Learners with High Ability in Marginalized and Disadvantaged Contexts. (Research and Application)

Learners with High Ability in Marginalized and Disadvantaged Contexts. (Research and Application)

Learners with High Ability in Marginalized and Disadvantaged Contexts. (Research and Application)

Symposium261David Rempel, IU International University of Applied Sciences, Erlangen, Germany; Lineke van Tricht , Bureau Talent Leiden, Leiden, Netherlands; Lianne Hoogeveen, Radboud University, Netherlands; Catherine Reid, University of Glasgow, United Kingdom; Margaret Sutherland, University of Glasgow, United Kindom; Ian Warwick, London Gifted and Talented, United Kingdom; Ndondo Mutua, Mully Children's Family, Kenya

Yangtze 1Thu 10:45 - 12:15

Balanced research and practice

The symposium will explore findings and application for learners with High Ability dealing with issues of disadvangtage and marginalisation in four different contexts.The first Paper focuses on the use of formal academic langauge (or lack thereof) and the impact on testing results. An effective academic language programme, specifically targeting able disadvantaged students has been developed and is analysed. The second paper builds on the research of the above and is applied in a Dutch context. The project contributed to bridging the gap between these students’ cognitive talent and their current academic achievement.The third paper analysis how highly able learners from areas of high deprivation in Scotland adjust to, assert and maintain their position in the educational field. The fourth paper is case study of the impact of NGO STEMM Promotion Program in Kenya. The development, design, outcomes and impact of the program is analysed and explored.

The symposium will explore findings and application for learners with High Ability dealing with issues of disadvangtage, marginalisation and adjustment in four different contexts. The first Paper focuses on the impact of knowledge of use / or lack of formal academic langauge and the impact on testing results based on years of research. We know that students from more challenged communities tend to perform poorly in formal test environments, compared to their more privileged peers. Our focus, for many years, has been to investigate why. We have found that such learners often slip into a more informal tone for a task when what is required is the adoption of formal language. They may also have good topic level knowledge but a more limited capacity to show what they know when answering in exams. We have developed an effective academic language programme, specifically targeting able disadvantaged students who may have excellent ‘spoken’ language which is not mirrored in their ability to use formal language and genre.

The second paper builds on the research of the above and is applied in a Dutch context. The project ‘Creating equal opportunities at school: Empowering students from less advantaged backgrounds through teaching academic language’, co-financed by Erasmus+, contributed to bridging the gap between these students’ cognitive talent and their current academic achievement.

The third paper analysis how highly able learners from areas of high deprivation in Scotland adjust to, assert and maintain their position in the educational field. Widening Participation to higher education is frequently articulated in terms social mobility, however, these students are often understood as arriving with a deficit of academic and social skills. Higher Education can offer new and rich opportunities for intellectual growth and development for these young scholarsThe fourth paper is case study of the impact of Mully Children’s Family STEMM Promotion Program in Kenya. Mully Children’s Family has evolved as a centre with deliberate programs geared towards promoting and developing gifts and talents among children from marginalised and poverty-stricken communities. Nurturing children’s giftedness with the potential to excel in Science, Technology, Engineering, Mathematics and Medicine (STEMM) related fields has been a key priority area of focus. The development, design, outcomes and impact of the program is analysed and explored.

Innovative educational practices
_PRACTITIONERS, _PSYCHOLOGISTS, _RESEARCHERS, _TEACHERS, impact of language on perception, lowsocioeconomic talent development, marginalized gifted, widening participation of gifted
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