Master Class
GERRIC Master Classes in Gifted
6 October 2012
Course details released soon, presenters Professor Joyce VanTassel-Baska and Professor Lannie Kanvesky confirmed
GERRIC’s one-day Master Classes are open to teachers or school administrators who have already completed at least 20 hours of training or professional development in gifted education: e.g., a component of a university course, Strand 1 and 2 of GERRIC’s Certificate of Gifted Education, or substantial PD/inservice attendance.
Master Classes are led by Australian or overseas presenters who are experts in their field. Master Classes have no assessment component and cannot be counted towards a UNSW degree; however it may be possible for students enrolled in MEd studies at UNSW to develop an EDST5888 research project built around issues addressed in a Master Class which they have attended.
October 2012 presenters:
Professor Joyce VanTassel-Baska
Professor Joyce VanTassel-Baska is Professor Emerita at the College of William and Mary in Williamsburg, Virginia and former executive director of that university’s Center for Gifted Education. She has worked as a consultant in gifted education for all 50 states of the USA and for 18 overseas nations. She is one of the world leaders in curriculum development for gifted students and has received numerous awards for her work including, in 1997, the Distinguished Scholar Award of the American National Association for Gifted Children (NAGC). A former high school teacher of English and Latin.
Professor Lannie Kanevsky
Dr Lannie Kanevsky is an Associate Professor and Director of Field Programs in the Faculty of Education at Simon Fraser University in British Columbia. She began her career teaching in the primary grades and supporting students with special needs, including students who are gifted, in British Columbia. She completed an M.A. in Special Education at San Diego State University and her Ph.D. at Columbia University, New York. Lannie’s research explores ways of achieving an optimal match between each learner and the nature of his or her experiences so that classroom learning is engaging, challenging and developmentally powerful.
