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Home > Academics > College of Liberal Arts, Education, & Sciences > School of Education > Graduate Education, Leadership, and Counseling > Faculty & Staff > Don Ambrose, Ph.D.
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Don Ambrose, Ph.D.

Professor, Teacher Education
  • Email Address: ambrose@rider.edu
  • Phone: 609-895-5647
  • Fax: (609)896-5362
  • Office: Memorial Hall 202 D
  • Mailing Address: 2083 Lawrence Road, Lawrenceville, NJ 08648

Academic Background

  • Ph.D., Curriculum and Instruction, University of Oregon, 1992
  • M.S., Educational Policy and Management, University of Oregon, 1988
  • B.Ed., Curriculum and Instruction, University of Saskatchewan, 1982
  • B.A., Political Science, University of Saskatchewan, 1973

SCHOLARSHIP
Most recent work entails philosophical analyses, interdisciplinary theory development, and some qualitative research pertaining to the conceptual foundations for creative intelligence (giftedness, talent development, creativity). Emphases include economic, political, and cultural barriers to aspiration development among deprived populations. Publications include numerous refereed journal articles, books, book chapters, and projects emerging from leadership of national/international collaborations. Editor of Roeper Review, a national/international refereed journal on giftedness and talent development; Previously guest edited 5 special issues of national/international journals.

AWARDS, GRANTS, HONORS, FELLOWSHIPS

  • Selected as new editor of the national refereed journal Roeper Review (August 2005)
  • Iorio Research Prize, 2004
  • Research Paper of the Year, Research Briefs, 1997
  • Research Fellowships, competitive university research grants: 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2006, 2007
  • Graduate Fellowship, University of Oregon: 1990-1992
  • Administrator of the Year, Western Canadian public school system: 1984

Sample Publications & Scholarly Projects

Leadership & Editing of Large-Scale Scholarly Projects

  • Editor of the national/international refereed journal Roeper Review (August 2005 - present). Recently established a partnership between Roeper Review and the Routledge/Taylor & Francis publishing house (first issue under their imprint to be released January, 2007). The partnership will magnify the profile and impact of the journal internationally.
  • Guest edited, by invitation, three special issues of the Roeper Review on the expansion of conceptual foundations (theory development and philosophical analyses) (details below).
  • Guest edited, by invitation, two special issues of the Journal for the Education of the Gifted on exploring theoretical foundations for gifted education) (details below).
  • Initiated and edited an interdisciplinary book project on the theme of "creative intelligence"
  • Initiated an on-going series of modified book reviews for the Gifted Child Quarterly journal. The reviews import theory and research from multiple disciplines and draw implications for gifted education.
  • Publications editor of the Conceptual Foundations Division of the National Association for Gifted Children (NAGC)
  • Currently launching an interdisciplinary book project on the moral-ethical aspects of high ability (giftedness, talent, creativity). Authors include leading educational researchers, critical theorists, psychologists, philosophers, political theorists, bioethicists, theoretical physicists, and others.

Guest Editorship of Special Issues of National/International Refereed Journals

  • Ambrose, D. (Ed.). (2006). Refinements, bridges, and themes in our conceptual foundations. [Special issue]. Roeper Review, 28(2). (third of 3 issues)
  • Ambrose, D. (Ed.). (2005). Flashes of insight from within and beyond our field [Special issue]. Roeper Review, 28 (1). (second of 3 issues)
  • Ambrose, D. (Ed.). (2005). Expanding our conceptual horizons [Special issue]. Roeper Review, 27(3). (first of 3 issues)
  • Ambrose, D., Cohen, L. M., & Coleman, L. J. (Eds.). (2000). Conceptual Foundations [Special issue].  Journal for the Education of the Gifted, 23(2). (second of 2 issues)
  • Ambrose, D., Cohen, L. M., & Coleman, L. J. (Eds.). (1999). Conceptual Foundations [Special issue].  Journal for the Education of the Gifted, 22(4). (first of 2 issues)

Editorial Advisory Board Work and Additional Reviewing

  • Member of founding board of advisors for the forthcoming Encyclopedia of Giftedness, Creativity, and Talent (SAGE publications)
  • Editorial Advisory Board, Gifted Child Quarterly
  • Reviewer for: Journal for the Education of the Gifted; Creativity Research Journal; Journal of Creative Behavior, Gifted Child Quarterly
  • Periodic reviewer for Allyn & Bacon; McGraw-Hill publishers

Sample Refereed Journal Articles

Published and In Press

  • Ambrose, D. (in press). Contexts for aspiration development and self-fulfillment: International comparisons. Gifted and Talented International.
  • Ambrose, D. (in press). Utopian visions: Promise and pitfalls in the global awareness of the gifted. Roeper Review.
  • Reidl-Cross, J., Ambrose, D., & Cross, T. L. (2007). Helping the gifted escape metaphorical entrapment. Roeper Review, 29(5), 37-44.
  • Dombrowski, S. C., Ambrose, D., Clinton, A., & Kamphaus, R. W. (2007). Dogmatic insularity in learning disabilities classification and the critical need for a philosophical analysis. International Journal of Special Education, 22(1), 3-10.
  • Ambrose, D., Lang, K., & Grothman, M. (2007). Streamlined reflective action research for creative instructional improvement. Educational Action Research, 15(1), 61-74.
  • Ambrose, D. (2006). Large-scale contextual influences on creativity: Evolving academic disciplines and global value systems. Creativity Research Journal, 18(1), 75-85.
  • Ambrose, D. (2005). Aspiration growth, talent development, and self-fulfillment in a context of democratic erosion. Roeper Review, 28, 11-19.
  • Ambrose, D. (2005). Interdisciplinary expansion of conceptual foundations: Insights from beyond our field. Roeper Review, 27, 137-143.
  • Ambrose, D. (2003). Response to Mendaglio and Pyryt, self-concept and giftedness: A multi-theoretical perspective Gifted and Talented International, 18, 83.
  • Ambrose, D. (2003). Barriers to aspiration development and self-fulfillment: Interdisciplinary insights for talent discovery. Gifted Child Quarterly, 47, 282-294
  • Ambrose, D. (2002). Socioeconomic stratification and its influences on talent development: Some interdisciplinary perspectives. Gifted Child Quarterly, 46, 170-180.
  • Ambrose, D. (2000). World-view entrapment: Moral-ethical implications for gifted education. Journal for the Education of the Gifted, 23, 159-186.
  • Ambrose, D. (2000). Education as a creatively intelligent field: A hypothetical status report. Focus on Education, 44, 17-21.
  • Cohen, L. M., Higgins, K., & Ambrose, D. (1999). Educators under siege: The killing of the teaching profession. The Educational Forum, 63, 127-137.
  • Ambrose, D. (1998). Creative organizational vision building through collaborative, visual-metaphorical thought. Journal of Creative Behavior, 32, 229-242.
  • Ambrose, D. (1998). Comprehensiveness of conceptual foundations for gifted education: A world-view analysis. Journal for the Education of the Gifted, 21, 452-470.
  • Ambrose, D. (1998). A model for clarification and expansion of conceptual foundations. Gifted Child Quarterly, 42, 77-86. [invited reprint with revisions]
  • Ambrose, D. (1997). A model for clarification and expansion of conceptual foundations. Research Briefs. 11, 142-157. [invited paper]
  • Ambrose, D. & Cohen, L. M. (1997). The post-industrial era: Finding the giftedness in all children. Focus on Education, 41, 10-13.
  • Ambrose, D. (1996). Unifying theories of creativity: Metaphorical thought and the unification process. New Ideas in Psychology, 14, 257-267.
  • Ambrose, D. (1996). Panoramic scanning: Essential element of higher-order thought Roeper Review, 18, 280-284.
  • Ambrose, D. (1996). Turtle soup: Establishing innovation-friendly conditions for school reform. Journal of Creative Behavior. 30, 25-38.
  • Ambrose, D. (1995). Seeking balance in conceptual foundations for gifted education: A root metaphorical perspective. Research Briefs, 10, 51-56.
  • Ambrose, D. (1995). Creatively intelligent post-industrial organizations and intellectually impaired bureaucracies. The Journal of Creative Behavior, 29, 1-15.
  • Ambrose, D., Allen, J., & Huntley, S. (1994). Mentorship of the highly creative. Roeper Review, 17, 131-134.
  • Ambrose, D. (1994). The common essential learnings: Anatomy of a large-scale curricular innovation. Focus on Education, 40, 10-13.

In Review

  • Ambrose, D., VanTassel-Baska, J, Coleman, L. J., & Cross, T. L. (2007). Unified, insular, firmly policed or fractured, porous, contested, gifted education? Manuscript submitted for publication.
  • Ambrose, D. (2007). Seeking chaotic order: The classroom as a complex adaptive system. Manuscript submitted for publication.

Books

Published and In Press

  • Ambrose, D. (in press). Expanding visions of creative intelligence: Interdisciplinary perspectives. Cresskill, NJ: Hampton Press. [extends educational foundations into unexplored, interdisciplinary territory]
  • Ambrose, D., Cohen, L.M., & Tannenbaum, A. J. (Eds.). (2002). Creative intelligence: Toward theoretic integration. Cresskill, NJ: Hampton Press.
    [Served as lead editor and primary author. Contributed the following chapters:]
    Paradigms, mind shifts and the 21st-century zeitgeist: Changing contexts for creative intelligence.
    Theoretic scope, dynamic tensions, and dialectical processes: A model for discovery of creative intelligence.
    Mapping the terrain. (co-authored--Ambrose, Tannenbaum, & Cohen)
  • Ambrose, D. (2002). Imagitronics. Albuquerque, NM: Zephyr Press.

In Progress

  • Morality, Ethics, and Gifted Minds
  • Seeking Chaotic Order in Teaching and Learning
  • Visual Metaphors of Creativity, Giftedness, and Leadership
  • Models and Strategies for Constructivist Teaching and Learning

Book Chapters & Encyclopedia Contributions

Published and In Press

  • Ambrose, D. (in press). Large-scale socioeconomic, political, and cultural influences on giftedness and talent. In L. Shavignina (Ed.), (2007). The International Handbook on Giftedness. Amsterdam: Springer Science.
  • Ambrose, D. (in press). Aspiration development and self-fulfillment. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent. Thousand Oaks, CA: SAGE.
  • Ambrose, D. (in press). Roeper Review. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent.Thousand Oaks, CA: SAGE.
  • Ambrose, D. (in press). Socioeconomic status. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent.Thousand Oaks, CA: SAGE.
  • Ambrose, D. (in press). Visual metaphor. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent.Thousand Oaks, CA: SAGE.
  • Ambrose, D. (in press). World views. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent.Thousand Oaks, CA: SAGE.
  • Ambrose, D. (2007). Academic and global contexts for creativity: Interdisciplinary perspectives. In Tan, A. G. Creativity: A handbook for teachers (pp. 343-362). Singapore: World Scientific.
  • Ambrose, D. (2005). Creativity in teaching: Essential knowledge, skills, and dispositions. In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 281-298). Mahwah, NJ: Lawrence Erlbaum.
  • Frakt, P. M., Ambrose, D., Wilner, A. F., & Kutcher, J. L. (2004). Developing collaborative practices at Rider University. In B. L. Cambridge (Ed.), Campus progress: Supporting the scholarship of teaching and learning (pp. 81-86). Washington, DC: American Association for Higher Education.
  • Cohen, L. M., Ambrose, D., & Powell, W. N. (2000). Conceptual foundations and theoretical lenses for the diversity of giftedness and talent. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R Subotnik (Eds.), International handbook of research and development of giftedness and talent (2nd ed., pp. 327-340). Oxford, UK: Pergamon.
  • Cohen, L. M., & Ambrose, D. (1999). Adaptation and creativity. In M. A. Runco & S. Pritzker (Eds.), Encyclopedia of creativity (pp. 9-22). San Diego, CA: Academic Press.
  • Cohen, L. M., & Ambrose, D. (1993). Theories and practices for differentiated education for the gifted and talented. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 339-363). Oxford, UK: Pergamon.

Book Reviews

Published & In Press

  • Ambrose, D. (2006). Influences of Adam Smith's "invisible hand" on giftedness and talent. [Review of Fleischacker, S. (2004). On Adam Smith's Wealth of Nations: A philosophical companion. Princeton, NJ: Princeton University Press.] Gifted Child Quarterly, 50, 185-188.
  • Ambrose, D. (2005). Civil societies: large-scale contexts shaping giftedness and talent. [Review of Chambers, S. & Kymlicka, W. (2002). Alternative conceptions of civil society. Princeton, NJ: Princeton University Press.]. Gifted Child Quarterly, 49, 80-83.
  • Ambrose, D. (2003). Expanding conceptual foundations [Review of Geertz, C. (2000). Available light: Anthropological reflections on philosophical topics. Princeton, NJ: Princeton University Press.]. Gifted Child Quarterly, 47, 239-241.

National Newsletter Articles

  • Ambrose, D. (2007, Fall). Capitalizing on cognitive diversity along interdisciplinary desire lines. Conceptual Foundations. 16, 5-11.
  • Ambrose, D. (2006, Fall). Far-reaching interdisciplinary explorations for expansion of conceptual foundations. Conceptual Foundations, 14, 6-9.
  • Ambrose, D. (2004, Fall). Conceptual conflicts, pigheaded dogmatism, and foundations. Conceptual Foundations, 12, 3-6.
  • Ambrose, D. (2003, Fall). Character development in context. Conceptual Foundations, 11, 3-4.
  • Ambrose, D. (1999, Spring). The horns of a dilemma: Reconciling "gifted" education with K-12 realities. Conceptual Foundations, 7, 4-5.
  • Ambrose, D. (1997, Spring). Exploration vs. insularity: A response to Barry Grant. Conceptual Foundations, 5, 3-5.

Selected Presentations

  • Morality and giftedness: From pure altruism to malevolence (November, 2007 National Association for Gifted Children annual convention, Minneapolis, MN)
  • Visual metaphor: A strategy for highly creative knowledge mastery (November, 2007 National Association for Gifted Children annual convention, Minneapolis, MN)
  • The conceptual foundations of gifted education: Reality not rhetoric (panel of past chairs, Conceptual Foundations Division) (November, 2007 National Association for Gifted Children annual convention, Minneapolis, MN)
  • Publishing opportunities for researchers (panel of journal editors) (November, 2007 National Association for Gifted Children annual convention, Minneapolis, MN)
  • Is evidence-based practice the emperor's new clothes? (November, 2007 National Association for Gifted Children annual convention, Minneapolis, MN)
  • Aspirations and cognitively diverse critical communities in a context of dynamic globalization (April 2007 Educating the World Citizen: Global Learning in Gifted Education Symposia, Wichita, KS)
  • Unified-Insular-Firmly Policed or Fractured-Contested-Porous Gifted Education? (November, 2006 National Association for Gifted Children annual convention, Charlotte, NC)
  • Calling all researchers: Publishing in gifted education research journals. (panel of journal editors) (November, 2006 National Association for Gifted Children annual convention, Charlotte, NC)
  • Publishing in the Gifted and Talented field (panel of journal editors) (November, 2005 National Association for Gifted Children annual convention, Louisville, KY)
  • Morality, giftedness, and the power of metaphorical entrapment (November, 2005 National Association for Gifted Children annual convention, Louisville, KY)
  • Self-deception en masse: Influences on aspiration development (November, 2005 National Association for Gifted Children annual convention, Louisville, KY)
  • Homage to Howie: Howard Gruber's Legacy (November, 2005 National Association for Gifted Children annual convention, Louisville, KY)
  • The edge of the map syndrome: Expanding our conceptual territory (November, 2004 National Association for Gifted Children annual convention, Salt Lake City, UT)
  • Aspiration development and self-fulfillment: Supportive and suppressive influences. Special session with reaction panel of journal editors and association leaders (November, 2004 National Association for Gifted Children annual convention, Salt Lake City, UT)
  • Revealing dimensions of ability through interdisciplinary exploration (November, 2003 National Association for Gifted Children annual convention, Indianapolis, IN)
  • Injustice, avarice, and self-deception: Additional barriers to aspiration development (November, 2003 National Association for Gifted Children annual convention, Indianapolis, IN)
  • Connecting theorists, researchers, and practitioners: discussing personal talent (Theory Discussant, November, 2003 National Association for Gifted Children annual convention, Indianapolis, IN)
  • International comparisons of contexts for aspiration development and self-fulfillment (Nov. 2002 National Association for Gifted Children annual convention, Denver, CO)
  • Barriers to aspiration development and self-fulfillment: Interdisciplinary insights for talent discovery (Nov. 2001 National Association for Gifted Children annual convention, Cincinnati, OH)
  • Changing beliefs about giftedness II: Decision-making nodes and crystallizing experiences (Nov. 2001 National Association for Gifted Children annual convention, Cincinnati, OH)
  • Differentiation: Achievement and instruction (Discussant, April 2001 American Educational Research Association annual meeting, Seattle, WA)
  • Conceptual blocks in theory, research, and philosophical underpinnings for gifted education (Nov. 2000 National Association for Gifted Children annual convention, Atlanta, GA)
  • Ahas from beyond our field: Interdisciplinary insights for gifted education (Nov. 2000 National Association for Gifted Children annual convention, Atlanta, GA)
  • Transformational stories: Changing beliefs about the gifted in the postmodern era (Nov. 2000 National Association for Gifted Children annual convention, Atlanta, GA)
  • Creative intelligence: Toward theoretic integration (Dec. 1999, invited presentation on the Hampton Press interdisciplinary book project, Teachers College, Columbia University Creativity Interest Group)
  • Principles of Teaching the Gifted for General Teacher Training.  Special Session (Nov. 1999 National Association for Gifted Children annual convention, with L.M. Cohen, J. Van Tassel-Baska, S.N. Kaplan, J.H. Borland, C. Folsom; Albuquerque, NM)
  • Outside influences on gifted education: Contextual and interdisciplinary explorations (1999 National Association for Gifted Children annual convention, Albuquerque, NM)
  • Mentorship in the arts: An emerging paradigm (paper co-authored with SaraBeth Huntley; Nov. 1999 National Association for Gifted Children annual convention, Albuquerque, NM)
  • A 'conceptual continuum' for facilitating complex education: Teaching and learning on the edge of chaos (paper co-authored with Dan Rea; 1999 AERA annual convention, Montreal, Canada)
  • Expanding conceptual foundations: An interdisciplinary search (Nov. 1998 National Association for Gifted Children annual convention, Louisville, KY)
  • World-view entrapment: Moral-ethical implications (Nov. 1997 National Association for Gifted Children annual convention, Little Rock, AR)
  • Creative visual-metaphorical thought processes (1997 New Jersey Association for Gifted Children, Princeton, NJ)
  • A model for integration of conceptual foundations (1996 National Association for Gifted Children annual convention, Indianapolis, IN)
  • Taking stock of theory development in gifted education, part 2 (1996 National Association for Gifted Children annual convention, Indianapolis, IN)
  • Metaphorical influence in conceptual foundations for gifted education (1995 National Association for Gifted Children annual convention, Tampa, FL)
  • Developing conceptual foundations through collaborative, metaphorical vision building (1995 National Association for Gifted Children annual convention, Tampa, FL)
  • Taking stock of theory development in gifted education (panel session, 1995 National Association for Gifted Children annual convention, Tampa, FL)
  • Panoramic scanning: Essential element of higher order thought (1994 National Association for Gifted Children annual convention, Salt Lake City, UT)
  • Paradigms, mind shifts, and the 21st-century zeitgeist (1994 National Association for Gifted Children annual convention, Salt Lake City, UT)
  • The role of metaphor in theory building (1993 National Association for Gifted Children annual convention, Atlanta, GA)
  • Mentorship of the highly creative (1993 National Association for Gifted Children annual convention, Atlanta, GA)
  • Unifying theories of creative intelligence (1992 National Association for Gifted Children annual convention, Los Angeles, CA)
  • Images of wide scope as metaphorical synthesizers and mode-switching strategies (1992 National Association for Gifted Children annual convention, Los Angeles, CA)
  • Education for the gifted in the year 2000 (1991 National Association for Gifted Children annual convention, Kansas City, MO)
  • World trends: Implications for gifted education in Oregon (keynote; 1991 Oregon Association for the Talented and Gifted annual state convention,
     Portland, OR)
  • Theory unification through images of wide scope (1990 National Association for Gifted Children annual convention, Little Rock, AR)

Other Scholarly Work

Past member of the Institute for Creative intelligence (now defunct international, interdisciplinary theory development cadre) worked toward unification of diverse theories of creativity and intelligence through interdisciplinary collaboration. Cadre membership included theorists in psychology, philosophy, economics, neuroscience, education, and theoretical physics.