Elissa F. Brown

Picture of Elissa F. Brown

Director, Hunter College Gifted Institute, Distinguished Lecturer, Program Leader - Advanced Certificate in Gifted & Talented

eb177@hunter.cuny.edu
212-772-4618
W919
Tuesday 3-5pm; Thursday 5-7pm by email or call
Education
  • Ph.D. The College of William and Mary, Educational Policy, Planning & Leadership with a specialization in Gifted Education
  • Educational Administration and Supervision-Advanced Certificate-Western Carolina University
  • MAEd Western Carolina University, Special Education
  • BSEd University of Georgia, Education
Teaching

As program leader, I teach all courses leading to an Advanced Certificate in Gifted Education, which is an extension on the candidate’s current certificate. SPED 753, SPED 754, SPED 755 & SPED 756.
I believe that a teacher takes a hand, opens a mind, and touches a heart.

Research

My research interests include gifted education policy, curriculum and instruction, program evaluation, and leadership. I have been principal investigator on various gifted education program evaluations, grant manager of a Javits grant, and have worked nationally and internationally with teachers, administrators, policy makers on shaping policy and actions to improve the lives of gifted children. I work closely with the Hunter College Campus Schools in providing research-based recommendations for program improvement.

Publications

Refereed articles in journals:

Brown, E. F. & Wishney, L. R. (2017). Equity and Excellence: Political forces in the education of gifted students in The United States and abroad. Global Education Review, 4(1). 1-13.

Brown, E. & Rinko-Gay, C. (2017). Moral frameworks for leaders of gifted programs and services. Special Issue, Moral Psychology, Roeper Review, 39, 1-11. DOI: 10.1080/02783193.3017.1289485

Brown, E. & Garland, R. (2015). Reflections on policy in gifted education: James J. Gallagher. Journal of the Education of the Gifted 38 (1), 90-96

Brown, E. (2012). Is Response to Intervention and Gifted Assessment Compatible? Journal of Psychoeducational Assessment, 30 (1), 103-116

Chapters in books or volumes in an edited series:

Brown, E. F. & Joerg, M. (2018). How to discuss books with your kids (evn when you haven’t read them). Parenting for High Potential, 7 (1), 12-15. National Association for Gifted Children. Washington,DC: autor

American Psychological Assocation (2017). Top 20 principles from psychology for preK-12 creative, talented and gifted students’ teaching and learning. Center for Psychology in Schools and Education. Retrived from http://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.aspx Washington, DC: author

Brown, E. F. (2017). Characteristics and curricular needs of advanced learners. In J. VanTassel-Baska & C. A. Little (Eds.) Content-Based Curriculum for High Ability Learners (3rd ed., pp. 33-46) Waco, TX: Prufrock Press.

Brown, E. (2016). Leveraging General Education Policies to Support Gifted Education, In . E. Wayne Lord and J. D. Swanson (Eds). A Guide to State Policies in Gifted Education (2nd ed). Chapter 6, pp 141-153.. National Association for Gifted Children. Washington, DC: author

Brown, E. (2016). State Policies Related to Program and Curriculum. In E. Wayne Lord and J.D. Swanson (Eds) A Guide to State Policies in Gifted Education (2nd ed), Chapter 3, pp 69-93, National Association for Gifted Children. Washington, DC: author

Brown, E. (2016). History of Gifted and Advanced Academic Curriculum Theory and Practice. In K. Stephens and F. Karnes (eds.) Introduction to Curriculum Design in Gifted Education, Chapter 2: pp 2340, . Waco, TX: Prufrock Press

Brown, E. (2015). Leading Policy, Advocacy, and Relationship Building in Rural Schools. In T. Stambaugh and S. Woods (Eds) Serving Gifted Students in Rural Settings, Chapter 14, pp 317-340. Waco, TX: Prufrock Press.

Brown, E. (2015) Common Core standards and gifted education. In F. Karnes & S. Bean (Eds.), Methods and Materials for the Gifted, (4th ed.) pp 43-65 Waco, TX: Prufock Press

Spielhagen, F. R. & Brown, E. F., and Hughes, C. E. (2015). Excellence vs. Equity: Political forces in the education of gifted students. In Cooper, Fusarelli, & Cibulka (Eds.). Politics of K-12 Education: A handbook of theory, applications, and reform. Mahwah, NJ: Erlbaum

VanTassel-Baska, J. & Brown, E. (2015). An analysis of gifted education curriculum models. In F. Karnes & S. Bean (Eds.), Methods and Materials for the Gifted, (4th ed.),pp 107-138, Waco, TX: Prufock Press

Grants

PSC-CUNY $ 5600. (2012-2014) US Department of Education $ 1.5 million (2007-2012)