2019 WCGTC World Conference

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S2.8.6 Panel Discussion: Policies and Practices that Promote Equity in Gifted Education

The field of gifted education has evolved from one in which intelligence was thought to be a fixed trait to one that acknowledges the importance of learning, effort, training and practice. As the field evolves, policymakers increasingly see the relationship between access and opportunity. They see education policy as a unifying function that focuses efforts and establishes a set of uniform expectations across an educational system. An international panel will consider evidence-based policies and practices that encourage excellence and allow highly-able students from traditionally under-represented backgrounds to reach advanced levels of academic performance regardless of socio-economic status and geographic constraints.

Author(s):

Soha Elzalabany
soha.zalabany@gmail.com
American University in Cairo
Egypt

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Soha Elzalabany is an Adjunct Faculty of the American University in Cairo, School of Graduate Education. She served as a school principal, teaching and learning director, special and gifted education coordinator, and teacher in several international schools in Egypt. Elzalabany has worked with gifted and learning disabled students, and implemented inclusive support systems to accommodate the students’ diverse learning and behavioral needs. ElZalabany's doctoral research focuses on developing school leadership and system to include all students in general education settings. She is currently a doctoral student at Johns Hopkins University; she holds a master degree from the University of London.

Wendy A. Behrens
wendy.behrens@state.mn.us
Minnesota Department of Education
United States

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WENDY A. BEHRENS is the director of gifted education for the Minnesota Department of Education. She provides technical assistance and collaborates with educators and others interested in promoting rigorous educational opportunities. Behrens served as Project Director for Project North Star, a Jacob Javits Grant. She presents frequently on the nature and needs of gifted learners, instructional strategies, service design, and policies that support highly able learners. Behrens co-authored Exploring Critical Issues in Gifted Education: A Case Studies Approach, Differentiated Instruction for Gifted Learners: A Case Studies Approach and Developing Academic Acceleration Policies: Whole Grade, Early Entrance and Single Subject.

Julia Roberts
julia.roberts@wku.edu
Western Kentucky University
United States

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Julia Link Roberts is the Mahurin Professor of Gifted Studies at Western Kentucky University. She is the Executive Director of The Center for Gifted Studies at Western Kentucky University and The Gatton Academy of Mathematics and Science. Dr. Roberts is president of the World Council for Gifted and Talented Children. She is on the board of The Association for the Gifted, chairs Kentucky Advisory Board for Gifted and Talented Children, and a board member of the Kentucky Association for Gifted and Talented Children. She is an author of books and articles on differentiating curriculum, advocacy, policy, and gifted education.

Leonie Kronborg
leonie.kronborg@monash.edu
Monash University, Education Clayton
Australia

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Dr Leonie Kronborg, is a Senior Lecturer and Co-ordinator of Gifted Education in the Faculty of Education, Monash University, Australia. Her research interests include teacher education, talent development, giftedness and gender. Leonie is a past president of the Australian Association for the Education of Gifted Children. She is Vice President of the World Council for Gifted and Talented Children, Co-Editor of Gifted and Talented International and on the Editorial Boards of Gifted Child Quarterly, Journal for Advanced Academics, and the Australasian Journal of Gifted Education. Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013.

Jonathan Plucker
jplucker@jhu.edu
Johns Hopkins University
United States

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Jonathan Plucker, the Julian C. Stanley Endowed Professor of Talent Development at Johns Hopkins University, works in both the Center for Talented Youth and School of Education. His research examines education policy and talent development, with over 200 publications to his credit and over million in external funding to support his work. His recent books include Excellence Gaps in Education, with Scott Peters (Harvard Ed Press); Critical Issues and Practices in Gifted Education,with Carolyn Callahan (Prufrock Press); Intelligence 101, with Amber Esping (Springer); and Creativity and Innovation (Prufrock Press). He is the president-elect of National Association for Gifted Children.

 



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