Conceptual Foundations

Combined Concurrent

Standing for Equity and Advocating for Gifted Education -- An Oxymoron?

Friday, November 10
3:00 PM - 3:30 PM
Location: 207 BC

Despite statewide statutes to identify students as gifted in kindergarten, students of color and/or students who speak English as a second language are 20 times less likely to be served in gifted education than a peer who is white, speaks English, and is from a family with a middle or high income. There is a fundamental disconnect between the policies designed to serve all gifted students and those historically disenfranchised within the system by race, ethnicity, culture, or language. In this session, the speaker shares events leading up to, convening, and then following an equity summit on gifted education.

Nancy B. Hertzog

Professor, Educational Psychology; Director, UW Robinson Center for Young Scholars
University of Washington

Dr. Nancy Hertzog is Professor in the area of Educational Psychology at the University of Washington, and the Director of the Halbert and Nancy Robinson Center for Young Scholars. She has an extensive background in gifted education and expertise on curriculum development. Her masters degree in gifted education is from the University of Connecticut under the mentorship of Joseph Renzulli, and her Ph.D. is in special education from the University of Illinois. From 1995-2010 she held a faculty position in the Department of Special Education and directed University Primary School, an inclusive early childhood setting that served children from preschool through first grade at the University of Illinois at Urbana-Champaign. Her primary area of interest relates to ways that teachers engage and challenge all students. Currently, Dr. Hertzog’s research focuses on how teachers differentiate their instruction to address the diverse needs of their students. She is the author of two books, and has published in the Journal of Curriculum Studies, Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, Teaching Exceptional Children, Early Childhood Research and Practice, and Young Exceptional Children.

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