Execute – From the Latin – Perform, Implement, Accomplish, Complete, Effect, Carry Out, Finish, Achieve, Create executive
Insert Caroline Merry
This research study is grounded in Dr. Renzulli ’s Houndstooth Intervention Theory which theorizes that the more direct involvement a student has in the selection and implementation of a volunteer project the more likely it is to that that student will develop the co-cognitive factors necessary for the development of social capital.
Add reliabilty ranges
Selected quotes that represented the selective theme with the largest percentage of open responses within each group
Michelle and Nancy
Neag Center for Gifted Education and Talent Development SAVE TIME…Pick Up This Flash Key At Our Booth In the Exhibit Hall All the Resources in One Location www.gifted.uconn.edu
How Good Gifts Can Promote Good Works: The Role of Gifted Education In The Production of Social Capital gi f t e d o f the Teachers are the < unacknowledged legislators of the world. Ashley Montagu Related Gifted Education Assumptions1.Young people with high potential will emerge to positions of influence and policymaking responsibilities in all walks of life – science, literature, government,business, religion, the arts, and our culture at large.2. Therefore, a challenge for our field is to provide these young with opportunities,resources, and encouragement to devote some of their talent potential to theproduction of social capital.
What is Social Capital? Actions that benefit others -- single individuals or targeted groups, entire communities, the culture or society-at-large, the Earth’s resources……as distinct from actions that are only taken only tobenefit one’s own financial gain, status, power orauthority, or how one is viewed in the eyes of others Social Capital is produced when people take action in the following areas: Social Justice, Economic Fairness, Political Activity, Cultural Enhancement, Ecological Preservation, and Ethical, Moral, and Spiritual Leadership
Gemeinschaftsgefuhl (adj) (German)Ga-mein-shafts-ga-fuellack of ego involvement; focusing on problems outsideone’s self; social interest; feeling of kinship with others;democratic character structure; unhostile sense ofhumor; kindness; regard for fellow human beings.Filotomo (Greek)Giving of yourself and expecting nothingin return
Giftedness!1. Who are they? 1a. What causes some people to use their gifts and talents in socially constructive and action oriented ways?2. How do we develop it? 2a. How can we promote more socially constructive giftedness and action orientation on the parts of young people?
A good head anda good heart are always a formidable combination.Nelson Mandela
Operation Houndstooth Intelligences Outside The Normal Curve Related Gifted Education Assumptions1.Young people with high potentialwill emerge to positions ofinfluence and policy makingresponsibilities in all walks of life.2. Therefore, a challenge for ourfield is to provide these young withopportunities, resources, andencouragement to devote some oftheir talent potential to theproduction of social capital.
Keeping the previous two assumptions inmind, a good answer to questions about anexpanded vision for gifted education mightbe… We are not engaged in producing just good performers in the market place or able technocrats. Our task is the education of good human beings, purposeful and wise, themselves with a vision of what it is to be human and of the kind of society which makes that possible. Dr. George Carey Former Archbishop of Canterbury
A Focus on Creative Productivity The Development of Social CapitalThe Three-Ring Conception of Giftedness Fully FunctioningExecutive Functions Self-Actualized Operation Houndstooth Individual Leadership in a Changing World
"The things that willdestroy us are: politicswithout principle; pleasurewithout conscience; wealthwithout work; knowledgewithout character; businesswithout morality; sciencewithout humanity; andworship without sacrifice." Mohandas Gandhi
bt that a small group of, committed citizens cane world; indeed, it’s the that ever does. Ma
Malala Yousafzai (Pashto: ملله یوسفزۍMalālah Yūsafzay, born 12 July 1997) isa school student and education activist from the town of Mingora in the SwatDistrict of Pakistans Khyber Pakhtunkhwa province. She is known for hereducation and womens rights activism in the Swat Valley, where the Talibanhad at times banned girls from attending school. In early 2009, at the age of11/12, Yousafzai wrote a blog under a pseudonym for the BBC detailing herlife under Taliban rule, their attempts to take control of the valley, and herviews on promoting education for girls. The following summer, a New YorkTimes documentary was filmed about her life as the Pakistani militaryintervened in the region, culminating in the Second Battle of Swat. Yousafzaibegan to rise in prominence, giving interviews in print and on television andtaking a position as chairperson of the District Child Assembly Swat.She has since been nominated for the International Childrens Peace Prizeby Desmond Tutu and has won Pakistans first National Youth Peace Prize.A number of prominent individuals, including the Canadian Minister ofCitizenship, are supporting a petition to nominate Yousafzai for the NobelPeace Prize.
On 9 October 2012, Yousafzai was shot in the head and neck in anassassination attempt by Taliban gunmen while returning home on aschool bus. In the days immediately following the attack, she remainedunconscious and in critical condition, but later her condition improvedenough for her to be sent to a hospital in the United Kingdom forintensive rehabilitation.On 12 October, a group of 50 Islamic clerics in Pakistan issued a fatwāagainst those who tried to kill her, but the Taliban reiterated its intentto kill Yousafzai and her father, Ziauddin.Former British Prime Minister and current UN Special Envoy for GlobalEducation Gordon Brown launched a United Nations petition inYousafzais name, using the slogan "I am Malala" and demandingthat all children worldwide be in school by the end of 2015.Brown said he would hand the petition to Pakistans President Asif AliZardari in November. UN secretary general Ban Ki-Moon has announcedthat November 10 will be celebrated as Malala Day.
Intelligences Outside the Normal Curve ROMANCE WITH A TOPIC OR PHYSICAL/MENTAL DISCIPLINE ENERGYVISION/SENSE OF DESTINY SENSITIVITY TO HUMAN CONCERNS COURAGE OPTIMISM Operation Houndstooth
SelfAssessment of Interest andComparison to Peers
Young Person’s Houndstooth Survey I am in grade: Grade 3 Grade 4 Grade 5 Grade 6 Strongly Strongly Disagree Agree I am a: Girl Boy Disagree Agree 24. I am always happy.Color in the face that most closely matches how you feel about each sentence. As your teacher toexplain any you don’t understand. 25. I have a lot of energy. 26. If I help someone out, I expect them to help me Strongly Strongly later. Disagree Agree Disagree Agree 27. If someone is being mean, I tell them so.1. I help others without being asked. 28. I often think about what I want to be when I grow2. I stand up for what I believe is right. up. 29. I know the world will be a better place in the3. I know what I want to be when I grow up. future.4. I look for the good in every situation. 30. I have the energy to finish projects that interest me.5. I am eager to learn new things. 31. I feel awful when someone gets hurt, even if it6. I look at things from other peoples’ points of view. wasn’t my fault.7. If a friend asked me to do something that was 32. I am able to do what is right, even if it is not thewrong, I would say no. cool thing to do.8. I know that I will do something important when I 33. I make goals for myself.grow up. 34. I have many good things to look forward to.9. I am hopeful about the future. 35. I am always thinking up new ideas.10. I am a curious person. 36. I keep working on something I enjoy, even after11. I think about other people’s feelings. other people get bored.12. If an adult asked me to do something that waswrong, I would say no.13. I can change my life to make it better. For these questions you will be asked to think about something that you enjoy14. If I have a bad day, I know tomorrow will be doing. Try to think of one thing that you really enjoy.better. Write it here: . For the rest of this15. I ask a lot of questions. survey, the thing that you wrote above will be called your “Interest Area.”16. I think of how my actions affect other people.17. I say what I think, even around people who may Strongly Stronglyfeel differently. Disagree Agree Disagree Agree18. I can make the world a better place. 37. I love to learn about my interest19. I often feel there is nothing to be hopeful about. area.20. I am a hard worker. 38. I like to spend a lot of time working21. When I help others, I don’t expect anything in on my interest area.return. 39. I am happy when I get to do22. I am brave. something in my interest area. 40. I would enjoy taking a lesson or23. I know that I will be successful in the future. class in my interest area.
Examples of Items from The Young Person’s Houndstooth SurveyI am always happy.I help others without being asked.I am able to do what is right, even if it’s not the cool thing to do.I am hopeful about the future.I make goals for myself.
THE IMPACT OF A PEER LEADERSHIP PROGRAM ON HIGH SCHOOL STUDENTS’ SOCIAL CAPITAL, AS MEASURED BY CO-COGNITIVE FACTORS OF THE RENZULLI HOUNDSTOOTH THEORY The National Association for Gifted Children November, 2012 Michelle M. Sands, EdD Nancy N. Heilbronner, PhD Western Connecticut State University31
We must remember that intelligence is notenough.Intelligence plus character- that is the goalof true education. Martin Luther King32
Purpose To explore the impact of different types of school- based experiences (Direct Involvement I and II) on the development of high school students’ social capital. To provide further validation of the Co-CFS Instrument (Sytsma, 2003).33
Examples of ProjectsPeer Leadership Key ClubLiteracy Event for ELL March of Dimes WalkShoe4Africa Special OlympicsFireman’s Breakfast Blood DriveHelping Military Heroes Pies for CustodiansFreshman Orientation Volunteer in Classrooms 37
Instrumentation Co-Cognitive Factor Scale, Form F (Co-CFS) (Systsma, 2003) 26 items with Likert-type response ranging from 1 to 5. Six subscales: Physical/Mental Energy, Sensitivity to Human Concerns, Romance with a Topic/Discipline, Vision/Sense of Destiny, Optimism, Courage Open-ended Survey Items38
Quantitative FindingsStudents in the Peer Leadership Program scoredsignificantly higher on Physical/Mental Energythan students in the control group (p = .015).Students in the Key Club scored significantlyhigher on Sensitivity to Human Concerns thanstudents in the Peer Leadership Program (p = .011) and control (p =.008) groups.39
Qualitative ResponsesFrom Key Club Participants…“I learned to think about other peoplebesides myself…”“I found out that I love giving more thanreceiving. I mean, receiving is good, butI found out that I like to give more.”40
From Peer LeadershipParticipants…“I took the opportunity to choose something that Ithought would change me.”“I believe that working with others is extremelyimportant. There were so many times we foundourselves with conflicts or disagreements.Though we overcame these obstacles they taughtme to be a team player.”“The whole process of organizing an event was ahuge learning experience. I learned to beextremely organized and to plan ahead of time.”41
Qualitative Findings Peer Leadership Program = Project Logistics Key Club = People-Oriented Outcomes Key Club: “I made Peer Leadership: others happy. I really “Coordinating a experienced that it fundraiser takes a lot was better to give than more work and time receive. It brought me than I expected. joy… I have never There are many really felt that.” crucial steps to take that I was not aware of before taking on this project. I learned how to work for success.”42
Key Club: Peer Leadership: Wanting to Make a Personal Connection Difference “I was inspired by a family “My motivation is to help that has two children with people who live in poverty or Cystic Fibrosis, so it is near those who are less fortunate and dear to me.” than me.”43
Impact on Students’ Views of Helping Others Peer Leadership Program “ I have always “My desire to felt it was help and the important to help importance of others. The it definitely program became provided stronger.” opportunities, skills, and motivation to do “It made me something.” realize some of the things people are going through “I am used to and made me projects like this.” want to do more.”44 Key Club
Future Research How may Direct Involvement I and II activities be structured for the maximum development of social capital? Do factors such as type and frequency of contact with recipients of students’ efforts impact the development of the co-cognitive factors? Does the experience of initiating and facilitating a Direct Involvement II experience increase the likelihood of becoming involved in similar projects in the future?46 Future empirical studies validating instrumentation
Character, in the long run, is thedecisive factor in the life of an individualand of nations alike.Theodore Roosevelt47