Karen B. Rogers
University of St. Thomas
Minneapolis, United States
Karen B. Rogers is Professor Emerita at the University of St. Thomas, College of Education, Leadership, and Counseling, in Minneapolis, Minnesota, USA, where she taught and conducted research for over 30 years. She spent three years as Director of Research for the Gifted Research and Resource Information Centre at the University of New South Wales in Australia. She has just completed two large government grants that dealt with identifying and developing talent in underserved populations (e.g., economically disadvantaged, linguistically diverse, culturally diverse, and twice exceptional) and still has reams of data to analyze and report. She has served in at least one leadership position for three international gifted/talent development organizations: National Association for Gifted Children (NAGC), Council for Exceptional Children The Association for the Gifted-TAG), and American Educational Research Association (AERA). She has been a reviewer for every gifted journal published in the U.S. as well as those in Australia. She has written 5 books, co-written 1 book, had 30+ book chapters in edited handbooks and books, as well as more than 200 journal and magazine articles. She has evaluated 98 talent development program evaluations, arts education programs, and special schools for the arts, special talent development schools, and international talent development programs. Her research interests have included creative arts and creativity, cognition, curriculum and program development/evaluation, twice exceptionality, research synthesis techniques, and instructional programming for the gifted and talented. Her current activities are in a more advisory capacity. She serves as consultant and advisory member for the U.S. Department of State Overseas Schools Committee, the Grayson School for the Gifted, and the Minnesota Department of Education Talent Development Advisory Committee.
- Contributions at Talent Education 2019
Talent Development From the Talented Students’ Point of View: What Makes an Effective Teacher for High Talent Learners?PaperIn an international survey of high talent learners’ perceptions of their “best” and “worst” teachers, consistent patterns regarding teacher intellect, teachers’ instructional prowess, and teachers’ personal characteristics were found for “effective” talent development teachers as well as “ineffective” ones. These findings clarify what teacher traits can be supported with professional ... More
Managing Talent Development For All in a Clustered Classroom: Making Differentiation for Talent Development HappenPaperIf educators desire to develop the talents or strengths of all students, instructional management is likely to help this happen. In this presentation, the seminal work of Susan Winebrenner, Dina Brulles, and Karen Brown will be shared. The idea of a Total School Clustering system makes this goal of teachers ... More
Worth the Effort: Finding and Developing the Talents of Twice Exceptional Learners in SchoolsPaperThis presentation will discuss talking points regarding the development of talents in twice exceptional (2e) learners. Among the questions discussed are the following: 1. Who are these learners—really? 2. Why do so few of them necessitate efforts to have their talents developed? 3. Do 2e learners have ANYTHING in common? ... More