Celebrating Excellence and Commitment in Gifted Education

The National Association for Gifted Children (NAGC) is excited to announce the 2022 Award winners!

A. Harry Passow Classroom Teacher Scholarship

Laura Grace Nash, Teacher, Madison Public School District, MS

Administrator Of the Year

Michelle Reid, Superintendent, Fairfax County Public Schools, VA

David W. Belin Advocacy Award

Pamela R. Clinkenbeard, Professor Emeritus of Educational Foundations, University of Washington-Whitewater

Distinguished Scholar

D. Betsy McCoach, Professor, University of Connecticut

Distinguished Service

Tamra Stambaugh, Associate Professor, Whitworth University

Carolyn Callahan Doctoral Student

  • Aakash Chowkase, Bilsland Dissertation Fellow, Purdue University
  • Rebecca Johnson, Doctoral Candidate, University of North Texas
  • Fabio Andres Parra Martinez, Research Collaborator, Purdue University
  • Jessica Ottwein, Doctoral Candidate, University of North Texas
  • Pamela M. Peters, Doctoral Student, University of Connecticut

Early Leader

Debbie Dailey, Associate Professor, University of Central Arkansas

Early Scholar

Kristen N. Lamb, Assistant Professor, University of Alabama

Gifted Coordinator

  • Amity Butler, Director of Accelerated Models & Programs, Northshore School District Bothell, WA
  • Tracy Bednarick-Humes, Gifted Coordinator, Lindbergh Schools, St. Louis, MO
  • Cheryl Taliaferro, ASPIRE Academy District Liaison, Grapevine High School, TX

Masters and Specialist Award

Emily Delinski, Senior Research Program Coordinator CTY, Johns Hopkins University

GCQ Paper of the Year

Intellectual Precocity: What Have We Learned Since Terman?
David Lubinski and Camilla P. Benbow, Vanderbilt University, TN
https://doi.org/10.1177/0016986220925447 

and

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?
E. Jean Gubbins, Del Siegle, Karen Ottone-Cross, D. Betsy McCoach, Susan Dulong Langley, University of Connecticut, CT; Carolyn M. Callahan, Annalissa V. Brodersen, Melanie Caughey, University of Virginia, VA
https://doi.org/10.1177%2F0016986220988308