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Special FREE Webinars in May from NAGC

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BOTH EVENTS FREE

The Growth Mindset and Stereotype Threat

 

Tuesday, May 14, 2013
12:00 PM – 1:30 PM Eastern Time (90 minutes)

REGISTER HERE 
Webinar is free, but you must be registered

Featured Speaker: 

Joshua Aronson, Associate Professor of Applied Psychology, New York University (NYU)
Contributor to
 
Malleable Minds: Translating Insights From Psychology and Neuroscience to Gifted Education

aronson 

Moderator: 

Ann Robinson, Professor of Educational Psychology and Director, Jodie Mahony Center, University of Arkansas at Little Rock; Little Rock, AR
Past President, National Association for Gifted Children
Co-Editor of Malleable Minds: Translating Insights From Psychology and Neuroscience to Gifted Education

annrobinson 
Malleable MindsJoin us for a complimentary video webcast inspired by a project developed by the National Research Center on the Gifted and Talented and resulted in a book collaboration with psychologists, cognitive neuroscientists and gifted education researchers from the Center, NAGC, and the American Psychological Association.  The 2012 publication of Malleable Minds: Translating Insights From Psychology and Neuroscience to Gifted Education, shows us what current research in psychology and neuroscience means to developing talent.

Internationally known for his research on “stereotype threat” and minority student achievement, Aronson is one of the most widely cited social scientists in the past decade. Aronson and his colleagues’ research show how stereotypes that allege lower ability among African Americans and Latinos depresses Black and Latino students’ test and school performance, and women’s comfort and performance in advanced mathematics and science domains. His research offers a strong challenge to traditional genetic explanations of why these groups perform less well on tests of intelligence than their White counterparts, and why women trail men in hard math and science.

Aronson's work seeks to understand and remediate race and gender gaps in educational achievement and standardized test performance. His studies have revealed that stereotype threat engenders a number of interesting psychological and physiological responses, many of which interfere with intellectual performance and academic motivation.  A particular focus of his recent work is on creating scalable interventions that any teacher can use to improve the performance and learning of their students. 

“We have found that we can do a lot to boost both achievement and the enjoyment of school by understanding and attending to these psychological processes, thereby unseating the power of stereotypes and prejudice to foil the academic aspirations of the young people who, just by virtue of being born black, brown, or female, are subjected to suspicions of inferiority.”

--Joshua Aronson

Don't Miss this Webinar on Wednesday

FREE Teacher Behavior as a Tool to Understanding the Motivation of Gifted Learners

Wednesday, May 15, 2013
4:00 PM – 5:00 PM Eastern Time

REGISTER HERE 

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Featured Speaker:

Joyce VanTassel-Baska, Smith Professor Emerita of Education, College of William and Mary; Williamsburg, VA
Contributor to Malleable Minds: Translating Insights From Psychology and Neuroscience to Gifted Education

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Moderator:

Ann Robinson, Professor of Educational Psychology and Director, Jodie Mahony Center, University of Arkansas at Little Rock, Little Rock, AR
Past President, National Association for Gifted Children
Co-Editor of Malleable Minds: Translating Insights From Psychology and Neuroscience to Gifted Education

annrobinson 
Section three of Malleable Minds covers the application of cases, narrative accounts of teaching and learning. The cases integrate theory and research in engaging vignettes about the real world of schools and classrooms. Joyce VanTassel-Baska will share her response to the case in the context of motivation theory, with a particular focus on how Aronson’s research applies to it, and the positive outcomes of using a growth mindset orientation to work with gifted learners. 

“Using a growth mindset orientation to work with gifted learners enhances both their cognitive and affective development, and modulates their motivation to be aligned with effort, practice, and long-term learning.”

--Joyce VanTassel-Baska