the largest gathering devoted to gifted and talented learners, classroom teachers, GT coordinators, school administrators, researchers, parents, and university faculty. The association supports and develops policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups.

The organization also supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students.

The following sessions were presented by Baylor faculty and students. (Faculty doctoral students in bold.)

Pre-convention Sessions:

Implementing the Common Core Mathematics Standards for Gifted and Advanced Learners— Susan K. Johnsen, Baylor University, Waco, TX;
 Gail Ryser, Texas State University, San Marcos, TX

This workshop described specific strategies for differentiating the Common Core Mathematics Standards for gifted and advanced learners. Examples of assessments and differentiated learning experiences were provided. Participants had opportunities to differentiate 
the standards by using acceleration and pacing, depth, and complexity, creative explorations, interdisciplinary connections, themes and concepts, higher order thinking, world applications, and student interest.

BookCoverJohnsen-Blog300Using the Teacher Preparation Standards in Gifted Education: Demonstrating Candidate Mastery— Cheryll M. Adams, Ball State University, Muncie, IN; Susan K. Johnsen, Baylor University, Waco, TX

This first-time workshop on the 2013 NAGC-CEC Teacher Preparation Standards, presented by members of NAGC’s Professional Standards Committee who led the development of the 2013 standards, was for program faculty preparing report submissions as part of the Council for the Accreditation of Educator Preparation (CAEP) accreditation process. The session explained the standards, which define what gifted education professionals should know and be able to do, and then moved on to a discussion of assessments and rubrics that address the key concepts in the standards. In addition to a review of the items required in a CAEP report submission, time was devoted to writing and sharing high-quality rubric descriptors that ensure teacher candidate performance in each standard area is measured in meaningful ways.

Break-out sessions:

Long-Term Effects of a Summer Enrichment Program on Low-Income Gifted Students—
 Susan K. Johnsen, Corina Kaul, Mary M. Witte, Baylor University, Waco, TX

Although many universities provide talent enrichment programs, few programs report any formal evaluations, particularly longitudinal data. This session described components of a summer enrichment program for low-income gifted and high-ability students and reviewed the results from a qualitative study. Former participants’ responses regarding the long-term educational, career, social relationships, personal development, and generational effects were shared.

Program on Low-Income Gifted Students’ Graduation Rates
 Susan K. Johnsen, Corina Kaul, Mary M. Witte, Baylor University, Waco, TX

This session focused on low-income gifted students who attended a university summer enrichment program and their transition to higher education. It described the key components of the enrichment program and graduation rates from high school and higher education settings for these first generation college students. Obstacles and factors that contributed to their success will also be discussed. These findings can assist researchers and practitioners in establishing other talent development programs for low-income gifted students.

 

Making Informed Decisions About Acceleration and Early Entrance into School—
 Yara N. Farah, Kim Hardin, Baylor University, Waco, TX

For years, researchers have studied early entrance to school with a special focus on the development of the child’s academic, social, and emotional abilities. This session offered participants a brief review of the literature and research on early entrance to school as well as recommendations for parents making decisions about early entrance to school with their child.

Promoting Creativity in the Classroom Using Two Strategies—
 Corina Kaul, Baylor University, Waco, TX; Brenda K. Davis, Bosqueville ISD, Waco, Texas

Creativity is recognized as an important 21st century skill that empowers students. An emphasis on creativity, therefore, is an essential element in the classroom. Presenters discussed reasons for teaching creativity and demonstrated two creative strategies: Force-fitting and Six Thinking Hats. These techniques can expand educators’ creativity toolboxes for application across varied subjects in schools.

Curriculum for the Gifted: Then and Now— Susan K. Johnsen, Baylor University, Waco, TX; Jennifer L. Jolly, University New South Wales, Sydney NSW, Australia; Sandra Kaplan, University of Southern California, Los
Angeles, CA; Karen L. Westberg, University of St. Thomas, Minneapolis, MN; Carolyn M. Callahan, University of Virginia, Charlottesville, VA

The history of gifted education is replete with curricular definitions and designs responding to the nature and needs
 of gifted students. The evolutionary process of developing appropriate curriculum for the gifted was explored by a panel: What is the origin of the basic features and practices
 of differentiated curriculum? Which characteristics of curriculum are sustained over time? Has the curriculum
for the gifted really met its intended goals? How would we know? Experts addressed these questions based on the works and examples of theoreticians and developers of curriculum for the gifted.

Using the National Gifted Education Standards for Teacher Preparation— 
Cheryll M. Adams, Ball State University, Muncie, IN; Susan K. Johnsen, Baylor University, Waco, TX; Jennifer L. Jolly, University New South Wales, Sydney NSW, Australia; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Alicia Cotabish, Debbie Dailey, University of Central Arkansas, Conway, AR; Joyce VanTassel-Baska, William & Mary, Williamsburg, VA

Using the 2013 NAGC/CEC Teacher Preparation Standards in Gifted Education, this session focused on assisting those involved in preparing gifted educators in designing or revising their gifted education programs and professional development activities. Topics addressed included developing courses and classroom experiences 
with standards, designing key assessments, developing a continuum of experiences from initial to advanced standards, seeking national recognition by the Council for Accreditation of Educator Preparation and developing partnerships between universities, P-12 schools, and state agencies.

What Gifted Education Journal Editors Say About Getting Published—
 Susan K. Johnsen, Baylor University, Waco, TX; Matthew McBee, East Tennessee State University, Johnson City, TN; Don Ambrose, Rider University, Lawrenceville, NJ; D. Betsy McCoach, Del Siegle, University of Connecticut, Storrs, CT; Michael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC; Tracy L. Cross, William & Mary, Williamsburg, VA

What are the editors of gifted education journals looking 
for in submitted manuscripts? How can you increase your chances of being published? Learn from the editors how you can maximize your chances for publication success. Panelists shared tips and advice for publishing in peer-reviewed journals in gifted education.

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