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2017 WCGTC Biennial World Conference

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2.3.2 Doctoral level education: Impact and influences

Does doctoral level education influence our field of gifted education? What are the impacts on gifted students, the classroom, schools, and districts? How do research based contributions influence our work? Doctoral level education is examined for impact and influence through an analysis of doctoral level training including doctoral students’ change in perceived competency levels of gifted expertise, progression of identifying and solving complex persistent problems of practice, and impact projects designed and implemented in the field. A conceptual shift beyond student-service data is proposed. Replication recommendations are offered and implications for policy reform are discussed.

Author(s):

Norma Hafenstein
norma.hafenstein@du.edu
University of Denver
United States

Dr. Hafenstein is the Daniel L. Ritchie Endowed Chair in Gifted Education at the Morgridge College of Education, University of Denver. Her career spans numerous positions in leadership and scholarship. She is Full Clinical Professor in the Teaching and Learning Sciences Department, founded Ricks Center for Gifted Children, a PS-8 school, in 1984, and founded the Institute for the Development of Gifted Education in 1997. Dr. Hafenstein is recipient of the Lifetime Achievement Award from the Colorado Association for Gifted and Talented and the Outstanding Service to the University Award from the University of Denver. She presents extensively on giftedness.

Julia Watson
julia.watson@du.edu
University of Denver/ Colorado Department of Education
United States

Julia Watson, PhD, serves as the Gifted Education Regional Consultant for 19 school districts in NW Colorado and as a researcher and professor at the University of Denver. She has been an educator for 40 years, as a teacher (K-college), administrator, staff development, teacher-coach, and district facilitator. She has worked in Colorado, New Mexico, Florida, Arkansas, Nebraska, and 13 years in Hawaii. Her areas of expertise include Curriculum, Assessment, Leadership, and Gifted/Talented. She was nominated as Outstanding Educator of the Year, for Outstanding Dissertation (1997) and has been inducted into the Colorado Academy of Educators for Gifted, Talented, & Creative.

Justine Lopez
justine.lopez@du.edu
University of Denver
United States

Justine López, MA, is a doctoral candidate at the University of Denver. She is currently a member of the Right4Rural Research Team/Javits Grant, examining the impact of school/district leaders on the identification of underrepresented gifted students in rural areas. Her teaching experneince includes affiliate faculty at Regis University’s Dual Language Program; Department of Marketing, The Colorado Women’s College, Multicultural Voices of Discovery at the University of Denver; and Graphic Arts instructor at the Community College of Denver. Her leadership perspectives align with her 15+ years as a business owner, educating, leading, building, implementing, and guiding non-profit and for-profit business ventures.

Kristina Hesbol
kristina.hesbol@du.edu
University of Denver
United States

Kristina A. Hesbol is Assistant Professor in the Educational Leadership & Policy Studies Department at the Morgridge College of Education, University of Denver. She has taught preK-graduate school, has served as a principal of three multi-lingual, multi-cultural schools, coordinated school improvement for a diverse school district, and served as a district Assistant Superintendent for Human Resources. Hesbol earned her Ph.D. at Loyola University (Chicago), and currently serves as a member of the Right4Rural Research Team, examining the impact of school and district leaders on the identification of culturally and linguistically diverse rural students.

 

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