Globetrotting with the Belin-Blank Center

International Presentations

The presence of the Belin-Blank Center and the importance of its work continues to make an impact at the international level. Since our last newsletter, Director Nicholas Colangelo has given keynotes at two major international conferences. He gave a keynote at the national meeting on gifted students in Rio De Janeiro, Brazil (Conselho Brasileiro para Superdotacao-ConBraSD) (July 25-27, 2012). Nick’s keynote was titled “Acceleration of gifted students: An international intervention” which focused on the work on acceleration at the Belin-Blank Center with an emphasis on our international surveys regarding acceleration. Nick also gave an invited presentation on the “Social-emotional needs of gifted students.”

Nick also presented the opening keynote at the 13th International ECHA Conference (September 12-15, 2012) in Munster, Germany. The keynote was titled “The cognitive and affective issues of acceleration: International applications.” At the same conference, Nick gave an invited workshop titled “Practical applications of acceleration in schools and at the policy level.”

These keynotes indicate the growing global interest in the research and applications of acceleration as well as the recognition of the Institute for Research and Policy on Acceleration (IRPA) at the Belin-Blank Center.

National Presentation

Director Nicholas Colangelo, Associate Director Susan Assouline, and Head Administrator for IRPA Maureen Marron presented at the Council of Academic Deans from Research Institutions (CADREI) in Santa Barbara, CA (October 8-12, 2012).  CADREI is a national meeting of Deans and the invited presentation was titled “Preparing teachers to work with high-ability students:  What deans should know,” which focused on influencing the undergraduate curriculum in terms of preparing teachers to be effective with highly-capable students.  Particular emphasis was given to providing information to pre-service teachers on the consistent and robust research concerning the positive effects of acceleration on high-ability students in K-12 settings.

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