VOH supported by Bureau Talent & Heimerer College
Thomas More
VOH and Bureau Talent
Dublin City University
(Lead organisation VOH supported by BT & HC) The aim of WP1 is to effectively manage and coordinate all project responsibilities related to financial management, administrative meetings, and the monitoring of project activities.
1. Project Management Team (PMT)
2. Work-Package Teams (PT)
3. Quality Team (QT).
1. Programmatic management
2. Strategic project steering
3. Operational oversight
4. Financial management
5. Risk management
6. Dissemination and exploitation
7. Project management planning
8. Partnership agreement coordination
9. Budget management
(Lead organisation – Thomas More) The aim of WP2 is to improve the identification of disadvantaged gifted students with above-average cognitive abilities by adapting and simplifying existing tests for broader European use and creating a culture-sensitive identification guide for schools and teachers, considering various identification measures to optimize the process.
1. Utilizing the COVAT-3, an online non-verbal reasoning test, as the basis for identifying cognitive talent.
2. Developing an adaptive digital version of the test in collaboration with Cebir.
3. Writing a Data Management Plan and seeking ethical approval.
4. Making the adaptive platform available to schools and supervising the implementation of translated instruction videos.
5. Providing training to project teachers for using the program and overseeing students during the test.
6. Conducting data analysis to identify cognitive talent and establish local norms or a cutoff point based on test results.
7. Documenting the procedures for future school use in the guide.
8. Creating a freely accessible learning module for schools andteachers to interpret reasoning tests on an online platform.
9. Translating the learning module into different languages.
10. Collaborating with other partners to investigate the value ofadditional information sources, such as parent nominations and language program
progress, according to CASA criteria.
11. Documenting the results and incorporating guidelines into the culture-sensitive identification guide.
(Lead Organisation – VOH & BT ) The aim of WP3 is to enhance the academic language skills of talented students from underprivileged backgrounds. This is achieved through the adaptation and implementation of an academic language program developed in Dutch for the Netherlands and Flanders. The objectives include modifying the program for use in other project nations (Ireland and Kosovo), training teachers to work with the program, and creating a teaching manual for educators to effectively teach academic language to gifted students from disadvantaged backgrounds.
1. Utilize the Woordenboost academic language program as a foundation for language instruction.
2. Adapt the program for use in other languages and tailor it to the specific needs of Kosovo and Ireland.
3. Provide teacher education from Rijswijks Lyceum, Van Vredenburch College, and Bureau Talent to work with the program.
4. Instruct students using the language program.
5. Conduct data analyses on academic performance by the Academic Work Place of Rijswijks Lyceum and Van Vredenburch College.
6. Develop effective interventions and instructional strategies based on data outcomes.
7. Document procedures in a guide. 8. Include results and pertinent instructions in the guide.
(Lead Organisation – Dublin City University) The aim of WP4 is to develop a parent participation program to involve parents in the educational development of their children, particularly those from socioeconomic and minority backgrounds. The goal is to empower parents with information about giftedness and their children’s unique needs, enabling them to collaborate with schools to create and support educational plans that challenge their children, ultimately increasing their motivation to participate in the academic language program.
1. Develop a template based on literature research for all project schools to use.
2. Gather feedback from partner schools to improve the template.
3. Coordinate parents in partner organizations using project guidelines.
4. Encourage greater parent participation by implementing a set template for schools and students.
5. Host guest speakers for parents, including international experts from organizations like ECHA and ETSN.
6. Monitor and research the impact of the program using questionnaires and focus groups, led by Dublin City University.
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A guide for schools to interpret reasoning tests in students from
disadvantaged backgrounds;
A freely accessible learning module for schools and teachers to use in identifying cognitive talent in low SES groups;
Investigation of the added value of other information sources such as parent nominations and progress in the language program;
Documentation of results and guidelines in the culture-sensitive identification guide;
A scientific article written by Heimerer College;
Improved representation of students from low socioeconomic backgrounds in gifted programs.
Participate in project-wide monitoring to ensure the project’s quality;
Translating the learning module into different languages;
Adapt the program for use in other languages and tailor it to the specific needs of Kosovo and Ireland
Develop effective interventions and instructional strategies based on data outcomes;
A scientific article written by Heimerer College.