Relevant bibliographies by topics / Talented children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Talented children'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Talented children"

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Reis, Sally M. "Ten Thousand Hours of Practice, Musical Aptitude and Inner Fire: Developing Musical Talent in Young People." Gifted Education International 25, no. 3 (September 2009): 217–36. http://dx.doi.org/10.1177/026142940902500304.

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Never in the course of the last century, has so little attention been paid to the development of talents and gifts in schools. Programs for talented children are being eliminated at an increasing and alarming rate, with minimal or no funds expended on this population in both our state and most other states in the country. Governments continue to appropriate the lion's share of their nation's education budget towards remedial education for children who currently achieve at the lowest levels, leaving little for children who achieve at the opposite end of the spectrum. In fact, the current federal education budget designates less than $10 million to talent development and gifted programs. In 2006, the U.S. Department of Education spent approximately $84 billion, and the only program addressing the education of talented and gifted youth received $9.6 million, one-hundredth of 1% of expenditures. In schools that do provide some level of support, existing programs are often part-time, providing children with limited opportunities to develop their talents. The vast majority of these programs focus on academics alone, with minimal (if any) attention paid to talented children who demonstrate musical or artistic abilities, or to those with strong potential that has not yet been honed. Simply put, most schools are not places where talents and gifts are developed. Most teachers do not consider the development of talents as part of their responsibility, while many parents do not know how or do not have the interest or the time to cultivate the gifts of their children. Parents who do find ways to develop the talents and gifts of their children often find that, in school, these gifts go unnoticed and unidentified. What does society lose from failing to encourage and develop musical gifts and talents? Whose responsibility is it anyway? How do we measure the loss to our society when children with the talent to compose or play at the highest levels are denied lessons or other opportunities to develop their potentials? How does our society make up for the loss of remarkably high potential and how many undiscovered performers and composers are unengaged and unmotivated in music classes today? In this paper, the process of the acquisition of musical talent development is discussed. Definitions of musical talent and genius are reviewed, as is the information we have regarding the development of musical talent at its highest level The ways in which parents, educators, and the community in general can contribute to the acquisition and development of differing levels of musical excellence is also summarized.
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Jen, Enyi, Christine Chifen Tseng, and Ching-Chih Kuo. "Performance differences between verbally talented preschoolers and their regular counterparts in storytelling." Gifted Education International 31, no. 3 (March 19, 2014): 214–31. http://dx.doi.org/10.1177/0261429414526333.

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The primary purpose of this study was to compare language and narrative skills of both talented and regular young children in Taiwan. The participants were asked to tell a story based on images in children’s picture books. Twelve children, who participated in a screening session designed to identify young talented children for the Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Talented Preschoolers (PSMIGP program), were divided into a verbally talented group (VT) and a regular group (RE). The stories told by the participants were tape-recorded, transcribed, and coded using the Child Language Data Exchange System (CHILDES). The results indicated that the verbally talented children demonstrated their linguistic talents at as young as four years of age. In telling a story, they used more clauses and more words that were different to complete the task. In addition, they used more modifiers (i.e. adjectives and adverbs) and employed more conjunctions that were more complex. However, there were no differences between the two groups in mean length of utterance (MLU) and type-token ratios (TTRs). This paper presents a discussion on the implications of this study and offers suggestions for future research.
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Nurullina, E. R., and Y. R. Khairullina. "THE MISSION OF NON-PROFIT ORGANIZATIONS IN THE FORMATION OF FAMILY POLICY AND IN THE DEVELOPMENT OF TALENTED CHILDREN AND YOUTH." KAZAN SOCIALLY-HUMANITARIAN BULLETIN 11, no. 5 (October 2020): 43–48. http://dx.doi.org/10.24153/2079-5912-2020-11-5-43-48.

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The article discusses the process of interaction between non-profit organizations and public authorities in the area of the development of talented children and youth, and the role of this process in the formation of family policy. A comprehensive system of measures is proposed to support the development of talent of children and youth, and recommendations for all participants of cooperation: state authorities, non-profit organizations, social protection agencies, talented children and youth, their mentors and parents. The necessary measures are shown to ensure the practical implementation of family policy for State authorities on the basis of the socio-economic potential of the regions and the fundamental role of the third sector of the economy, which implements social services in the field of development of talent of children and young people, is considered. The article proposes recommendations to managers for the introduction into the state family policy of activities to support families where talented children are raised, recommendations to increase the effectiveness of non-profit organizations in the field of family policy. Special attention is paid to the need to create a single information platform, which will focus information on the activities of non-profit organizations of different directions in one information context so that all participants of the interaction can learn about their activities and opportunities: talented children and youth, mentors, parents and state authorities.
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Kitano, Margie K. "Gifted and talented Asian children." Rural Special Education Quarterly 8, no. 1 (March 1987): 9–13. http://dx.doi.org/10.1177/875687058700800102.

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Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.
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Strom, Robert, Aileen Johnson, Shirley Strom, and Paris Strom. "Talented children in minority families." International Journal of Early Childhood 22, no. 2 (September 1990): 39–48. http://dx.doi.org/10.1007/bf03174662.

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Bildiren, Ahmet. "The Interest Issues of Gifted Children." World Journal of Education 8, no. 1 (January 30, 2018): 17. http://dx.doi.org/10.5430/wje.v8n1p17.

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Gifted and talented children show differences in many respects compared to normal developing children. It isexpected that these differences may also arise in daily life of all these children. In this research, it is aimed toinvestigate that whether the responses of three wishes questions of the gifted and talented and normal developingchildren differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children.Quantitative and qualitative research methods have been used together in the research. The main research questionwas as follows: "What would you wish if you had three wishes". Received responses were coded and analyzed bychi-square test according to the response types of children with gifted, talented, and normal developing children. As aresult of the research, it was determined that the answers given by the gifted, talented, and normal developingchildren to the three right wishes differed.
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Subotnik, Rena F., and Laurence J. Coleman. "Establishing the Foundations for a Talent Development School: Applying Principles to Creating an Ideal." Journal for the Education of the Gifted 20, no. 2 (January 1997): 175. http://dx.doi.org/10.1177/016235329602000202.

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A talent development program (TDP) was formulated in response to a symposium that explored the distinctiveness of gifted education from general education. The proposal acknowledges that gifted and talented children are atypical learners, that many of their needs can be met with strategies appropriate for all children, and that they require opportunities for greater speed and depth of study and for addressing individual concerns related to their emerging talent. A TDP should be established at every school to complement and extend the general education program. Schools cannot adequately address the needs of gifted and talented learners because they are organized on notions of development that are largely antithetical to what is known about talent development. The TDP would facilitate scholarly inquiry and apprenticeships for those with the potential and desire to transform various domains.
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Balogh, László, and Kálmán Nagy. "DEVELOPING TALENTED CHILDREN: PROBLEMS AND EXPERIENCES." High Ability Studies 1, no. 1 (1991): 179–86. http://dx.doi.org/10.1080/0937445910010108.

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Balogh, László, and Kálmán Nagy. "DEVELOPING TALENTED CHILDREN: PROBLEMS AND EXPERIENCES." European Journal of High Ability 1, no. 2 (January 1991): 179–86. http://dx.doi.org/10.1080/0937445910010208.

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Roose, Kris. "ACHIEVING OPTIMAL FUNCTIONING IN TALENTED CHILDREN." European Journal of High Ability 4, no. 2 (January 1993): 171–79. http://dx.doi.org/10.1080/0937445930040206.

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Dissertations / Theses on the topic "Talented children"

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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.

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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.
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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

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Blumen, Sheyla, and Lanao Marcela María Cornejo. "A glance from Rorschach towards the intellectually talented children at risk." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100754.

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Personality characteristics of the intellectually gifted living under poverty conditions are des-cribed, following the Rorschach Psychodiagnostic test. Participants were 55 boys and girls (27 intellectual gifted, 28 non-gifted), age range 9-12, previously selected with the Multi-factorial model of giftedness for a former study. Results revealed that the intellectually gifted children ex- hibit the following personality characteristics: (a) tendency to approach situations from personal reflections; (b) sophisticated emotional resources; (c) high levels of initiative and creativity; (d) tendency to perfectionism; (e) need to control situations; (f) unconventionality; (h) high levels of sensibility; (i) oppositeness, as well as (j) insight resources. They also exhibit characteristics expected in poverty contexts such as cautiousness and low level of self-confidence, high levels of stress and alert towards the environment, as well as tendency to depression. Recommendations for intervention purposes are given, as well as the need to develop research lines from a multidis-ciplinary approach.
Se describen las características de personalidad de niños talentosos en riesgo según el Psicodiagnóstico de Rorschach. Los participantes fueron 55 niños (27 talentosos y 28 no talentosos) de 9-12 años de edad, seleccionados para un estudio previo. Los resultados revelan que los talentosos exhiben las siguientes características: (a) se aproximan a las situaciones a partir de la auto-reflexión, (b) poseen recursos afectivos sofisticados, (c) exhiben niveles significativos de iniciativa y creatividad, (d) tienden al perfeccionismo, (e) tratan de asumir el control de las situaciones, (f ) son poco convencionales (h) exhiben elevados niveles de sensibilidad, (i) tienden a la oposición y (j) poseen recursos de introspección. Asimismo, se observan características esperadas en contextos de pobreza, tales como cautela y bajo nivel de confianza, elevados niveles de estrés y tendencia hacia la depresión. Se proponen recomendaciones para su atención así como el desarrollo de líneas de investigación interdisciplinarias.
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Chan, Suet-kwan Peggy. "A case study of a saturday program for gifted and talented students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35322366.

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Hoyt, Sara L. "An untapped resource middle school students' perceptions of their gifted and talented program /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hoyts.pdf.

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Holland, Susan M. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).
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Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.

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The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.
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Chen, Hsiao-Shien. "Effectiveness of the special music programs in Taiwan for educating talented and gifted young musicians /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3120615.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 250-260). Also available for download via the World Wide Web; free to University of Oregon users.
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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.
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McDonald, Anne Michelle Ms. "A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically Talented." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100136272.

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Books on the topic "Talented children"

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1966-, Riley Tracy L., ed. Competitions for talented kids. Waco, Tex: Prufrock Press, 2005.

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Australia. Senate. Select Committee on the Education of Gifted and Talented Children. The education of gifted and talented children. Canberra: Australian Government Pub. Service, 1988.

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1932-, Imison K., Endean L, and Smith D, eds. Gifted and talented children: A national concern. Toowoomba, Q[ld.]: Darling Downs Institute Press, 1986.

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R, Sharma S., ed. Education of the gifted and talented children. Delhi: Kanishka, 1993.

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Teare, J. B. More effective resources for able & talented children. Stafford: Network Educational Press, 2001.

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1935-, Rimm Sylvia B., and Siegle Del, eds. Education of the gifted and talented. 6th ed. Upper Saddle River, N.J: Pearson, 2011.

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Davis, Gary A. Education ofthe gifted and talented. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1989.

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ha-petuḥah, Universiṭah, ed. Meḥonanut ṿe-kishronot meyuḥadim: Gifted and talented. Ra'anana: ha-Universiṭah ha-petuḥah, 2014.

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Talented children and adults: Their development and education. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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Essen, Juliet. Survey of provision for able and talented children. [Northampton]: National Association for Gifted Children, 1990.

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Book chapters on the topic "Talented children"

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Parker, Megan. "Gifted and Talented Children." In Encyclopedia of Child Behavior and Development, 703. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1250.

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Taylor, Ronald L., and Les Sternberg. "Students Who Are Gifted and Talented." In Exceptional Children, 211–38. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_9.

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Endepohls-Ulpe, Martina. "Teaching Gifted and Talented Children." In International Handbook of Research on Teachers and Teaching, 881–94. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_57.

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Reis, Sally M. "Self-Regulated Learning and Academically Talented Students." In Parenting Gifted Children, 42–52. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-7.

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Westwood, Peter. "Gifted and talented students." In Commonsense Methods for Children with Special Needs and Disabilities, 51–61. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-6.

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Jolly, Jennifer L. "Parents and gifted and talented children." In Exploring Gifted Education, 193–205. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351227704-13.

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Janos, Paul M., and Nancy M. Robinson. "Psychosocial development in intellectually gifted children." In The gifted and talented: Developmental perspectives., 149–95. Washington: American Psychological Association, 1985. http://dx.doi.org/10.1037/10054-006.

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Tao, Xingzhi. "Yu Tsai School for Talented Refugee Children." In China Academic Library, 111–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0271-9_15.

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Sampson, James P., and Ashley K. Chason. "Helping Gifted and Talented Adolescents and Young Adults." In Handbook of Giftedness in Children, 327–46. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_17.

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Hébert, Thomas P. "Man to Man: Building Channels of Communication Between Fathers and Their Talented Sons." In Parenting Gifted Children, 463–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-54.

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Conference papers on the topic "Talented children"

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Eroma, Marina Vladimirovna. "Are all children talented?" In X International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-119199.

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Antequera-Manotas, Esther, and Omar Cortés-Peña. "Problems, challenges, trends and prospects for Special Education for talented children." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.88.

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Kosheleva, Svetlana Nikolaevna. "Organization of work with talented children within the extracurricular activities under FSES." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-361043.

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Beck, David M., George Vrabel, and Mark M. Budnik. "Introduction to Nanotechnology: implementation of a cooperative program for gifted and talented elementary school children." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350469.

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Neustroev, S. S. "Teaching Talented Children and their Orientation for Building a Successful Career in the Field of Science and High Technologies." In Proceedings of the International Conference on the Development of Education in Eurasia (ICDEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdee-19.2019.27.

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Pronyaeva, Nadezhda Anatolevna. "The Specifics of Work With Gifted Children in Special Piano Lessons at Children’s Art School." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75365.

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The concept of “musical talent” is considered, as well as the main musical and performance abilities and skills of students-pianists. The features of teachers’ modern teaching approach in piano lessons with gifted children are characterized. The distinctive features of the manifestation of the basic musical talent of gifted children in the piano lessons are analyzed. The importance of enlightening the teacher to the individual characteristics of a gifted child is emphasized.
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Zati, Vidya, Faisal Faisal, Srinahyanti Srinahyanti, and Rafael Ginting. "Avoiding Gadget Addiction in Children by Helping Children to Develop Talents and Interests." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285698.

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Antara, Putu Aditya. "Surya Namaskar Yoga as Talent Stimulation to Children’s Dance Art." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.242.

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Liu, Qiuzhu, and Xingmei Dong. "Exploration and Practice on the Three-dimensional Training Mode for Special Children's Art Rehabilitation Talents." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.24.

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de Vries, Charlotte, Kate Fu, Elizabeth Starkey, Christine Toh, Nicole B. Damen, Shraddha Joshi, Brian Sylcott, and Kathryn Jacobson. "Broadening Participation: Over Ten Years of Outreach Within the IDETC-DED Community." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22687.

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Abstract A core ethos of the engineering discipline is to tackle large, complex problems of central importance to society utilizing a range of technical knowledge and skills. One major barrier to this goal is the lack of diversity in the discipline, leading to a shortage of the talent pool, reduced capacity for innovation, and it can negatively impact the educational experience of engineering students. To respond to this charge, the Broadening Participation Committee (BPart) of the American Society of Mechanical Engineering’s Design Engineering Division (ASME DED) has conducted a number of activities aimed at fostering a diverse professional community and addressing the needs of people typically under-represented within engineering. This includes professional development workshops, networking sessions, travel funds available for graduate students and postdoctoral scholars, and micro-grants available for parents with young children. This paper discusses the activities provided by the BPart Committee since 2013, as well as the outcomes and additional initiatives that occurred as a result of the BPart Activities. Examples of such activities include seven professional development workshops, three workshop panels, and seven networking receptions. In the workshop participant feedback, we see some effect when there is a female presenter over a male presenter, but this effect appears to be limited. A discussion on future activities of BPart is presented in order to continue to grow and foster this community.
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Reports on the topic "Talented children"

1

Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5276.

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