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Theory alone rarely changes practice, but stories can. This session introduces case study narratives as a professional learning tool for developing educators’ capacity to identify and serve gifted and twice exceptional (2e) learners. Grounded in the SPARKLE model research (Self-actualizing, Personalizing, Adapting, Relating, Knowing, Learning, Evolving, Reflecting), we will discuss how case studies present realistic, unresolved dilemmas drawn from classroom life; how they invite the creation of multiple perspectives, and how they can enhance thoughtful decision making. Case studies can guide, direct, and support educators. We explain how case studies help educators make emotional connections with their students, design personalized instruction for learners, and inspire educators to connect theory to practice. The session closes with a summary of how using case studies in professional development impacts professional learning for educators.
Learning Objectives
Participants will be able to:
- Analyze a realistic case study narrative to identify multiple perspectives and possible contributing factors behind a student’s behavior and needs.
- Apply a reflective decision-making process that moves from personal reaction to evidence-informed instructional response.
- Explain how case study narratives support personalized instruction and emotional connection between educators and learners.
Eleonoor van Gerven
Dr Eleonoor van Gerven is director of Slim! Educatief BV, a private teacher education institute in The Netherlands. She specialised in gifted education and the systemic change and solution-focused approach. She is also program manager of the Dutch National Knowledge Centre for Gifted Education. In that capacity, she is responsible for the recently launched Dutch National Curriculum for teacher education in gifted and talented education. She is also vice-president of the World Council for Gifted and Talented Children.
Debbie Troxclair
Dr. Debra Troxclair is an Associate Professor at Lamar University, where she teaches graduate courses in gifted and special education. Her research interests include twice-exceptional learners, attitudes toward giftedness, social-emotional issues of gifted learners, and personality type. Prior to working in higher education, Dr. Troxclair taught K-12 general and gifted education for nearly two decades. She has been actively involved in state and national gifted education professional organizations since 1987. She received the CEC-TAG 2024 Service Award and was recently elected Treasurer of CEC-TAG for 2026-2029. Dr. Troxclair has published in gifted education journals and books, including serving as co-editor of Twice-Exceptional Education: Connecting Gifted and Special Education (Council for Exceptional Children, 2025), and regularly presents at state, national, and international gifted education conferences.
Wendy Behrens
Wendy Behrens is the Gifted Education Specialist for the Minnesota Department of Education. She works to build equitable infrastructures for gifted, talented, and high‑potential learners through policy development, advocacy, and professional learning. A Past President of both the Council of State Directors of Programs for the Gifted and The Association for the Gifted, Wendy serves on the academic committee for the World Council for Gifted Children and several advisory councils and editorial boards. She is the 2026 recipient of the National Association for Gifted Children Service Award.