Mary Slade

Professor

Name

Contact Info

Phone:
Office:
Hawkins Hall 315

Education

1990 Ph.D., Educational Psychology (Gifted Education), University of Virginia. Dissertation Title: The Effects of Peer Coaching as Follow-up to Inservice Training

1986 M.Ed., Educational Psychology, University of Virginia

1982 B.S., Magna Cum Laude, Elementary Education and Secondary English, Longwood College

Areas of Expertise

• Educator Preparation
• Gifted and Talented Education
• Scholarship of Teaching and Learning
• Community Engagement
• Online Teaching and Learning

Select Publications (Mary Slade formerly Mary Landrum)

Books

Landrum, M. S. (2002).  Consultation and collaboration in gifted education. Mansfield, CT: Creative Learning Press.

Landrum, M. S., Callahan, C. M., & Shaklee, B. (Eds.) (2000).  Aiming for Excellence: Guidelines for implementing the NAGC pre-Kk-12 gifted education programming standards. Waco, TX: Prufrock Press.

Dettmer, P., & Landrum, M. S.  (1998). Staff development: The key to effective gifted education programs.  Waco, TX: Prufrock Press.

Chapters & Reading Anthologies

Slade, M. L. & Burnham, T. (2019).  Research-based essential professional development for literacy. In An introduction to professional learning strategies (Novak, A. & Weber, C. Eds.) Waco, TX: Prufrock Press.

Slade, M. L. (2018).  Reflection: An essential professional development tool.  In An introduction to professional learning strategies (Novak, A. & Weber, C., Eds.) Waco, TX: Prufrock Press.

Slade, M. L. (2014).  What teacher education can do: Professional development.  In Secondary Gifted Education (Moon, S. & Dixon, F., Eds.) (Second Edition).  Waco, TX: Prufrock Press.    

Slade, M. L. (2012).  The impact of professional standards on identification.  In, Hunsaker, S. A. (Ed.).  Identification in gifted education.  Mansfield, CT: Creative Learning Press.

Slade, M. L. (2011).  Back for the future: Sustained volunteerism in Welch, WV.  In Civic

Engagement Journal, Rutgers University School of Public Policy, Rutgers University, Cream Ridge, NJ.

Referred Articles

Slade, M., Burnham, T., Catalana, S.M., & Waters, T. (2019). The impact of reflective practice on teacher candidate’s learning. International Journal for the Scholarship of Teaching and Learning.

Slade, M., Burnham, T., & Waters, T. (2018).  Reflection, a high impact practice: Empowering teachers to meet the needs of diverse students.  Education and Democracy: An NNER Journal.

Tomlinson, C.A., Coleman, M. R., Allan, S., Udall, A., & Slade, M. L. (2011).  Interface between gifted education and general education: Toward communication, cooperation, and collaboration. In Gregory, G. H. (Ed.), The best of Corwin: Differentiated Instruction.  Thousand Oaks, CA: Corwin Press.

Reed, C. A., Urquhart, J., Callahan, C. M., & Slade, M. L. (2010).  Describing learning in an advanced online case-based course in environmental science.  Journal of Advanced Academics.  22(1), 10-51.

Slade, M. L. (2009). The Catalyst Model: Collaboration and consultation in gifted education.  In Systems and models in gifted education (Renzulli, J. S., Ed.).  Mansfield, CT: Creative Learning Press.