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2017 WCGTC Biennial World Conference

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10 Professional development and acceleration: Changing attitudes and practices

Acceleration, in its various forms, has had a robust history of research support as a programmatic option for gifted students. There is no guarantee, however, that educators have been exposed to the practice of acceleration. Professional development (PD) is one option for educators who want to better understand the importance of acceleration. The most important features of PD are the examination of educator attitudes around its practice, and internalisation of the knowledge and skills that facilitate acceleration. This poster session will present strategies for identifying and addressing beliefs towards gifted students and acceleration and components of individualised professional learning plans.

Author(s):

Susannah Wood*
susannah-wood@uiowa.edu
University of Iowa
United States

Susannah M. Wood is currently an associate professor at the University of Iowa where she teaches both doctoral students and students who are pursuing their master’s in school counseling with an emphasis in gifted education in partnership with Belin and Blank Center for Gifted Education and Talented Development. Her research interests encompass preparing school counselors for their practice with a focus on serving the gifted population in collaboration with other educators and professionals.

Laurie Croft
laurie-croft@uiowa.edu
University of Iowa
United States

Laurie Croft is a clinical associate professor at the University of Iowa and is the associate director for professional development at the Belin-Blank Center for Gifted Education and Talent Development. Croft has made presentations at various state, national, and international conferences, and to parent groups, teachers, and school boards. She coordinates a comprehensive program of online classes that comprise an endorsement in gifted education, and she serves as the College of Education honors advisor. She is currently a US delegate to the WCGTC.

 

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