Conceptual Foundations

Concurrent

Conceptual Foundations Legacy Archive

Friday, November 10
3:45 PM - 4:45 PM
Location: 203 B

Stephen T. Schroth

Professor of Early Childhood Education
Towson University

Stephen T. Schroth holds a PhD in Educational Psychology/Gifted Education from the University of Virginia, where he studied with Carolyn M. Callahan and Carol Ann Tomlinson. Past-Chair of the NAGC Arts Network, Dr. Schroth is a Professor of Early Childhood Education and serves as Graduate Program Director at Towson University. The author of over 375 books, monographs, chapters, articles, and other publications, he served as a classroom teacher, gifted coordinator, and arts prototype school coordinator for a decade in the Los Angeles Unified School District. His research interests include the development of artistically talented students, differentiated instruction, effective instructional and leadership practices, and working with English language learners.

Presentation(s):

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Jennifer RIEDL. Cross

Director of Research
Center for Gifted Education, College of William & Mary

Jennifer Riedl Cross, Ph.D. is the Director of Research at the Center for Gifted Education. With a doctorate in educational psychology, specializing in cognitive and social processes, Dr. Cross has served as the assistant or managing editor of several gifted education research journals, including Gifted Child Quarterly, Roeper Review, and Journal for the Education of the Gifted. She is also the co-editor, with Tracy L. Cross, of the Handbook for Counselors Serving Students with Gifts and Talents. She guest edited, with James Borland, a special issue of Roeper Review on the topic of gifted education and social inequality. Her research in the field emphasizes the social aspects of gifted education, from individual coping with the stigma of giftedness to attitudes towards giftedness and gifted education.

Presentation(s):

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Sally M. Reis

Vice Provost for Academic Affairs
University of Connecticut

Sally M. Reis is the Vice Provost for Academic Affairs and a Board of Trustees Distinguished Professor at The University of Connecticut. She was previously a Department Head of Educational Psychology Department where she also served as a Principal Investigator for the National Research Center on the Gifted and Talented. She was a public school teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored or co-authored over 250 articles, books, book chapters, monographs and technical reports.

Her research interests are related to special populations of gifted and talented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She is the Co-Director of Confratute, the longest running summer institute in the development of gifts and talents. She has been a consultant to numerous schools and ministries of education throughout the U.S. and abroad.

She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development entitled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past President of the National Association for Gifted Children. She has been honored with the highest award in her field as the Distinguished Scholar of the National Association for Gifted Children and named a fellow of the American Psychological Association.

Presentation(s):

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Nancy Robinson

University of Washington

Presentation(s):

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