Borland, James H. (jhb27)

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James H Borland

Professor of Education

212-678-3801

TC Affiliations:

Curriculum & Teaching

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Educational Background

B.A., Johns Hopkins University (English Literature)
Ph.D., Teachers College (Special Education w/ an emphasis on the education of gifted and research)

Dissertation Title: Cognitive Controls, Cognitive Styles, and Divergent Production Among Gifted Preadolescents.

Teaching Certification: Special Education (Elementary N-6 and Secondary English) for New York State;
Special Education for Pennsylvania

Scholarly Interests

Education of gifted students. Economically disadvantaged gifted students. Conceptions of giftedness.

Selected Publications

Planning and Implementing Programs for the Gifted (Teachers College Press).

Rethinking Gifted Education (Teachers College Press).

"Gifted education and the threat of irrelevance" (Journal for the Education of the Gifted).

"Identifying young, potentially gifted, economically disadvantaged students" (Gifted Child Quarterly).

"The construct of giftedness" (Peabody Journal of Education).

Service and Work in NYC

CONSULTANCIES

Staff Development, Programs for the Gifted
New York City School Districts 3, 8, 12, 17, 19, 27
Bronx Zoo
Association of Teachers in Independent Schools, New York City
Hunter College Campus Schools, New York City
New York City Urban Coalition
Teacher Center, Hunter College, New York City

Development of Programs for the Gifted
New York City School District 3

Evaluation of Programs for the Gifted
New York City School Districts 3 and 27
New York Botanical Garden
National Training and Evaluation Center, New York, NY
Hunter College (Evaluation of Javits Grant Project)

Media Consultancies and Appearances
J.C. Crimins Company, New York, NY
Readers Digest, New York, NY
Newsweek on Air (Radio program), New York, NY
WABC-TV, New York, NY
WCBS-TV, New York, NY
WOR-TV, New York, NY

A Room Dedicated to a Dedicated Woman

A crowd of faculty, former faculty, former students and other friends and family of Fleischner gathered inside 304 Main Hall, a room that is now one of the most beautifully designed spaces in the College, to share memories and hear from Julie and others who knew the former professor.

NYC's Gifted and Talented Programs Still Inequitable

In an op-ed piece in the New York Daily News on February 14, Professor James Borland, who is also coordinator of programs in gifted education at TC, writes that, despite New York City's revamp of its gifted and talented program, it's a safe bet that wealthier kids - mostly white and Asian - will again dominate in this year's contest for entry, with poorer children of color increasingly excluded.

Zumwalt Leaves Dean's Post: Search for New Dean Begins

Karen Zumwalt, who has served as Dean and Vice President for Academic Affairs for the past five years, returned to full-time teaching and research on July 15, 2000.

James Borland Talks to Wall Street Journal About Gifted Testing in NYC

In two stories, the expert in gifted education says relying solely on standardized tests to admit students doesn't promote diversity in gifted and talented programs.

TC's James Borland: "Standardized Tests Advantage Children from Wealthier Families"

And New York City's efforts to right that imbalance "have made it worse," the expert in teaching gifted children says in Sunday's New York Times.

Can Creativity Be Measured? TC's James Borland Talks to NPR

Maybe not, Borland, an expert in the education of gifted and talented students, told Kurt Anderson on NPR's Studio 360 show.

TC's Borland: Gifted Programs Should Make Education Appropriate for Students of High Ability

James Borland writes that gifted programs should make education right for three million or so bright students, instead of "cultivating the rare talents that might blossom into eminence."

James Borland: A Call to Reform Education for Gifted Students

Writing in The Creativity Post, James Borland, Professor of Education, argues that gifted education in the U.S. is fundamentally and fatally flawed. In a series of forthcoming columns in that publication, Borland will "take issue with some of the articles of faith in the field...suggest that we could, and should have gifted education without gifted programs...and most radically... urge us to envision a world of gifted education without gifted students."