Professor of Graduate Education

Department Name 
Graduate Education

Office Location 
Memorial Hall 202 D
Mailing Address 
2083 Lawrence Road, Lawrenceville, NJ 08648
0

Don Ambrose

Academic Background

  • Ph.D., Curriculum and Instruction, specializations in Talented and Gifted and Educational Foundations, University of Oregon
  • Master of Science, Educational Policy and Management, University of Oregon
  • Bachelor of Education, major in Curriculum, College of Education, University of Saskatchewan, Canada
  • Bachelor of Arts, major in Political Science, College of Arts and Sciences, University of Saskatchewan, Canada

Scholarship

Most recent work entails philosophical analyses, interdisciplinary theory development, and some qualitative research pertaining to the conceptual foundations for creative intelligence. Emphases include interdisciplinary exploration in search of theory and research that can provide new perspectives on creative intelligence. Other work includes the invention of creative and critical thinking processes and instructional strategies. Publications include numerous refereed journal articles, books, book chapters, and projects emerging from leadership of national/international, interdisciplinary collaborations. Editor of the Roeper Review, a national/international refereed journal on giftedness and talent development; Associate Editor of the International Journal for Talent Development and Creativity; service on multiple editorial advisory boards for peer-reviewed journals and books series.

Awards, Grants, Honors, Fellowships

  • Selected for the 2014 Routledge/Taylor & Francis Education Expert Panel. Every year this major academic publisher highlights a few leading scholars and editors by featuring them on their expert panel website
  • Outstanding book chapter award, American Creativity Association, 2014
  • International Center for Innovation in Education (ICIE) Award for Creative Scholarship (July, 2011, presented in Istanbul, Turkey)
  • Frank N. Elliot award for outstanding university service, 2013
  • Selected as editor of the national refereed journal Roeper Review (August 2005)
  • Iorio Research Prize, 2004 (for outstanding scholarship)
  • Research Paper of the Year, Research Briefs, 1997
  • Research Fellowships, competitive university research grants: 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2007, 2011, 2012, 2014
  • Administrator of the Year, Western Canadian public school system, 1984

Sample Publications & Scholarly Projects

Leadership & Editing of Large-Scale Scholarly Projects (selected examples)

  • Editor of the national/international refereed journal Roeper Review (August 2005 - present). Established a partnership between the Roeper Review and Routledge/Taylor & Francis publishers.
  • Initiated and edited two interdisciplinary book projects on the dogmatism-high ability (giftedness, talent, creativity) nexus. Authors included the leading authorities on militarism, genocide, psychopathy, critical thinking, and critical theory, as well as prominent scholars of creativity, and giftedness.
  • Initiated and co-edited two interdisciplinary books about the impact of globalization on creative intelligence. Involved eminent scholars of creativity, giftedness, and general education.
  • Guest edited, by invitation, three special issues of the Roeper Review on the expansion of conceptual foundations (theory development and philosophical analyses).  [prior to assuming role of Editor in Chief for this journal]
  • Guest edited, by invitation, two special issues of the Journal for the Education of the Gifted on exploring theoretical foundations for gifted education).
  • Initiated and co-edited a book on an innovative school for the gifted.
  • Initiated and co-edited a book on an complexity theory and creativity.
  • Initiated and edited an interdisciplinary book project on the moral-ethical aspects of high ability (giftedness, talent, creativity). Authors included leading educational researchers, critical theorists, psychologists, philosophers, political theorists, a bioethicist, a theoretical physicist, and others.
  • Initiated and edited an interdisciplinary book project on the theme of "creative intelligence"

Editor in Chief of the Roeper Review

  • Edited and produced 43 issues (to date) of this leading international, quarterly, peer-reviewed journal serving the field of gifted education. Initiated and managed a partnership with Taylor & Francis, which expanded the reach of the journal throughout the world. Prior to that the journal primarily was national in scope.

Editorship of Special Issues of the Roeper Review while serving as Editor in Chief

  • Delisle, J., Schultz, R., & Ambrose, D. (2016). The Roeper legacy [special issue]. Roeper Review. (in progress)
  • Dai, D. Y., & Ambrose, D. (2015). Early college entrance programs across nations: practices, research, and perspectives [special issue]. Roeper Review.
  • Kalbfleisch, L., & Ambrose, D. (2013). Visual-spatial talent [special issue]. Roeper Review.
  • Cross, J. R., Borland, J., & Ambrose, D. (2013). Gifted education and social inequality [special issue].  Roeper Review, 35(2 & 3).
  • Campbell, J. R., Cho, S., Feng, A. X., & Ambrose, D. (2011). Cross-cultural research on academic competitions: implications for gifted education [special issue].  Roeper Review, 33(1).
  • Subotnik, R., Kolar, C., Olszewski-Kubilius, P., Cross, T. L., & Ambrose, D. (2010). Specialized science high schools. [special issue].  Roeper Review, 32(1).
  • Ackerman, C. M., Moyle, V. F., & Ambrose, D. (2009). Dabrowski’s theory of positive disintegration: What it contributes to the field of gifted studies. [special issue].  Roeper Review, 31(2 & 3).
  • Kalbfleisch, L., & Ambrose, D. (2008). The cognitive neuroscience of giftedness [special issue]. Roeper Review, 30(3 & 4).
  • Von Karolyi, C., & Ambrose, D. (2008). Global awareness and giftedness. [special issue].  Roeper Review, 30(1).

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, current and recent

  • Editorial Advisory Board, Gifted and Talented International
  • Editorial Advisory Board, Journal for the Education of the Gifted
  • Editorial Advisory Board, Gifted Child Quarterly
  • Editorial Advisory Board, Frontiers in Educational Psychology
  • Editorial Advisory Board, The International Journal for Talent Development and Creativity
  • Member of founding board of advisors for the Encyclopedia of Giftedness, Creativity, and Talent (SAGE)
  • Editorial Advisory Board, Creativity Theory and Action in Education Series, Springer
  • Editorial Advisory Board, Advances in Creativity and Gifted Education Series, Sense Publishers
  • Editorial Advisory Board, Advances in Innovation Education Series, Sense Publishers
  • Advisory Council, The School Imagination, Creativity, and Innovation (ICI) Index and Portfolio project, National Research Center on the Gifted and Talented
  • Advisory Board, Chandelier high ability diagnostic initiative
  • Reviewer for: Journal for the Education of the Gifted; Creativity Research Journal; Journal of Creative Behavior, Gifted Child Quarterly, Journal of Advanced Academics; Education Research Journal; Frontiers in Educational Psychology; The International Journal for Talent Development and Creativity
  • Periodic reviewer for book publishers (Cambridge University Press, Routledge/Taylor & Francis, Allyn & Bacon, McGraw-Hill, Prufrock Press…)

Solicited Reviews/Endorsements for Books

  • Sally Reis - Reflections on Gifted Education: Critical Works by Joseph S. Renzulli and Colleagues (Prufrock Press)
  • Linda Elder & Richard Paul - 30 Days to Better Thinking and Better Living Through Critical Thinking: A Guide For Improving Every Aspect of Your Life (FT Press)
  • John Baer & James Kaufman - Being Creative Inside and Outside the Classroom: How to Boost Your Students’ Creativity–and Your Own (Sense)

Books (samples)

Published and In Press

  • Ambrose, D., & Sternberg, R. J. (Eds.). (2016). Giftedness and talent in the 21st century: Adapting to the turbulence of globalization. Rotterdam, the Netherlands: Sense.
  • Ambrose, D., & Sternberg, R. J. (Eds.). (2016). Creative intelligence in the 21st century: Grappling with enormous problems and huge opportunities. Rotterdam, the Netherlands: Sense.
  • Ambrose, D. & Sternberg, R. J. (Eds.). (2012). How dogmatic beliefs harm creativity and higher-level thinking. New York, NY: Routledge.
  • Ambrose, D., Sternberg, R. J., & Sriraman, B. (Eds.). (2012). Confronting dogmatism in gifted education. New York, NY: Routledge.
  • Ambrose, D., Sriraman, B., & Cross, T. L. (Eds.). (2013). The Roeper School: A model for holistic development of high ability. Rotterdam, The Netherlands: Sense.
  • Ambrose, D. & Sriraman, B., & Pierce, K. M. (Eds.). (2014). A critique of creativity and complexity: Deconstructing clichés. Rotterdam, The Netherlands: Sense.
  • Ambrose, D. (2009). Expanding visions of creative intelligence: An interdisciplinary exploration. Cresskill, NJ: Hampton Press.
  • Ambrose, D. & Cross, T. L. (Eds.). (2009). Morality, ethics, and gifted minds. New York, NY: Springer Science.
  • Ambrose, D., Cohen, L.M., & Tannenbaum, A. J. (Eds.). (2002). Creative intelligence: Toward theoretic integration. Cresskill, NJ: Hampton Press.
  • Ambrose, D. (2002). Imagitronics. Albuquerque, NM: Zephyr Press.
  • Haught, C. & Ambrose, D. (2016). The paradox of constraints on creativity: An interdisciplinary exploration. Rotterdam, The Netherlands: Sense. (book manuscript in preparation)

In Progress
Four books are underway:

  • Instructional models and strategies for thoughtful, engaged, 21st-century learning
  • Voices of eminence: Interviews with leading scholars of giftedness and creativity
  • Gifted teachers
  • Visual metaphors of creativity, giftedness, and leadership

Media Interviews & Solicitations (samples)

Journal Articles (samples)

Published and In Press.

  • Ambrose, D. (2016). Borrowing insights from other disciplines to strengthen the conceptual foundations for gifted education. International Journal for Talent Development and Creativity, 3(2), 33-57 (invited focus article for a special issue on interdisciplinary scholarship).
  • Ambrose, D. (2016). A dialogue with adventurous, interdisciplinary explorers: Reactions to the response papers. International Journal for Talent Development and Creativity, 3(2), 235-251 (invited synthesis article for a special issue).
  • Ambrose, D. (2015). Transdisciplinary navigator of scientific and artistic conceptual terrain: An interview with Robert (Bob) Root-Bernstein. Roeper Review, 37(4), 190-194.
  • Ambrose, D. (2014). Transformational imperative for the field: An interview with David Henry Feldman. Roeper Review, 36, 207-209.
  • Ambrose, D. (2013). Socioeconomic inequality and giftedness: Suppression and distortion of high ability. Roeper Review, 35(2). 81-92.
  • Ambrose, D., & Ambrose, V. K. (2013). Adult lost prizes missing aspirations, a 21st-century education, and self-fulfillment. International Journal for Talent Development and Creativity 1(1), 75-86. [invited]
  • Ambrose, D., & Ambrose, V. K. (in press). Diverse insights revealing nuances of the culture-high ability nexus: An interdisciplinary search. Gifted and Talented International.
  • Ambrose, D. (2012). Revealing additional dimensions of globalization and cultural hegemony: A response to Roland Persson’s call for cultural sensitivity in gifted studies. Gifted and Talented International, 27(1), 99-110.
  • Ambrose, D. (2014). Battling creaticide: An interview with David C. Berliner. Roeper Review, 34, 207-209.
  • Ambrose, D. (2010). Expanding views of creative science: A Response to Ghassib’s Productivist Industrial Model. Gifted and Talented International, 25(1), 35-39.  [invited]
  • Ambrose, D., VanTassel-Baska, J., Coleman, L. J., & Cross, T. L. (2010). Unified, insular, firmly policed or fractured, porous, contested, gifted education? Journal for the Education of the Gifted, 33(4), 453-478.
  • Ambrose, D. (2010).  Creatively expanding minds through interdisciplinary exploration. Understanding Our Gifted, 22, 24-27. [invited]
  • Ambrose, D. (2008). Utopian visions: Promise and pitfalls in the global awareness of the gifted. Roeper Review, 30, 52-60.
  • 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). Contexts for aspiration development and self-fulfillment: International comparisons. Gifted and Talented International, 20(2), 60-69.
  • 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 Preparation

  • Ambrose, D. (2016). Economic warping and stunting of high ability.
  • Five additional articles are under development

Book Chapters, Encyclopedia Entries, and Published Conference Proceedings (samples)

Published and In Press

  • Ambrose, D. (2016). Twenty-first century contextual influences on the life trajectories of creative young people. In D. Ambrose & R. J. Sternberg (Eds.), Creative intelligence in the 21st century: Grappling with enormous problems and huge opportunities (pp. 21-48). Rotterdam, the Netherlands: Sense.
  • Ambrose, D. (2016). Twenty-first century contextual influences on the life trajectories of the gifted and talented. In D. Ambrose & R. J. Sternberg (Eds.), Giftedness and talent in the 21st century: Adapting to the turbulence of globalization (pp. 15-42). Rotterdam, the Netherlands: Sense.
  • Ambrose, D., & Sternberg, R.J. (2016). Previewing a collaborative exploration of creative intelligence in the 21st century. In D. Ambrose & R. J. Sternberg (Eds.), Creative intelligence in the 21st century: Grappling with enormous problems and future opportunities (pp. 3-20). Rotterdam, The Netherlands: Sense.
  • Ambrose, D., & Sternberg, R.J. (2016). Previewing a collaborative exploration of gifted education and talent development in the 21st century. In D. Ambrose & R. J. Sternberg (Eds.), Giftedness and talent in the 21st century: Adapting to the turbulence of globalization (pp. 3-14). Rotterdam, The Netherlands: Sense.
  • Ambrose, D. (2015). Unmeritorious meritocracy: The ascendance of psychopathic plutocracy in the globalized 21st-century. In M. Fitzgerald (Ed.), Risk factors, behavioral symptoms and treatment options (pp. 61-73). Hauppauge, NY: Nova.
  • Ambrose, D. (2014). 21st-century contextual influences on the life trajectories of the gifted, talented, and creative.  In D. Ambrose & R. J. Sternberg (Eds.). (2014). Creative intelligence in the 21st century: grappling with enormous problems and huge opportunities. manuscript in preparation.
  • Ambrose, D. (2014). Invigorating innovation and combating dogmatism through creative, metaphorical business leadership. In F. K. Reisman (Ed.). Application of creativity in business (pp. 52-66). American Creativity Association.
  • Ambrose, D. (2014). Seeking chaotic order: The classroom as a complex adaptive system. In D. Ambrose, B. Sriraman & K. M. Pierce (Eds.), A critique of creativity and complexity: Deconstructing clichés (pp. 159-183). Rotterdam, the Netherlands: Sense.
  • Ambrose, D. (2014). The ubiquity of the chaos-order continuum: Insights from diverse academic disciplines. In D. Ambrose, B. Sriraman & K. M. Pierce (Eds.), A critique of creativity and complexity: Deconstructing clichés (pp. 67-86). Rotterdam, the Netherlands: Sense.
  • Ambrose, D. (2014). Unmeritorious meritocracy: The ascendance of psychopathic plutocracy in the globalized 21st-century. In M. Fitzgerald (Ed.). Psychopathy: Risk factors, behavioral symptoms and treatment options. Hauppauge, NY: NOVA.
  • Ambrose, D. (2014). Creative emergence, order, and chaos: Grappling with the complexity of complexity theory. In D. Ambrose, B. Sriraman & K. M. Pierce (Eds.), A critique of creativity and complexity: Deconstructing clichés (pp. 3-15). Rotterdam, The Netherlands: Sense.
  • Ambrose, D. (2013). Facets on the gem: Brilliance shining through a special school for the gifted. In D. Ambrose, B. Sriraman & T. L. Cross (Eds.), The Roeper School: A model for holistic development of high ability. Rotterdam, The Netherlands: Sense.
  • Ambrose, D. (2013). The Roeper School in the 21st century: Trends, issues, challenges, and opportunities. In B. Sriraman, D. Ambrose & T. L. Cross (Eds.), The Roeper School: A model for holistic development of high ability (pp. 293-316). Rotterdam, The Netherlands: Sense.
  • Ambrose, D. (2012). Dogmatic neoliberal ideology suppressing talent development in mathematics: Implications for teacher education. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest: Equity and social justice (pp. 83-97).  Scottsdale, AZ: Information Age.
  • Ambrose, D. (2012). Generating high-powered mind explosions through interdisciplinary creative association. Proceedings of the American Creativity Association Annual Conference.
  • Ambrose, D. (2013). Socioeconomic inequality and giftedness: Suppression and distortion of high ability. Roeper Review, 35(2), 81-92.
  • Ambrose, D. (2013). The Roeper School in the 21st century: Trends, issues, challenges, and opportunities. In D. Ambrose, B. Sriraman & T. L. Cross (Eds.), The Roeper School: A model for holistic development of high ability. Rotterdam, The Netherlands: Sense.
  • Ambrose, D. (2012). An interdisciplinary flight over dogmatic socioeconomic, political, ideological, and cultural terrain. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 64-76). New York, NY: Routledge.
  • Ambrose, D. (2012). Dogmatic neoclassical economics and neoliberal ideology suppressing talent development in mathematics: Implications for teacher education. In L. J. Jacobsen, J. Mistele & B. Sriraman (Eds.), Mathematics teacher education in the public interest: Equity and social justice (pp. 83-97). Scottsdale, AZ: Information Age.
  • Ambrose, D. (2012). Finding dogmatic insularity in the territory of various academic disciplines. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 9-26). New York, NY: Routledge.
  • Ambrose, D., & Sternberg, R. J. (2012). Overview of a collaborative, interdisciplinary exploration. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 3-8). New york, NY: Routledge.
  • Ambrose, D., Sternberg, R. J., & Sriraman, B. (2012). Considering the effects of dogmatism on giftedness and talent development. In D. Ambrose, R. J. Sternberg & B. Sriraman (Eds.), Confronting dogmatism in gifted education (pp. 3-10). New York, NY: Routledge.
  • Ambrose, D. (2012). The not-so-invisible hand of economics and its impact on conceptions and manifestations of high ability. In D. Ambrose, R. J. Sternberg & B. Sriraman (Eds.), Confronting dogmatism in gifted education (pp. 97-114). New York, NY: Routledge.
  • Yamin, T. S., & Ambrose, D. (2012). Dogmatic influences suppressing discovery and development of giftedness and talent in the Arabian Gulf and Middle Eastern region. In D. Ambrose, R. J. Sternberg & B. Sriraman (Eds.), Confronting dogmatism in gifted education (pp. 153-163). New York, NY: Routledge.
  • Ambrose, D. (2011). The optimal moral development of the gifted: Interdisciplinary insights about ethical identity formation. In T. L. Cross & J. Riedl-Cross (Eds.), The handbook for counselors serving students with gifts and talents: Development, relationships, school issues, and counseling needs/interventions (pp. 351-357). Waco, TX: Prufrock Press.
  • Ambrose, D. (2011). Cognitive diversity in interdisciplinary educational theory development. In J. Hassaskhah (Ed.). Educational theory (pp. 129-142). Hauppauge, NY: NOVA.
  • Ambrose, D. (2011). Dysmorphic capitalism and the aberrant development of creative intelligence. In E. N. Shelton (Ed.), Capitalism in business, politics and society (pp. 119-130). Hauppauge, NY: NOVA.
  • Ambrose, D. (2010). Strengthening creativity through interdisciplinary connection making. In A. M. Corrigan (Ed.), Creativity: Fostering, measuring and contexts (pp. 141-148). Hauppauge, NY: NOVA Science.
  • Ambrose, D. (2009). Large-scale socioeconomic, political, and cultural influences on giftedness and talent. In L. Shavignina (Ed.), The international handbook on giftedness (pp. 885-903). Amsterdam: Springer Science & Business Media.
  • Ambrose, D. (2009). Aspiration development and self-fulfillment. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent (63-65). Thousand Oaks, CA: SAGE.
  • Ambrose, D. (2009). Roeper Review. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity and talent (745-747). Thousand Oaks, CA: SAGE.
  • Ambrose, D. (2009). Socioeconomic status. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity and talent (816-817). Thousand Oaks, CA: SAGE.
  • Ambrose, D. (2009). Visual metaphor. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity and talent (926-928). Thousand Oaks, CA: SAGE.
  • Ambrose, D. (2009). World views. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity and talent (950-952). 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. (2011, spring). Distorting and crushing the aspirations of the gifted: some pernicious effects of our 21st-century economic context. Dialogue. 7-11
  • Ambrose, D. (2008, spring). Discovering merit in the invisible, ghostly gifted. Conceptual Foundations. 16(1), 5-11.
  • Ambrose, D. (2007). Capitalizing on cognitive diversity along interdisciplinary desire lines. Conceptual Foundations. 16, 5-11.
  • Ambrose, D. (2006). 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 Refereed & Invited Presentations

  • Creative Intelligence in the 21st Century: Grappling with Enormous Problems and Huge Opportunities. (invited keynote; May, 2016, ICIE International Conference on Excellence, Creativity, and Innovation in Basic & Higher Education, Rijeka, Croatia)
  • The Impact of 21st-Century Globalization on Creativity, Giftedness, Talent Development, and Education. (invited keynote; July, 2016, Lost Prizes International Conference, Winnipeg, Canada)
  • Discovering and Nurturing Aspirations in a Difficult, Complex 21st-Century Context (forthcoming invited keynote; July, 2015, 35th Inter-American Conference of Psychology, Lima, Peru)
  • You’re Dogmatic About Dogmatism! No! You’re Dogmatic About Dogmatism! (July, 2014, 34th Annual Conference on Critical Thinking, Berkeley, CA)
  • Editors’ Panel on Publishing in Gifted Education Journals (November, 2013 National Association for Gifted Children annual convention, Indianapolis, IN)
  • New Creative Teaching Strategies Derived from Interdisciplinary Exploration (November, 2013 National Association for Gifted Children annual convention, Indianapolis, IN)
  • Gifted Education Confronts Enormous 21st-Century Problems and Opportunities: An Interdisciplinary Analysis (supersession, November, 2013 National Association for Gifted Children annual convention, Indianapolis, IN)
  • Social Inequality, Gifted Education, and Frank Sinatra: Are We Avoiding A Necessary Debate? (supersession, November, 2013 National Association for Gifted Children annual convention, Indianapolis, IN)
  • A 21st-century education: Oppressive inequality, aspirations, and hidden opportunities (invited keynote; July 12, 2013 Lost Prizes annual conference, Winnipeg, Canada)
  • Surprising Creative Connection Making Through Interdisciplinary Exploration (November, 2012 National Association for Gifted Children annual convention, Denver, CO)
  • Publishing in Gifted Education Journals: Editors’ Tips (with Del Siegle, Betsy McCoach, Tracy L.Cross, Susan Johnsen, Matthew McBee, & Michael Matthews; November, 2012 National Association for Gifted Children annual convention, Denver, CO)
  • Practical conceptual development in a fragmented, porous field (November, 2012 National Association for Gifted Children annual convention, Denver, CO)
  • Generating high-powered mind explosions through interdisciplinary creative association (Sept. 21, 2012 American Creativity Association conference, Philadelphia, PA)
  • Creativity, ethics, and dogmatism: 21st-Century education from a panoramic, interdisciplinary perspective (invited keynote; July 10, 2012 Excellence in Education, International Center for Innovation in Education conference, Jerusalem, Israel)
  • Talent identification: What are the next challenges for the field? (Invited Discussant; April 26, 2012 Research Summit on Gifted and Talented Education, Johns Hopkins University, Baltimore, MD)
  • Transforming ability into mastery (Invited Discussant; April 27, 2012 Research Summit on Gifted and Talented Education, Johns Hopkins University, Baltimore, MD)
  • Developing Mastery into Creative Productivity (Invited Discussant; April 27, 2012 Research Summit on Gifted and Talented Education, Johns Hopkins University, Baltimore, MD)
  • Exploring the Policy Frontier for Gifted Education (Invited Discussant; April 27, 2012 Research Summit on Gifted and Talented Education, Johns Hopkins University, Baltimore, MD)
  • Fighting Dogmatism to Strengthen the Ethical Dimensions of Creative Intelligence (invited keynote; Jan 11, 2012 Excellence in Education, Creativity and Innovation, International Center for Innovation in Education conference, Dubai)
  • Creativity and Innovation (invited panel-Ken McCluskey, Todd Lubart, Don Ambrose, Joe Renzulli, Taisir Subhi Yamin; [January 11, 2012] Excellence in Education, Creativity and Innovation, International Center for Innovation in Education conference, Dubai)
  • Dogmatism in the 21st-Century: The Warping and Stunting of Creativity, Intelligence, and Morality (invited presentation [Nov. 19, 2011] Harvard/MIT Learning and the Brain Conference, Boston, MA)
  • Global/ethical Minds: Culture and Morality (forthcoming invited panel-Jerome Kagan, Don Ambrose, Scott Seider [Nov. 19, 2011] Harvard/MIT Learning and the Brain Conference, Boston, MA)
  • Dogmatism and high ability: The erosion of warping of creative intelligence (invited keynote; July 6, 2011, Excellence in Education, Giftedness, Creativity, Development, International Center for Innovation in Education European annual conference, Istanbul, Turkey)
  • Gifted education is fractured, porous, and contested: What should we do about it? (with James J. Gallagher, Tracy L. Cross, Laurence Coleman, & Joyce VanTassel-Baska; forthcoming, November, 2011 National Association for Gifted Children annual convention, New Orleans, LA)
  • Can gifted education avoid contributing to social inequality? (with Jennifer Cross, Nancy Robinson, Kim Chandler, & Lori Bland; forthcoming, November, 2011 National Association for Gifted Children annual convention, New Orleans, LA)
  • Journal editors speak: How to publish your work in gifted education journals (November, 2010 National Association for Gifted Children annual convention, Atlanta, GA)
  • Dogmatism and gifted education: How shortsighted, narrow-minded thinking can warp and stunt high ability (November, 2010 National Association for Gifted Children annual convention, Atlanta, GA)
  • Expanding visions of high ability through interdisciplinary creative association (invited keynote; August, 2009, Excellence in Education: Creating the Future, International Center for Innovation in Education European annual conference, Ulm, Germany)
  • Does the fractured-contested-porous field of gifted education benefit from cognitive diversity? (with Tracy L. Cross, Laurence Coleman, & Joyce VanTassel-Baska; November, 2009 National Association for Gifted Children annual convention, St. Louis, MO)
  • Creative thinking through interdisciplinary study and forced association (November, 2009 National Association for Gifted Children annual convention, St. Louis, MO)
  • Journal editors speak: How to publish your work in gifted education journals (November, 2009 National Association for Gifted Children annual convention, St. Louis, MO)
  • Generosity and evil toward others: Giftedness and the dynamics of particularist morality (October, 2008 National Association for Gifted Children annual convention, Tampa, FL)
  • Creative mind explosions: Hands-on, low-tech strategies for creative association (October, 2008 National Association for Gifted Children annual convention, Tampa, FL)
  • Changing the world through engendering: A new conception of giftedness and creativity (October, 2008 National Association for Gifted Children annual convention, Tampa, FL; panel—LeoNora M. Cohen, Don Ambrose, Erin Morris Miller, Jean Peterson)
  • What if education was the gift? (October, 2008 National Association for Gifted Children annual convention, Tampa, FL; panel—LeoNora M. Cohen, James J. Gallagher, Joe Renzulli, Rick Olenchak, Don Ambrose)
  • 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.