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Gifted and Talented International (GTI) is the international, refereed journal of the World Council for Gifted and Talented Children. This journal is devoted to publishing original research, theoretical studies, review papers or accounts of practice that contribute to our understanding and promotion of giftedness, talent, creativity, and optimal development of children, adolescents, and adults. Its purpose is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents. GTI is published twice a year. To access articles or information about submitting manuscripts to GTI, visit www.world-gifted.org/gti.
Dr. Leonie Kronborg, is a Senior Lecturer and Co-ordinator of Postgraduate Studies in Gifted Education in the Faculty of Education, Monash University, Victoria, Australia. She supervises Higher Degree Research students who are interested in talent development, gender and giftedness, teacher education, education for gifted students and twice-exceptionality. Her research interests have focused on ability grouped secondary education for gifted students; teacher attitudes, competencies and effective practice for academically able students; and talent development of eminent women. Additionally, she coordinates a Gifted Educational Advisory Service for parents and teachers at the Krongold Centre, Monash University. She is a past president of the Victorian Association for Gifted and Talented Children and the Australian Association for the Education of Gifted Children. She was an elected Executive Member of the World Council for Gifted and Talented Children, 2009-2013 and re-elected 2013-2017. She gained the Dean’s Award for Teaching Excellence in 2012 and the Vice-Chancellor’s Award for Teaching Excellence in 2013.
Megan Foley-Nicpon is an Associate Professor of Counseling Psychology and Associate Director for Research and Clinic at the Belin-Blank Center for Gifted Education and Talent Development, both at the University of Iowa. Dr. Foley-Nicpon’s research and clinical interests include assessment and intervention with twice-exceptional students, particularly gifted students with autism spectrum disorder, ADHD, and emotional/learning difficulties, and the social and emotional development of talented and diverse students. She has over 35 referred articles and book chapters in the areas of gifted, counseling psychology, and twice-exceptionality, and over 60 presentations at international, national, and state professional meetings. Dr. Foley-Nicpon provides clinical and research supervision to doctoral students in Counseling Psychology, many of whom focus on twice-exceptionality and talent development. Awards include the NAGC Early Scholar Award, AERA Research on Giftedness, Creativity and Talent Path Breaker Award, AERA Division E Outstanding Research Award in Human Development, and, twice, the MENSA Research Award, MENSA Education & Research Foundation.
Barbara Kerr, Ph.D. holds an endowed chair as Distinguished Professor of Counseling Psychology at the University of Kansas and is an American Psychological Association Fellow. Her M.A. from the Ohio State University and her Ph.D. from the University of Missouri are both in counseling psychology. Her research has focused on the development of talent, creativity, and optimal states, while training psychologists and counselors to be talent scouts who provide positive, strengths-based services. She is author of Smart Girls; Smart Boys; Counseling Girls and Women: Talent Development; editor of Major Works in Giftedness and Creativity and the Encyclopedia of Giftedness, Creativity, and Talent Development, and has contributed over 200 articles, chapters, and papers to the field of psychology of giftedness and creativity. She currently directs the Counseling Laboratory for the Exploration of Optimal States (CLEOS) at the University of Kansas, a research through service program that identifies and guides creative adolescents.
June Maker is professor of special education at the University of Arizona. In this capacity, she coordinates graduate degree cohorts in education of the gifted at the master’s, specialist, and doctoral levels. She has been active in several organizations, including the Board of Directors of NAGC for 19 years. She has served as officer and chair of various committees in organizations such as TAG and WCGTC. Her publications are related to the topic areas of gifted handicapped, teacher training, the development of talents in exceptional children, teaching learning-disabled students, curriculum development for the gifted, teaching models in education of the gifted, education of gifted minority students, teaching gifted students in regular classrooms and alternative assessment of gifted students. She serves on editorial boards for journals in education of the gifted and special education, and is editor of the book series, Critical Issues in Gifted Education. Her current research and development interests are related to assessment and enhancement of multiple forms of giftedness from a problem-solving perspective and in finding gifted students from underserved or overlooked groups such as Native American, Hispanic American, African American, Asian-American and students with disabilities. She is principal investigator of the DISCOVER Projects, a series of research and development projects funded by governmental agencies such as the Javits Gifted and Talented Education Program and the Office of Bilingual Education and Minority Languages Affairs.
Nielsen Pereira is an Assistant Professor of Gifted, Creative, and Talented Studies at Purdue University where he teachers graduate courses in gifted education and advises graduate students in the Department of Educational Studies. He received his Ph.D. in Educational Psychology with an emphasis in Gifted Education from Purdue University. His research interests include underrepresented populations in gifted education, talent-development programs, and STEM education. He is a regular presenter in national and international conferences on educational research, gifted education, and STEM education.
Prof. Dr. Franzis Preckel received her doctorate in Psychology (funded by the German National Merit Foundation) on the assessment of intellectual giftedness from the Westfaelische-Wilhelms-University in Muenster, Germany. From 2003 to 2006 she was assistant professor and head of the Counseling Center for the Gifted and Talented at the Department of Psychology of the Ludwig-Maximilians-University in Munich. In 2006 she became full professor of giftedness research and education at the University of Trier, Germany. Her main research interests are intelligence, giftedness, and factors influencing talent development. She is supervising PhDs and post-docs in the field of giftedness research and education. Franzis Preckel has published her research in more than 100 papers, books, and book chapters and over 70 presentations at international and national conferences.
Dr. Ann Robinson is Past President of the National Association for Gifted Children (NAGC) in the USA, and a former editor of Gifted Child Quarterly. She has received the Early Leader, the Early Scholar, the Distinguished Service and Distinguished Scholar Awards from the Association. Ann is currently a Professor of Educational Psychology and Founding Director of the Jodie Mahony Center for Gifted Education at the University of Arkansas at Little Rock. Before she began working with teachers at the university level, she taught high school English and elementary enrichment classes in grades three through six. Over the course of her academic career, Ann has secured over $20 million in external funding including three Jacob K. Javits demonstration projects in curriculum, instruction, and evaluation. She presents and consults internationally and has held visiting appointments at Wolfson College and the Cambridge Institute of Education, University of Cambridge (U.K.), University of Brunel (U.K.), Monash University (Australia), and the University of New South Wales (Australia). With Bruce Shore, she co-authored two books on practices in gifted education: Recommended Practices in Gifted Education: A Critical Analysis, Teachers College Press, and Best Practices in Gifted Education: An Evidence-based Guide, Prufrock Press. Her most recent book is A Century of Contributions to Gifted Education: Illuminating Lives.
M. Alexandra Vuyk, Ph.D., is an Assistant Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences, at the Universidad Católica Nuestra Señora de la Asunción in Asunción, Paraguay. Research interests include social and emotional development of intellectually and creatively gifted individuals, creative and non-linear career paths, and personality traits related to these paths. She holds degrees from the University of Kansas (Ph.D. and M.S., Counseling Psychology) and Emporia State University (M.S., Special Education in Gifted, Talented and Creative; B.S., Psychology and Philosophy). Dr. Vuyk started the first gifted program in Paraguay at Colegio Santa Elena, a private K-12 school. She leads research on giftedness and mathematical talent at OMAPA, organization in charge of Math Olympics and educational projects in Paraguay, and is a researcher ranked at the second-highest level at the Paraguayan National Council for Science and Technology, where she evaluates large-scale grant proposals and research programs.