national association for gifted children honors dr. emily mofield with the 2021 book of the year award
two books released in summer 2022 are "vertical differentiation for gifted, advanced, and high potential students: 25 strategies to stretch student thinking" and "a teacher's guide to curriculum design for gifted and advanced learners: content models for differentiating curriculum."
keely hagan | 615-966-6491 |
dr. emily mofield
dr. emily mofield is one of lipscomb’s most prolific writers and a classroom instructor, serving as assistant professor in the college of education, which is consistently ranked as one of the most effective educator preparation programs in the nation. she has authored 12 books and curriculum – three books since 2020 and she is currently finalizing a fourth.
the two books released this summer are vertical differentiation for gifted, advanced, and high potential students: 25 strategies to stretch student thinking and a teacher's guide to curriculum design for gifted and advanced learners: content models for differentiating curriculum, co-authored with dr. tamra stambaugh of whitworth university.
while her area of focus is curriculum, this summer mofield received an institutional summer research and scholarship grant for writing her next book to be released in july, coaching in gifted education: tools for building capacity and catalyzing change, co-authored with dr. vicki phelps of milligan university.
this book will benefit lipscomb students, specifically in the graduate education programs, as mofield will use the resources in the course curriculum planning and instruction for gifted learners and theory and practice in gifted education.
mofield and phelps have presented this work at national and international conferences and have delivered a keynote presentation for a leadership conference. in addition, mofield is working with the school districts of rutherford county (tennessee), grand prairie isd (texas), loudon county (virginia) and lebanon-lancaster (pennsylvania) on “how to” implement this work and in turn, collect achievement data from the districts to further research on the benefits of collaborative teaching practices.
earlier this year, mofield was recognized by the national association for gifted children (nagc) for her co-authored book collaboration, coteaching, and coaching in gifted education: sharing strategies to support gifted learners, a 2021 nagc book of the year award winner. published by routledge and co-authored with phelps, the book explores how new teachers in gifted and talented programs can share strategies with regular classroom teachers in order to support gifted learners.
“in the past 10 years there has been an increased interest in coaches providing teachers in both gifted programs and regular classrooms with new research, goals, strategies and resources for teaching gifted and talented students,” said mofield. “gifted students spend a majority of their time in regular classrooms with teachers who need support and collaboration from coaches to raise the level of education rigor for all students. this approach can help identify gifted potential in a variety of students, including underachievers, and culturally, linguistically and economically diverse learners.”
mofield, ed.d., assistant clinical professor in lipscomb’s college of education, serves as co-director (with dr. megan parker peters) of the gifted and advanced academics graduate program and teaches in the ed.d. program for learning organizations and strategic change. she regularly leads professional development addressing differentiation and collaborative teaching practices for school districts and special groups. she has most recently served as the chair of curriculum studies for nagc and serves on the advisory committee for university of connecticut’s javits project bump-up.