My areas of research include gifted children with disabilities, implications of neuroscience research for classroom teachers, multiple intelligences, international experiences for teachers, and preservice teacher education. I have published in the fields of gifted education, multiple intelligences and general teacher education, and have addressed regional, national, and international audiences on those topics.

One of my current research projects involves students who are gifted and who have at least one other exceptionality (autism, cerebral palsy, learning disabilities, attention-deficit disorder, etc.). I am also working with a consortium of universities and schools in Canada and Pakistan to create peace curriculum for students in grades six, seven and eight.

I have a limited number of part-time opportunities for research assistants on the peace curriculum project. Contact me for details.

• Buzza, D., FitzGerald, C., Kotsopoulos, D., Montero, M. K., Mueller, J., Sider, S., & Willard-Holt, C. (in press; authors listed alphabetically). Innovations in a professional development school model of teacher education: Developing integrated curriculum knowledge and better understanding of diverse learners. In D. Petrarca & J. Kitchen (Eds.), Initial teacher education in Ontario: The first year of four-semester teacher education programs. Ottawa, Canada: Canadian Association of Teacher Education.
• Willard-Holt, C., *Weber, J., *Morrison, K.L., *Horgan, J. (2013). Twice- exceptional learners’ perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247-262. DOI: 10.1177/0016986213501076.
• Willard-Holt, C. & *Morrison, K.L. (2013, Fall). Uncovering buried treasure: Effective learning strategies for twice exceptional students. Teaching for High Potential, 14-16.
• Martinovic, D., Wiebe, N., Ratkovic, S., Willard-Holt, C., Spencer, T., & Cantalini- Williams, M. (2012). 'Doing research was inspiring': Building a research community with teachers. Educational Action Research, 20(3), 385-406. DOI: 10.1080/09650792.2012.697402.
• Mueller, J., Willard-Holt, C. & Buzza, D. (2011). Evaluating the complexities of teacher preparation through on-line program wide assessment (pp. 175-192). In H. Smits & T. Falkenberg, The question of evidence in research in teacher education in the context of teacher education program review in Canada. Winnipeg, Manitoba: Canadian Association for Teacher Education.
• Willard-Holt, C. (2008). “You could be doing brain surgery”: Gifted girls becoming teachers. Gifted Child Quarterly, 52(4), 313-325.
• Willard-Holt, C. (2008, Fall). Gifted program retrospective: Teachers look back at own experiences. Teaching for High Potential, 4-19.
• Willard-Holt, C. (2005). And the children shall teach us—A tribute. Phi Delta Kappan, 86(7), 515-516.
• Willard-Holt, C. (2004). Looking back: The good, the bad, and the ugly about gifted programming. Gifted Education Press Quarterly, 18(1), 9-12.
• Willard-Holt, C. (2003). Raising expectations for the gifted. Educational Leadership, 61(2), 72-75.
• Willard-Holt, C. (2002). Hunting buried treasure: The twice exceptional student. Understanding Our Gifted, 14(2), 20-23.
• Willard-Holt, C. (2002). Preparing teachers to integrate multiple intelligences into urban schools. In B. Kanpol, (Ed.) Teacher education and urban education: The move from the traditional to the practical (pp. 73-99). Cresskill, NJ: Hampton Press.
• Willard-Holt, C. (2002). Restructuring teacher educators’ perceptions of urban education: One faculty’s journey. In B. Kanpol, (Ed.) Teacher education and urban education: The move from the traditional to the practical (pp. 227-250). Cresskill, NJ: Hampton Press.

*Graduate student