Education
Ph.D., Educational Psychology/Gifted Education, University of Virginia, 2007
M.A., Computing in Education, Teachers College at Columbia University, 2003
J.D., University of Minnesota Law School, 1989
B.A., History, Macalester College, 1986
Stephen Schroth
Professor
Areas of Expertise
Early Childhood Education; Gifted Education; Curriculum and Instruction; The Arts; Educational Psychology; Creativity and Problem Solving; English Language Acquisition; Diverse Learners
Biography
Stephen T. Schroth holds a PhD in Educational Psychology/Gifted Education from the University of Virginia, where he studied with Carolyn M. Callahan and Carol Ann Tomlinson. Past-Chair of the NAGC Arts Network, Dr. Schroth is an associate professor of Early Childhood Education at Towson University. The author of over 175 publications, including books, monographs, chapters, articles, and other reports, he served as a classroom teacher, gifted coordinator, and arts prototype school coordinator for a decade in the Los Angeles Unified School District. For seven years he served as director of the award-winning Knox College 4 Kids and has written curricular units for the Lyric Opera of Chicago (with J. Helfer).
Scholarship and Research
The development of early childhood education teachers, artistically talented students, differentiated instruction, effective instructional and leadership practices, learning styles and grouping, and working with English language learners.
Selected Publications
Schroth, S. T., & Helfer, J. A. (2018). Developing Teacher Diversity in Early Childhood and Elementary Education: The REACH Program Approach. New York: Palgrave Macmillan.
Schroth, S. T. (March, 2017). Building a diverse early childhood and elementary teaching force: How PDS partnerships can nurture diverse teacher candidates. Paper presented at the meeting of the National Association of Professional Development Schools, Washington, DC.
Schroth, S. T., & Helfer, J. A. (2017). Play: A necessary activity to build gifted children’s creative and critical thinking skills. Illinois Association for Gifted Children, 17, 26-32.
Schroth, S. T., & Helfer, J. A. (2017). Gifted & green: Sustainability/environmental science investigations that promote gifted children’s learning. Gifted Child Today, 40(1), 14-28. 168.
Schroth, S., Watson-Thompson, O., Mason, L., Cruzado-Guerrero, J., Christenson, L. & Dudiak, M. (2016). How teacher candidates and mentor teachers use the edTPA to monitor and improve the teacher candidate experience: How the edTPA can build collaboration in PDS partnerships. PDS Partners, 11(3).
McCormick, K. M., Watson-Thompson, O., & Schroth, S. T. (March, 2017). Building leadership through PDS: A look at one school’s journey to impact school communities. Paper presented at the meeting of the National Association of Professional Development Schools, Washington, DC.
Schroth, S. T., Crawford, M. A., Dixon, J. D., Hoyt, H. M., & Helfer, J. A. (2015). Establishing groups in the college or university classroom: Using VIEW to achieve better cooperative groups and learning outcomes, Educational Research Quarterly, 39(2), 3-35.
Schroth, S. T., & Helfer, J. A. (2015). Parenting Gifted Children to Support Optimal Development. Washington, DC: National Association for Gifted Children.
Schroth, S. T., Helfer, J. A., Beck, D. L., & Swanson, B. L. (2011). Planning differentiated instruction & assessing results: Teaching to assure each student’s success. Dubuque, IA: Kendall Hunt Publishing Co.
Tomlinson, C. A., Gould, H., Schroth, S. T., & Jarvis, J. (2006). Multiple Case Studies of Teachers and Classrooms Successful in Supporting Academic Success of High Potential Low Economic Students of Color (RM06220). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Schroth, S. T. (2015). International Torrance Legacy Visual Arts Awards: Honoring the “Father of Creativity.” Parenting for High Potential, 4(5), 12-17.
Schroth, S. T., & Helfer, J. A. (2015). Supporting creative and critical thinkers: Accessing the arts and higher order thinking skills in early childhood and elementary classrooms. Illinois Association for Gifted Children Journal, 15, 16-22.
Schroth, S. T., Helfer, J. A., & Dammer, R. (2009). Using technology to assist gifted children’s musical development. Gifted Child Today, 32(2), 54-61.
Schroth, S. T., & Helfer, J. A. (2009). The care and tending of young gifted learners: Ways of identifying, engaging, and serving gifted children from Pre-K through third grade. Illinois Association for Gifted Children Journal, 9, 19-23.
Schroth, S. T., & Helfer, J. A. (2009). Practitioners’ conceptions of academic talent and giftedness: Essential factors in deciding classroom and school composition. Journal of Advanced Â鶹´«Ă˝, 20(3), 384-403.
Schroth, S. T., & Helfer, J. A. (2008). Urban school districts’ enrichment programs: Who should be served? Journal of Urban Education, 5(1), 7-17.
Schroth, S. T., & Helfer, J. A. (2008). Identifying gifted students: Educators beliefs regarding various processes and procedures. Journal for the Education of the Gifted, 32(2), 155-179.