Friday Speakers
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Elaine Aron, Ph.D., is the bestselling author of The Highly Sensitive Person and its companion books, The Highly Sensitive Person's Workbook, The Highly Sensitive Person in Love, and The Highly Sensitive Child. She earned her M.A. at York University in Toronto and her Ph.D. at Pacifica Graduate Institute in Santa Barbara. She also received training at the Jung Institute in San Francisco. Besides her books on highly sensitive persons, Dr. Aron has published widely in academic journals on this subject, as well as on the social psychology of close relationships. She divides her time between New York and San Francisco, where she maintains a psychotherapy practice. top |
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Jeremy Bailenson, Ph.D., is founding director of Stanford University's Virtual Human Interaction Lab and an assistant professor in the Department of Communication at Stanford. Bailenson's main area of interest is the phenomenon of digital human representation, especially in the context of immersive virtual reality. He explores the manner in which people are able to represent themselves when the physical constraints of body and veridically-rendered behaviors are removed. He designs and studies collaborative virtual reality systems that allow physically remote individuals to meet in virtual space, and explores the manner in which these systems change the nature of verbal and nonverbal interaction. His findings have been published in over 70 academic papers in the fields of communication, computer science, education, law, political science, and psychology. top |
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Wes Beach, M.A., is the Director of Beach High School, in Soquel, California, a private school supporting students who want to follow an alternative, often accelerated educational path, and sidestep a conventional high school experience. Prior to working through BHS, he taught a variety of subjects for 32 years in public schools, and directed programs for gifted and at-risk students. Wes consults for the Davidson Institute for Talent Development. He is the author of Opportunities After High School: Thoughts, Documents, Resources, which includes models for homeschool transcripts and explores possibilities after high school. He is a former recipient of a Distinguished Service Award from California Association for the Gifted (CAG). He has also served on the Board of Directors of the Homeschool Association of California (HSC) and is the Teen Adviser for HSC and for the Gifted Homeschoolers Forum. top |
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Yves Behar, M.S., Founder of fuse project. |
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David Berg, E.T., creator of the Making Math Real Multisensory Structured Methods and founder and director of the Making Math Real Institute, is an author, educational therapist, and instructor in Making Math Real for both University of California Extensions at Berkeley and Santa Cruz. He is also an international lecturer, consultant and trainer for universities, conferences, public and private schools, learning disabilities organizations, and SELPAs. Over the past 33 years, he has worked with thousands of educators and students of all ages, from kindergarten through college and beyond. top |
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John Seely Brown, Ph.D., is the Independent Co-Chairman of the Deloitte Center for Edge Innovation, Visiting Scholar and Advisor to the Provost (USC), and researcher in the fields of digital youth culture, digital media, and new forms of communication and learning. He formerly served as the Chief Scientist of Xerox Corporation and the director of its Palo Alto Research Center (PARC). He is a co-founder of the Institute for Research on Learning (IRL). top |
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Stephanie Brown, Ph.D., is a licensed psychologist with 35 years of clinical experience. She is a Research Associate at the Mental Research Institute (MRI) in Palo Alto, California, where she co-directs the Family Recovery Research Project. In addition to being Consulting Director for the Family Treatment Program at the Mayflower Treatment Center in Marin County and for the Addictions Institute at the California School of Professional Psychology at Alliant International University in San Francisco, she lectures widely, maintains a private practice, and directs the Addictions Institute, an outpatient clinic in Menlo Park, California. In addition to being an expert on addiction in general, she is currently writing and speaking on the impact of the acceleration of demands, information delivery, learning, technology, and instant gratification in the 21st century. top |
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Stuart Brown, M.D., is a medical doctor, psychiatrist, clinical researcher, founder of the National Institute for Play, and author of Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul. He speaks regularly to Fortune 500 companies and groups across the country on the significance of play in our lives. The producer of a three-part PBS series, The Promise of Play, he has also appeared on NPR and was featured in a front-page story in The New York Times Magazine. He lives in Carmel Valley, California. top |
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Linda Burch, M.B.A., |
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Stephen H. Chou, Psy.D., serves children, youth, and families as a Licensed Clinical Psychologist with the City and County of San Francisco, Department of Public Health, and within his private practice in Millbrae, CA. As an adjunct Professor, Dr. Chou also teaches doctoral students at Alliant International University -- California School of Professional Psychology in the San Francisco Bay Area and Hong Kong campuses, and volunteers his time as an Executive Director with the Big Sibling Program, a non-profit mentorship program. He has been honored to have worked with giftedness in children as well as their parents at The Nueva School and in his private practice. |
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Barbara Clark, Ed.D., is a Professor Emeritus in the Charter College of Education at California State University, Los Angeles. She was named California State University, Los Angeles Outstanding Professor of 1978-1979 and nominated for California State Universities and Colleges Trustees Award for Outstanding Professor twice. Dr. Clark is a Past President of the World Council for Gifted and Talented Children, the National Association for Gifted Children, and the California Association for the Gifted. She wrote the widely used text, Growing Up Gifted, now in its seventh edition (2008), has published many chapters and articles in a variety of professional books and journals, and has served as editor of World Gifted and associate editor for several journals including the Gifted Child Quarterly, the Gifted Education Communicator, and Gifted and Talented International. Her current interests are in the improvement of gifted education, using brain research to optimize learning, and the further development of Integrative Education, a model for optimizing learning that is based on teaching the way the brain learns. top |
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Tracy L. Cross, Ph.D., holds an endowed chair, Jody and Layton Smith Professor of Psychology and Gifted Education, and is the Executive Director of the Center for Gifted Education at The College of WIlliam and Mary. Previously he served Ball State University as the George and Frances Ball Distinguished Professor of Gifted Education, the Executive Director of the Center for Gifted Studies and Talent Development, and the Institute for Research on the Psychology of the Gifted Students. He has edited five journals in the field of gifted studies and is the current editor of the Journal for the Education of the Gifted. top |
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Carol S. Dweck, Ph.D., is one of the world’s leading researchers in the field of motivation, and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University. She is well known for her work on how praise and self-theories (or mindsets) affect learning, in particular among high-ability children. She has held professorships at Columbia and Harvard Universities, has lectured all over the world, and has been elected to the American Academy of Arts and Sciences. Her scholarly book Self-Theories: Their Role in Motivation, Personality, and Development was named Book of the Year by the World Education Federation. Her work has been featured in such publications as the New Yorker, Time, the New York Times, the Washington Post, and the Boston Globe. She has appeared on Today, 20/20, Good Morning America, the BBC, and NPR. Her research reveals why people succeed and how to foster success. Her recent book, Mindset, has been widely acclaimed. top |
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Donna Y. Ford, Ph.D., is Professor of Education and Human Development at Vanderbilt University, where she teaches in the Department of Special Education. Professor Ford conducts research in gifted education and multicultural/urban education. She is author of Gifted Education (Theory Into Practice), Reversing Underachievement Among Gifted Black Students, In Search of the Dream: Designing Schools and Classrooms that Work for High Potential Students from Diverse Cultural Backgrounds, Teaching Culturally Diverse Gifted Students, and co-author of Multicultural Gifted Education. top |
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Diane Frankenstein, M.A., a specialist in Children's and Adolescent literature, holds a Master's degree in Children's Literature and Language Arts, with a specialty in teaching the Holocaust to adolescents through literature. Diane developed a graduate degree in Children's Literature at San Francisco State University. Diane develops literature courses designed for parents, teachers, and health care practitioners, including counselors, physicians, and social workers who are interested in learning how to use literature to better understand and communicate with children. Through writing, conferences, lectures, and classes she builds a bridge of understanding between children and the adults in their lives. In addition, she does private consulting to schools where she works with teachers in developing a dynamic and relevant literature component in their curriculum. top |
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Sherrie Friedman, M.A., J.D., |
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Corin Barsily Goodwin, M.P.P., is the Executive Director of the Gifted Homeschoolers Forum, and a consultant who provides support and information about giftedness and educational options, in addition to homeschooling her own two gifted/2E (twice exceptional) children. She co-chaired the Legislative Committee for the HomeSchool Association of California and served as their Gifted/Special Needs Advisor. Ms. Goodwin has been presenting workshops on gifted and homeschool related issues for a number of years and in many venues. She was recently appointed to the SENG (Supporting Emotional Needs of the Gifted) Editorial Board, and is working on a variety of writing projects top |
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Thomas S. Greenspon, Ph.D., is a Licensed Psychologist and Licensed Marriage and Family Therapist who left an academic career in 1977 to enter full time private practice with his wife, Barbara. Over the years, the greater part of their practice has been devoted to gifted and talented children, adults, and families on a wide range of issues. They are past co-presidents of the Minnesota Council for the Gifted and Talented, and Tom is the recipient of the MCGT Award for Distinguished Service to Gifted Individuals. Tom has presented to numerous local, national, and online groups of parents, teachers, and mental health professionals. He has published a number of professional articles on giftedness as a part of self experience, and on other topics such as intimacy and couples’ therapy, and the origins and treatment of perfectionism. One of his books, Freeing Our Families From Perfectionism, has won the National Parenting Publications Gold Award and a Parents’ Choice Award. top |
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Bryan Hallauer, B.A., a Family Consultant at the Davidson Institute for Talent Development, offers resources and support to profoundly gifted children and their families across the United States through the Davidson Young Scholars program. Bryan provides individualized services based on each family's needs, including educational advocacy and planning, talent and interest development, and child and adolescent development. In addition, he serves as the Public Information Coordinator, and represents the Davidson Institute at various gifted conferences nationwide. This year Bryan will be a featured presenter at the Young Scholars Summit. top |
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Fumiko Hoeft, M.D., Ph.D., is the Associate Director of the Center for Interdisciplinary Brain Sciences Research (CIBSR) at Stanford University School of Medicine. Dr. Hoeft, a psychiatrist and cognitive neuroscientist, is interested in using various neuroimaging techniques to understand how the brain develops and functions, particularly in children with learning and developmental disabilities. Dr. Hoeft has been a pioneer in developing methods to predict academic success using brain scans and to use brain signals as feedback to train individuals to enhance performance. She hopes that this research will help children with special needs. top |
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Elizabeth D. Jones, M.S., |
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Sandra Kaplan, Ed.D., has been a teacher and administrator of gifted programs in an urban school district in California. Currently, she is Clinical Professor in Learning and Instruction at the University of Southern California’s Rossier School of Education. She has written articles and books on the nature and scope of differentiated curriculum for gifted students. Her primary areas of concern is modifying the core and differentiated curriculum to meet the needs of inner-city, urban, gifted learners. She is a past president of the California Association for the Gifted (CAG) and the National Association for Gifted Children (NAGC), and has been nationally recognized for her contributions to gifted education. top |
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David Kelley, M.S., Founder of IDEO a worldwide leader in the user-centered design of products, services, and environments is also a Professor of Mechanical Engineering and Head of the Institute of Design (d.school) at Stanford University. David has successfully added Design Thinking to Stanford's existing competence of teaching analytical thinking. top |
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Lynne Kelly, M.Ed., now an author, public speaker, and international educational consultant specializing in gifted education, taught in public and private schools as a secondary mathematics and physics teacher for nearly thirty years before developing Enrichment Units for the Middle Years (EUMY): online and printable enrichment units for upper primary to middle secondary grades which run parallel to regular curriculum and act as extension units for gifted students. EUMY are used not only in her native Australia but are sought after internationally. Lynne is known for her unique ability to write differentiated curriculum for regular classrooms and small groups. In addition to one novel and three popular science books, she has published ten educational titles with special emphasis on material for high-ability students. top |
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Marilyn Kimura, B.A. |
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Margie Kitano, Ph.D., serves as Associate Dean of the College of Education and Professor of Special Education at San Diego State University (SDSU). She earned her Ph.D. in Educational Psychology/Special Education at the University of California, Los Angeles and is a licensed psychologist. She began her professional career at New Mexico State University in Las Cruces, where she prepared special education teachers. She became interested in gifted learners when approached by families of gifted students who were not receiving special services in the public schools. At the university, she founded and directed a preschool program for gifted 3- to 5-year olds and practiced psychology with gifted children. She chaired the Department of Special Education and Communication Disorders. Dr. Kitano moved to San Diego State University in 1988 as Associate Dean. There, she received a federal grant to investigate factors affecting the achievement of gifted women from African, Asian, European, and Hispanic-American backgrounds. She currently works with San Diego Unified School District to provide district certification in gifted education and SDSU’s graduate program in Developing Gifted Potential. She has worked for eight years with Open Gate, a program for gifted, impoverished, culturally and linguistically diverse students, funded by the Human Development Foundation. She also consults regularly with institutions of higher education on multicultural course transformation. Her current publications focus on effective strategies for working with gifted student.s top |
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Matt Levinson, M.A., a graduate of Teachers’ College, Columbia University, is the assistant director and head of the middle school at The Nueva School. Prior to joining Nueva in 2007, Matt taught middle and upper school history at Princeton Day School in New Jersey. In addition, he served as an upper school dean of students and a middle school history department chair. He also taught advanced placement history courses and consulted with the College Board. Matt has worked with Common Sense Media to help strengthen parent education efforts, related to The Nueva School’s one to one laptop program, which started in 2007. top |
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David Levy, Ph.D., holds degrees from Stanford University in computer science and a Diploma in calligraphy and bookbinding from the Roehampton Institute in London. For fifteen years, he was a member of the Xerox Palo Alto Research Center, where his research focused on the nature of documents and on the tools and practices through which they are created and used. His current research focuses on information and the quality of life. He is author of Scrolling Forward: Making Sense of Documents in the Digital Age. top |
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Susanna Loeb, Ph.D., M.P.P., is an Associate Professor of Education at Stanford University, specializing in the economics of education and the relationship between schools and federal, state, and local policies. She studies resource allocation, looking specifically at how teachers' preferences and teacher preparation policies affect the distribution of teaching quality across schools, and how the structure of state finance systems affects the level and distribution of funds to districts. She also studies poverty policies, including welfare reform and early-childhood education programs. Susanna is an Associate Professor of Business (by courtesy) at Stanford and a faculty research fellow at the National Bureau of Economic Research. top |
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Mirman School Faculty: John Thomas West, M.Ed., M.A., Headmaster of The Mirman School, Sheila McHugh Simmons, M.Ed., Assistant Head of School, and Mirman School Faculty Susan W. Garrard, Ph.D., and Nia Ujamaa, Ed.M. Located in Los Angeles, The Mirman School is one of a handful of schools for highly gifted children in the United States. The school recognizes that the innate intellectual potential of the child is not enough to ensure the actualization of giftedness and therefore selects programs to maximize and nurture academic development and personal success. John Thomas West III, the school’s Headmaster, is a director on the CAIS board, and has facilitated summits for gifted schools in NAIS for the association’s annual conference. Sheila McHugh Simmons, the Assistant Head of School, has ancillary responsibilities integrating the school’s global and ecological initiatives. Susan W. Garrard serves as the Technology Integration Specialist and has co-chaired the effort to migrate Mirman’s technology curriculum from one that is lab-based to a fully integrated One-to-One Laptop program. Nia Ujamaa, an Apple Distinguished Educator, is the school’s Instructional Technology Specialist. |
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Megan Foley Nicpon, Ph.D. and licensed psychologist, is Assistant Professor at the University of Iowa's College of Education Counseling Psychology Program, Supervisor of Psychological Services at the Belin-Blank Center for Gifted Education and Talent Development, and an outside consultant for the Davidson Institute. Her areas of expertise include psychoeducational assessment, understanding high ability students with disabilities, and the social/emotional development of gifted students. top |
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Dan Peters, Psy.D. and licensed psychologist, is co-founder and Clinical Director of the Summit Center, specializing in the assessment and treatment of children, adolescents, and families with special emphasis on gifted, talented, and creative individuals and families. He presents at state, national, and international conferences on a variety of gifted topics. Dr. Peters also serves on the SENG Editorial Board and consults with GATE and Special Education Departments. Dr. Peters’ clinical interests include the diagnosis and misdiagnosis of gifted and twice-exceptional (2e) individuals, overcoming anxiety, and helping individuals achieve their developmental potential. Dr. Peters is also co-founder of Camp Summit, a sleep-over summer camp for gifted youth, coming in summer 2010 at the Marin Headlands. |
| Raymond Ravaglia, M.A., is the Deputy Director of the Education Program for Gifted Youth (EPGY) at Stanford University, a position he has occupied since its inception in 1992, and has been the principal architect of EPGY's Online High School. Ravaglia has published in scholarly and professional journals on different aspects of e-learning, and was a founding member of the board of directors of the International Association for Online K-12 Learning (iNACOL). He received his BA and MA in Philosophy from Stanford University in 1989 and 1991, respectively. top |
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Anshul Samar, CEO and Founder, Alchemist Empire, Inc., is a 10th grader at Bellarmine College Preparatory in San Jose, California, CEO of Alchemist Empire, Inc., and creator of the Elementeo chemistry card game. He was recently named one of the 2009 Davidson Fellows by the Davidson Institute for Talent Development. He has spoken about how he created his game and about being a young entrepreneur at the National Academies of Sciences, the American Chemical Society National Conference, the National Association of Gifted Children Conference, the Maker Faire, and the California Association of the Gifted Conference. Anshul and Elementeo have also appeared on FOX, ABC, NBC, NPR, and PBS BizKids. |
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Robert Sapolsky, Ph.D., is the John A. and Cynthia Fry Gunn Professor of Biological Sciences and Professor of Neurology and Neurological Sciences at Stanford University. Sapolsky, a leading neuroendocrinologist, has focused his research on issues of stress and neuron degeneration, as well as on the possibilities of gene therapy strategies for help in protecting susceptible neurons from disease. He has been called "one of the best scientist-writers of our time" by Oliver Sacks. In his well-known book Why Zebras Don't Get Ulcers: An Updated Guide to Stress, Stress-Related Diseases and Coping, Sapolsky examines how prolonged stress can inhibit learning and cause or contribute to damaging physical and mental afflictions. top |
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Kim Saxe, M.S., is the Director of the Innovation Lab at The Nueva School and a Lecturer at the Hasso Plattner Institute of Design (d.school) at Stanford University, where she was instrumental in designing Nueva’s Innovation Lab and prototyping a Design Thinking curriculum for K-12 students. Kim holds a B.S. in Electrical Engineering and a M.S. in Industrial Engineering from Stanford, has successfully led a team of software developers and managers in new product development, and has taught for the past 19 years. She is known for consistently creating engaging and integrated curricula that have depth and complexity, teaching and fostering design thinking mindsets and strategies, and championing individuals who think with their hands as well as their minds. Currently, she and her colleagues are adapting the Design Thinking process taught at Stanford and developing a model Design Thinking program for K-8 students at The Nueva School, with the goal of sharing this program with other schools both nationally and internationally. top |
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Robin Schader, Ph.D., is an assistant research professor in the Neag Center for Gifted Education and Talent Development, where her research and work focuses on the role of parental involvement in talent development. Dr. Schader also serves as the Parent Resource Advisor for the National Association for Gifted Children (NAGC). Her publications include a regular column for NAGC’s magazine Parenting for High Potential, the newsletter Connecting for High Potential, as well as numerous articles such as "Decisions Regarding Music Training: Parental Beliefs and Values" in Gifted Child Quarterly; and "Parents, Kids, and Pianos" in Teachers College Record. top |
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Gordon F. Sherman, Ph.D., is the Executive Director of the Newgrange School and Education Center located in Mercer County, New Jersey. Before joining Newgrange he was Director of the Dyslexia Research Laboratory at Beth Israel Deaconess Medical Center, Boston, Massachusetts, and faculty member in Neurology (Neurosciences) at Harvard Medical School. Dr. Sherman is a former president of the International Dyslexia Association. He is the recipient of their Samuel T. Orton Award which is presented annually to a person who has made a dramatic impact in the field of dyslexia. Dr. Sherman has over 25 years of research experience related to the development of the brain and the understanding of developmental dyslexia. He is the author and editor of over 80 scientific articles, reviews, and books. Dr. Sherman speaks nationally and internationally to parents, teachers, and scientists about cerebrodiversity, learning differences, brain development, and the enlightened classroom. top |
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Gary Small, M.D., is Professor of Psychiatry at the Semel Institute for Neuroscience and Human Behavior, the Parlow-Solomon Professor on Aging at the David Geffen School of Medicine at UCLA, and Director of the UCLA Center on Aging. Dr. Small has studied and developed lifestyle and memory training programs for improving brain health, which are available throughout the U.S. in senior centers, community hospitals, and assisted living facilities. He is the author of several popular books on healthy aging and memory improvement, including The Memory Bible, The Memory Prescription, and The Longevity Bible. Scientific American magazine named him one of the world’s top innovators in science and technology. At the Gifted Learning Conference, he will talk about his new book, iBrain: Surviving the Technological Alteration of the Modern Mind, which describes how new technology is changing our lives and our brains, and what we can do about it. top |
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Robert Sternberg, Ph.D., is Professor of Psychology, Adjunct Professor of Education, and Director of the PACE (Psychology of Abilities, Competencies and Expertise) Center at Tufts University. He has received eleven honorary doctorates. His work at the PACE Center is dedicated to the advancement of theory, research, practice, and policy advancing the notion of intelligence as modifiable and capable of development throughout the life span. Before coming to Tufts, Sternberg was IBM Professor of Psychology and Education and Professor of Management at Yale University. He has written numerous books on creativity, intelligence, and relationships. top |
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Akihiko Takahashi, Ph.D. has more than 20 years of experience in mathematics education, including 19 years of teaching in elementary and middle school grades, where he taught all grades from first through sixth. He spent most of his teaching career as a member of the mathematics department at the Setagaya Elementary School, affiliated with Tokyo Gakugei University. He has taught more than 400 children and 200 student teachers. His doctoral research focused on using technology in problem solving in middle school mathematics. top |
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Michael Clay Thompson, M.A., |
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Stephanie S. Tolan, M.A., is the well known author of Newbery Honor-winning young adult and children's fiction, as well as an author and speaker on her topic of passion: exceptionally gifted children. She has written many articles about the challenges gifted "asynchronous" children and adults face, including "Is It a Cheetah?" which has become a metaphor for gifted children everywhere. Guiding the Gifted Child has been called "The Dr. Spock book for parents of gifted children." She lectures throughout the country to sell-out audiences of parents, educators, and counselors attempting to find ways to meet their children's needs. top |
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Joyce VanTassel-Baska, Ed.D., is the Jody and Layton Smith Professor of Education, and Executive Director of the Center for Gifted Education at the College of William and Mary in Virginia, where she has developed a graduate program and R&D center in gifted education. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted education in all 50 states and for key national groups, including the U.S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internationally in Australia, New Zealand, Hungary, Jordan, Singapore, and the United Arab Emirates. She is past president of The Association for the Gifted of the Council for Exceptional Children, and is currently President of the National Association for Gifted Children. Dr. VanTassel-Baska has published widely, including 20 books and over 345 refereed journal articles, book chapters, and scholarly reports. Recent books include: Comprehensive Curriculum for Gifted Education (with Tamra Stambaugh), Curriculum for Gifted Students, Designing and Utilizing Evaluation for Gifted Program Improvement (with Annie Feng), Content-based Curriculum for Gifted Learners (with Catherine Little) and Curriculum Planning and Instructional Design for Gifted Learners. top |
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Gilman Whiting, Ph.D., teaches courses on the African-American diaspora, Black masculinity, race, sport, American culture, and qualitative research methods. His areas of research include work with young Black fathers, low income minorities, welfare reform and fatherhood initiatives, education reform, special needs populations (gifted, at-risk learners, young Black men and scholar identities), and health in the Black community. Whiting is the author of over 30 scholarly publications relating to minority populations, especially males, in such diverse publications as Exceptional Children, Urban Education, Gifted Education Press Quarterly, Roeper Review, Journal for Secondary Gifted Education, Gifted Child Today, and the Midwestern Educational Research Journal. He is editor of On Manliness: Black American Masculinities, Handbook of African American Psychology, and author of a book-in-progress entitled Fathering from the Margins: Young Black Fathers, Outlaw Culture and Welfare Reform. He consults with school districts nationally on various issues related to psychosocial behavior and motivation among young students. Whiting is the creator of the Scholar Identity Model™ and co-directs the Scholar Identity Institute for young Black males. top |
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Rosalie Whitlock, Ph.D., is the Executive Director of The Children’s Health Council in Palo Alto and the former Executive Director and Head of School at Charles Armstrong School, an independent school in Belmont, CA, serving children with language-based learning differences, such as dyslexia. Dr. Whitlock holds a Ph.D. in Diagnostic and Prescriptive Teaching in Mathematics and Reading Education and has over thirty years of experience in education and education publishing, with expertise in developing curricula and classroom materials, and in the guidance and development of teachers and administrators. She serves on the Board of Trustees for Charles Armstrong School, Parents Education Network (PEN), and the International Dyslexia Association (IDA). She has also served as the Executive Director of the Accelerated School Project at Stanford University and is an adjunct faculty in special education at Notre Dame de Namur University. top |
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Anna Williams, M.A. |
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Judy Willis, M.D., M.Ed., is an international consultant for professional and curriculum development. She practiced neurology for fifteen years before returning to university to obtain her teaching credential and Masters of Education, and then taught in elementary, middle, and graduate schools, and currently teaches at Santa Barbara Middle School. Judy is widely published in the field of gifted education, and has written books such as Research-Based Strategies To Ignite Student Learning: Insights from a Neurologist/Classroom Teacher (2006), Brain-Friendly Strategies for the Inclusion Classroom (2007), Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension (2008), Inspiring Middle School MInds: Gifted, Challenging, and Creative (2008), and How Your Child Learns Best: A Parent Guide to Raising Smarter Children by a Neurologist and Classroom Teacher (2008). She is completing a fourth book about research-based strategies for math instruction. top |
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Ed Zaccaro, M.Ed., is a teacher and a popular presenter at math and gifted education conferences around the country. He has taught students of all ages and abilities and has been an advocate for gifted education as a parent, teacher, and school board member. His students will testify to his ability to make math fun and challenging for them, as well as his unique sense of humor, which comes through in his classes and workshops. Ed is the author of six popular math books for mathematically gifted children: Challenge Math for the Elementary and Middle School Student, Primary Grade Challenge Math, Real World Algebra, The Ten Things All Future Mathematicians and Scientists Must Know (But are Rarely Taught), and 25 Real Life Math Investigations That Will Astound Teachers and Students. top |
