Copyright 2023 © All rights Reserved. World Council for Gifted and Talented Children
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.
Sheyla Blumen is the Head of the Academic Department of Psychology, at the Pontifical Catholic University of Peru. She holds a degree in Psychology, the European Advanced Diploma in Educating the Gifted, and a Ph.D. in Psychology from Radboud University. She also holds a degree in the Education for Sustainable Development and has been instrumental to include gifted education needs in the Peruvian Norms of Special Education. She currently coordinates the Creativity, Technology, and Talent Development Inter-Disciplinary Research Group, as well as Future Minds Gifted Center, a service that identifies and guides gifted children, adolescents, and young adults. She is invited keynote at international conferences and invited professor at universities in the Americas, Europe, and Asia. She has been the EIC of the academic Revista de Psicologia (Peru), for the past 15 years, and serves on editorial boards for journals in cognitive psychology, creativity, and education of the gifted. Her current research and development interests are related to the enhancement of multiple forms of giftedness in students from underserved groups living under vulnerable conditions due to socio-economic status, and their belonging to ethnic-linguistic diverse groups or original towns.
Dr. Claudia Cornejo is a Chilean Educational Psychologist, who is an academic in the Department of Psychology at Universidad Católica del Maule, Chile. She holds a Master of Educational Psychology (Universidad del Desarrollo, Chile), and she completed her PhD in education at Monash University, Australia. Her doctoral thesis had a focus on inspirational teachers for gifted and highly able students. Research interests include the teaching and learning process of gifted students, school psychology, and qualitative methods. Her research has been presented at various international conferences.
Kadir Bahar, Ph.D. is an Assistant Professor of Educational Psychology at the University of Georgia. After graduating from Bilkent University (Turkey) with a degree in Industrial Engineering, he completed his Ph.D. in Special Education with a focus on Gifted Education and minor in Mathematics Education at the University of Arizona. Dr. Bahar’s research interests include problem solving, mathematical ability/creativity, and talent development. Before his position at UGA, Dr. Bahar was a professor at the University of Wisconsin-Stevens Point, served as the coordinator of graduate programs in Gifted Education and directed youth programs including Youth in College and STEM for Young Scholars. Dr. Bahar is the recipient of numerous awards including, Math Hero of the Year Award and Edith May Sliffe – Distinguished Teaching Award (nationwide recognition by Mathematical Association of America in 2010).
Maria P. Gomez-Arizaga is a psychologist, Ph.D. in Special Education from the University of Arizona. Currently, she is an associate professor at the College of Education, Universidad de Santiago de Chile and she is the director of a Diploma in Gifted Education also. Her main research interests and publications are related to traditionally underserved gifted students -particularly gifted girls- and their academic trajectories, as well as their perceptions and experiences as learners.
Dr. Enyi Jen is a faculty member at Bridges Graduate School of Cognitive Diversity in Education in the United States and a lecturer at both Radboud University in Nijmegen, the Netherlands and Purdue University. Before pursuing her doctoral studies at Purdue University, she taught affective curriculum in a self-contained gifted high school STEM program in Taiwan. Enyi provides professional development and advocates for the social and emotional well-being of gifted and twice-exceptional students on an international level. Her research interests include talent development, social and emotional development, twice-exceptional education, qualitative methods, design-based research (DBR), and program evaluation.”
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.
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.
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.
Dr. Urška Žerak is a teaching assistant of Educational Psychology at the Faculty of Education, University of Ljubljana. She holds a PhD in Applied Psychological Studies from the Faculty of Arts, University of Ljubljana. Her dissertation focused on the social context of self-regulated learning. Her main research interests and publications are related to gifted education, self-regulated learning, and teachers’ professional development. She is an active member of the Centre for Research and Promotion of Giftedness at the Faculty of Education University of Ljubljana, and the Slovenian Psychological Association.