NAGC 2009 Convention Content

The Strands

• Arts     
• Computers & Technology
• Conceptual Foundations          
• Counseling & Guidance
• Creativity         
• Curriculum Studies
• Early Childhood           
• Global Awareness
• Math & Science
• Middle Grades
• Parent & Community   
• Professional Development
• Research and Evaluation          
• Special Populations
• Special Schools & Programs

2009 Signature Sessions

Data-driven & Expertly Analyzed Issues
Career Interests of Gifted Minority Students: A National Sample

Nicholas Colangelo, David Duys and Malik S. Henfield, University of Iowa, Iowa City, IA

Presenters investigated the reported career interests of N=18,711 gifted minority high school students who took the ACT in 2000 and 2005. Differences in anticipated college majors were found across six minority groups. Findings showed less than expected investment in the field of education and many liberal arts majors across all minority groups. Implications for counselors, administrators, and program developers will be discussed.

Barack Obama’s Speeches:
A Rich Instructional Opportunity for Engaging Gifted Children

Thomas Kemnitz, Royal Fireworks Publications, Unionville, NY

Barack Obama holds a particular fascination for gifted students. They have seen a man whose oratory, intellect, and organizational gifts have lifted him rapidly from relative obscurity to the office of President of the United States. His biography and skill set are those with which gifted students can and do identify, and they are fascinated by his actions and words. This session offers a detailed analysis of the style and content of Obama’s important speeches and suggests ways to use those speeches in teaching and inspiring gifted children.

Beyond Buzzwords: Operationalizing Response to Intervention for Gifted Students

Lauri Kirsch, Hillsborough County Public Schools; Elisabeth Shaunessy, University of South Florida, Tampa, FL

Throughout the world of exceptional student education, the latest buzzwords are Response to Intervention (RtI). Although RtI has grown up as a means to address the academic and behavioral needs of struggling students, some states have put forth the concept of RtI as a vehicle for addressing the learning needs of the gifted. How can RtI in gifted education move beyond a bare-bones conceptual framework to a working model? Attend this session and learn more about one large urban school districts journey into RtI for gifted.

Districts, Buildings, and Classrooms: The Exponential Power of Differentiation

Ginny Burney, Kristie Speirs Neumeister, Ball State University, Muncie, IN

When asked how high-ability children are served in schools, differentiation remains the most common response. However, research suggests that in practice, differentiation actually is not implemented regularly. If differentiation were to occur at the broader levels of the district and building, the structures would be in place to facilitate classroom differentiation thereby enhancing its power. Participants examine elements at each level, including programming and policy documentation, student and teacher assignment, and scheduling and classroom practices.

Project Parallax: Developing STEM Talent in Elementary School Settings

Tonya Moon, Sarah Oh, Christine Trinter, Catherine Brighton, University of Virginia, Charlottesville, VA

One factor contributing to the under-representation of minority students in gifted programs is failure to identify and develop talent in elementary grade children. At the same time there is an urgent need for talent development in STEM areas. A NCES report suggests that there has been little increase in elementary student mastery of complex mathematics and science concepts over the last three decades. This presentation highlights what one Javits project in STEM teacher training and curricula,  focused on developing talent in all elementary children using problem-based units with embedded dynamic, interactive technology.

Alicia Cotabish, University of Arkansas at Little Rock, Little Rock, AR

The STEM disciplines are frequently ignored in elementary schools or focused on low-level mathematics literacy. Gifted learners need more. They need opportunities to explore STEM topics, pursue their interests, and develop an early understanding of what scientists and engineers do.  Educators who do not view themselves as STEM specialists are provided with tools for finding science and engineering talent, resources for differentiated STEM curriculum in grades K-5, and activities for use in pull-out or cluster-grouped programs. A new Javits project, STEM Starters, provides a look into what STEM opportunities can do for the gifted learners. 

Scott Hunsaker, Utah State University, Logan, UT

The gap between theory and practice in the identification of students as gifted is well documented. Theorists are often concerned about the conceptual weakness of gifted definitions, the over-reliance on testing, and the use of rigid cut-offs.  Practitioners complain that theorists and researchers often do not consider the practical implications of their work. Pure implementation can be cost-intensive, time-intensive, and labor-intensive. This presentation brings theorists and practitioners to the same table to discuss their concerns and to attempt discovery of solutions that can bring them closer together to benefit the children both hope to serve well.

Plus Sessions on:

• Advocating with Congress: Making a Difference for Gifted and Talented Learners
• Getting Involved: Leadership Development in NAGC
• Harnessing Free Technologies for the Classroom: Tips from the Google Geek Squad
• Maximizing Use of the NAGC Mile Marker Series
• Missouri Montage: Bringing Benton’s Artwork to Life
• My Child Learned the Alphabet Before Age Two, Shoe Lace Tying at Age Eight
• Patterns and Profiles of Low-Income and Minority Learners
• Journal Editors Speak: How To Publish your Work in Gifted Education Journals
• Publishing Opportunities for Parents & Teachers
• The Creative Underachiever: Out of the Box . . .What Box?
• The Obama Effect: Implications for the Education of Gifted Ethnic Minority Students
• Using Needs Assessments and Professional Development Plans in Gifted Education
• What’s New in Systems and Models in Gifted Education? Joe Renzulli presents…

Signature Series Welcomes Award Winners Fresh off the Stage:

• The NAGC Administrator of the Year
• The NAGC Distinguished Scholar
• The NAGC Early Scholar
• The NAGC Distinguished Service Award Winner

Plus:

How to Write a Winning NAGC Convention Proposal

Carolyn R. Cooper, St. Louis, MO

Have you ever wondered just what you need to do to have your proposal accepted for presentation at the NAGC Annual Convention? Join this session for a step-by-step discussion on how to craft and submit a successful proposal.