During his studies political sciences, psychology and pedagogy at the University of Amsterdam, he already focused on learning processes of children. During and after his education at the university he worked at the famous 'psychological lab', founded by the Hungarian experimental psychologist Géza Révész.
Heidrun Stoeger, PhD is chair professor for Educational Sciences at the University of Regensburg, Germany. She holds the Chair for School Research, School Development, and Evaluation. She is Editor-in-Chief of the journal High Ability Studies and member of the editorial board of the German journal of Talent Development.
Albert Ziegler, PhD, is the Chair Professor for Educational Psychology at the University of Erlangen-Nuremberg, Germany. He has published approx. 350 books, chapters and articles in the fields of talent development, excellence, educational psychology and cognitive psychology.
Professor Joan Freeman, PhD, the Founding President of ECHA, is a world expert in the lifetime development of gifts and talents. She is an elected Fellow of the British Psychological Society and holds their Lifetime Achievement Award for her work with the gifted and talented, among honours from elsewhere.
Arthur Cropley was born in Australia in 1935. He served for 5 years in the Australian Army, was a schoolteacher for 4 years, then obtained his PhD from the University of Albertain 1965 and taught at the Universities of Reginaand Hamburg, with brief stints in Australia.
During my Presidency ECHA got a new bank account that a professional organization needs and this now allows us to pay the membership by credit card. I also left my term with money in the bank account and you can now discuss what to do with the money to promote giftedness and talents.
1. Constitution to make ECHA a legal organization, registered in Nijmegen, The Netherlands. Registration in the Chamber of Commerce in Nijmegen/Arnhem (ECHA is a charity association under the number 40146782).
Presidential acceptance speech setting ECHA’s goals in 2000:
The first one will be the development of a set of regulations for the ECHA diploma that will help to foster even further development that will benefit the community of teachers and practitioners as well as the ECHA itself. These regulations will be delineated by the General committee and submitted to all the ECHA members for their consideration and suggestions. After that the new rules will be voted in the General Assembly of members and will enter into force.
The primary aim of ECHA is to act as a European network for understanding high ability throughout the lifespan. From its establishment on 19th May 1987, during the years of my Founding Presidency, it soared from an idea to become a dynamic multinational association. The initiating team (including Pieter Span, Harald Wagner and Ulrike Stedtnitz) reached out particularly to professionals behind the (then) ‘iron curtain’. High standards were crucial, which is probably why the demand for international membership obliged us to remove European geographical boundaries. We published a quarterly newsletter and (with great difficulty) a scientific peer-reviewed journal. Not only did we present biennial conferences, but several times a year across Europe we set up ECHA symposia at other conferences, as well as independent ECHA workshops, e.g. maths, music, adolescence, thinking.
It was an honor for me, after having served five years as editorial assistant, to take over the position of editor-in-chief of High Ability Studies in 2007. The large number of submissions that High Ability Studies regularly receives and the journal’s extensive pool of reviewers testify to the exceptional work of my predecessor.