Susan E. Jackson | PhD
Dr. Susan E. Jackson is a coach and advocate for gifted people and their families who lives in Arizona. She is also an adjunct instructor for Lone Star College-Kingwood in Texas. She has more than 18 years of experience in schools in various roles, including substitute teacher, paraprofessional, researcher, and instructor for undergraduate and graduate courses in education, human development, and psychology. She is a certified SENG Model Parent Group Facilitator.
Dr. Jackson is a gifted adult who participated in accelerated math, science, and ELA classes in public schools. She is the parent of two gifted young adults who were both identified for GT math/science and ELA/social studies classes in the gifted program in their public school district. The school district of 60,000 students identified approximately 11% of the students for the gifted program. The program used cluster grouping, or placing small numbers of gifted students in classes designated as GT with students who were often high-achieving. At the time, teachers with any gifted students in their classrooms were required by the state to complete 30 clock hours of professional development for working with gifted students, with annual updates. Honors classes and AP classes were considered to be gifted courses for high school.
For 11 years, Sue was a volunteer and officer for the elementary and middle school Parent/Teacher Organizations (PTO's). She served for 13 years in various positions with Parents for Academic Excellence (PACE), the parent support group for the gifted program of the Fort Bend Independent School District in Texas. She has been involved with (and is still a member of) the Texas Association for the Gifted and Talented (TAGT) for 17 years, presenting at conferences in 2001 and from 2009 to 2012. She was Vice-Chair and Chair of the Research Division from 2009 to 2012. She served on the Parent Editorial Content Advisory Board and was the Program Chair for the Parent & Community Network of the National Association for Gifted Children (NAGC). She is a member of the Arizona Association for the Gifted and Talented (AAGT), the Association for the Gifted division of the Council for Exceptional Children (CEC-TAG), and the World Council for Gifted and Talented Children (WCGTC). Sue also has membership in the American Psychological Association (APA).
Sue has a bachelor's degree in Psychology and Dramatic Art from the University of California, Davis. She completed her M.Ed. and Ph.D. in Educational Psychology, with an emphasis on gifted education, at the University of Houston. Her research interests include the social-emotional needs of gifted children and the creative experiences of people in the performing and visual arts.
Logerquist, S. J., and Jackson, S. E. (2016). Is my child twice-exceptional? Giftedness and autism spectrum disorders. Living Education eMagazine, Spring
Jackson, S. E. (2014). What we can learn from military-connected families about relocation and transitions. Parenting for High Potential, 3(7), 10-12.
Jackson, S. E. (2013). The role of testing in gifted education. In E. A. Romey (Ed.), Finding John Galt: People, politics, and practice in gifted education. In
K.L. Riley (Series Ed.), Studies in the history of education. Scottsdale, AZ: Information Age Publishing.
Smith, B. W., Dempsey, A. G., Jackson, S. E., Olenchak, F. R., & Gaa, J. P. (2012). Cyberbullying among gifted children. Gifted Education International,
Jackson, S. E., Olenchak, F. R., & Gaa, J. P. (2009). Early identification: To label or not to label? That is the question. Journal of the Illinois Association for
Gifted Children, 11-15.
Olenchak, F. R., Gaa, J. P., & Jackson, S. E. (2009). Gifted education’s latest challenge: Social-emotional underachievement, a new glimpse at an old
problem. In B. McFarland & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Joyce VanTassel-Baska (pp. 207-218). Waco, TX:
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