TE2019

Izobraževanje talentov 2019 / Talent Education 2019

Konferenčna linija: Izobraževanje talentov / Talent Education (TE) · Leto: 2019

• Konferenca: IV. mednarodna konferenca 2019 / IV. international conference 2019, 24.–26. 10. 2019, Portorož
• Založba: MIB d.o.o. in ITEI
• Države avtoric/avtorjev: Slovenija, ZDA, Avstralija, Nizozemska, Avstrija, Švica, Srbija, Hrvaška, Italija, Finska
• Število prispevkov: 52
• Število strani: 198
• Vir: SRC-2026-10-04-001

Kazalo prispevkov

• str. 7 — Talent for school or for life — NOVAK Tanja
• str. 11 — A crisis of ignorance? The need for change — TEBBS Trevor James
• str. 17 — Best practices for your work with highly gifted children and youths on the base of positive personality psychology — COWAN-SOBOLEWSKI Hildegard
• str. 23 — The risks of being gifted: Pedagogical and teaching challenges for educators — LIVAZOVIĆ Goran
• str. 31 — ‘Talents and technology: Training the artificial intelligence generation ’ — FURLANELLO Cesare, JURMAN Giuseppe, DOLCI Claudia, VILLANI Rachele, GADOTTI Erik, VENUTI Paola
• str. 40 — MINT talent support – how to create innovative young researchers — HAUSAMANN Dieter, SCHÜTTLER Tobias
• str. 44 — To be gifted or to get a gift? Systemic-c onstructivist talent education — ELISABETH Engberding
• str. 48 — T2I: Talent intelligence & innovation. Experimental identific ation protocol in STEM — THERRIEN Andrée
• str. 51 — Do we need a concept of emotional differentiation? — DUJC Štefanija Jaksetič
• str. 56 — Co-constructing authentic and inclusive practices for gifted children — BRAZZOLOTTO Martina
• str. 61 — A distraction of the learning process or a source for improvement? — LAH Marcel-Talt
• str. 67 — Meeting all students’ needs: Whole classroom debate as a teaching strategy — LOVENJAK Katarina
• str. 73 — Grade skipping as a successful option for gifted children — LEINIGEN Petra
• str. 78 — The dilemma of teaching self-regulated learning (SRL) skills to talented students — ZEIDNER Moshe
• str. 82 — Identifying accommodations for iep’s of twice exceptional students — MALEN Melissa
• str. 86 — Creating a stimulating environment for children with motoric talent in kindergarten — PIŠLJAR Mina
• str. 92 — How to enhance creativity in mathematics — LUŠIN Lojzka
• str. 98 — Academic coaching for twice exceptional students — MALEN Melissa
• str. 102 — Teachers’ experience in working with gifted students — ŠĆEPANOVIĆ Marinela, LAZAREVIĆ Ljiljana
• str. 105 — Themes of experience of parent advocates for students with ADHD in school — MALEN Melissa
• str. 110 — Fulfilling socioemotional needs of gifted through SENG smpg method — LEMAÎTRE Miona Majstorović
• str. 114 — Iss 5.1 (intelligence, screens, stagnation) — PANGRČIČ Polonca
• str. 117 — Career orientation at English throughout four years — CRNOJA Mateja Legan
• str. 122 — The influence of the environment in developing the ability of gifted children — JAKOPIČ Heidi
• str. 128 — The importance of programmes for gifted pupils — GORNIK Katarina
• str. 132 — Don’t raise your voice - improve your argument — KOSI Mojca
• str. 136 — Learning how to learn — DOLINŠEK Rebeka
• str. 141 — Learner is an excellent teacher: The importance of experiential self-regulator y learning to develop child potentials — PANGER Meta Rožac
• str. 146 — Students teach mathematics — ŠULIGOJ Nataša
• str. 150 — Science is a game – let’s put it on the stage — TOMŠIČ Polonca Fritz
• str. 154 — The challenge of inquiry in grade 1 — PEKLAR Špela
• str. 158 — Experiential learning at language and literature lessons — LEBEN Sabina
• str. 169 — How did the Egyptians build the pyramids? — BLAŽEVIČ Brigita
• str. 172 — Improving social support of talented students through the use of coaching — KITAK Sonja
• str. 177 — Potentially gifted or different even though I am an autist? — JAGODIC Andreja Ropotar
• str. 181 — Working with a twice exceptional pupil — KOPRIVNIKAR Katja
• str. 186 — Socialization of a twice exceptional student — MLAKAR Maja Jelenko
• str. 192 — We’re going on a journey — SUTHERLAND Margaret
• str. 192 — Developmental assets - gifted students & gifted workers — YAMIN Taisir Subhi
• str. 192 — High-end learning in adaptive learning ar chitec tures (ala) within «schools of inclusion» — MÜLLER-OPPLIGER Victor
• str. 193 — Talent development from the talented students’ point of view: What makes an effective teacher for high talent learners? — ROGERS Karen B
• str. 193 — Managing talent development for all in a clustered classroom: Making differentiation for talent development happen — ROGERS Karen B
• str. 194 — Worth the effort: Finding and developing the talents of twice exceptional learners in schools — ROGERS Karen B
• str. 194 — Coaching creative, talented and gifted potential dropouts in their search for meaning — HOUKEMA Desirée
• str. 194 — Voices from practice and voices of science in reaching the potentials of twice-exceptional children: How to bridge the gap between assessment, diagnosis and intervention? — MINNAERT Alexander, EDUCATION essor Special Needs
• str. 195 — Peergroups for gifted pupils or students — ROL Willeke
• str. 195 — Paradigm shift in the English language classroom. English as a Lingua Franca and its implications for language teaching. — KNECHTELSDORFER Eva
• str. 196 — Montessori peace education practices that encourage safe home and school environments — PHELPS Connie
• str. 197 — Special populations of gifted learners and experiences of covert aggression — PHELPS Connie
• str. 197 — Inspiration or frustration, where does learning begin? — STAM-GOMMANS Liesbet
• str. 198 — Building a bully-free learningc ommunity for gifted adolescents — BARTOLJ Ajda Erjavec
• str. 198 — Managing big-fish-little-pond effect: Counselling support for facilitation of positive outcomes — BARTOLJ Ajda Erjavec

Nazaj h konferenčni liniji TE

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