Stephen Schroth | Towson University


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.

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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,

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),

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
Dubuque, IA: Kendall Hunt Publishing Co.

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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 Academics, 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.

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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.

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