University of Connecticut University of UC Title Fallback Connecticut

Author: Del Siegle

NCRGE Director Receives National Award for Impact on Gifted Education

Dr. Del Siegle was recognized for his impact on gifted education as recipient of the 2016 Palmarium Award, presented Feb. 4 in Denver.

The Institute for the Development of Gifted Education at the University of Denver presented the award during its annual conference.

Siegle is a professor of gifted and talented and Head of the Department of Educational Psychology in the Neag School of Education at UConn. He also serves as director of the National Center for Research on Gifted Education, the federal government’s only funded national center on giftedness.

The Palmarium Award is presented to the individual most exemplifying the vision of the Institute for the Development of Gifted Education: A future in which giftedness will be understood, embraced and systemically nurtured throughout the nation and world. Recipients demonstrate that vision through practical impacts on education, advocacy outreach, educational publications and influential research.

“I am honored and humbled to receive the third annual Palmarium Award,” Siegle said.

After receiving the award, Siegle delivered a talk titled Tips for Making a Difference in Young People’s Lives, addressing important attitudes toward learning that enable young people to be successful.

Siegle is a past president of the National Association for Gifted Children, the largest organization dedicated to promoting the needs of gifted and talented children. He is also chair of the American Educational Research Association’s Research on Giftedness, Creativity, and Talent SIG. With over 650 state, national, and international presentations and over 100 articles, book chapters, and books on gifted and talented education, Siegle is nationally recognized for his work on motivation and underachievement of gifted students.

NCRGE Trains for Site Visits

NCRGE held a 2-day training at the University of Connecticut on December 15 and 16 for 13 members of our team who will be involved in conducting school visit case studies. This included one member of our team from Washington state, two members from the University of Virginia, and ten from the University of Connecticut. The training involved mock individual and focus group session interviews, interview question triage, data management procedures, and site visit procedures. Dr. Carolyn Callahan, Dr. Bianca Montrosse-Moorhead, and Dr. E. Jean Gubbins conducted the training.

NCRGE Team

 

NCRGE Holds Third Advisory Board Meeting

NCRGE meeting at IES in Washington DC

NCRGE held its third advisory board meeting on November 5, 2015. The advisory board provided feedback on increasing survey responses, selecting schools for case study visits, and strategies to improve the case study visits. The meeting was held in the IES conference room in Washington, DC.

2015-11-05 14.26.39

NCRGE Researchers and Advisory Board

Front row: Yaacov Petscher, Frank Worrell, Sidney Moon, Julia Roberts, Jacquelin Medina, and Rachel Chung; Back row: Yvette Jackson, Del Siegle, D. Betsy McCoach, David Leal, Camilla Benbow, Lynn Vernon-Feagans, E. Jean Gubbins, Carolyn Callahan, and Rena Subotnik.

 

 

NCRGE Seeking Post Doc Research Scientist at UVA

The Department of Curriculum, Instruction and Special Education at the Curry School of Education is seeking highly qualified candidates to fill a Research Scientist position to oversee and participate in data collection and analysis for large scale educational research studies. The incumbent revises observation and interview protocol, interprets and compiles research findings for dissemination and publication, and provides supervision to graduate students carrying out data collection.

A Ph.D. in Education, Gifted Education, or a related field is required, as is at least three years of experience in data collection and analysis of education data. Experience with educational research project management and supervision of students is preferred. Strong qualitative skills and basic understanding of quantitative analysis are required. The ability to coordinate multiple simultaneous tasks of varying complexity, with demonstrated accountability and excellent attention to detail is also required. Knowledge of software tools for office productivity, presentations, and statistical analysis including SPSS, SAS, and NIVO.

To apply, visit http://jobs.virginia.edu and search on Posting Number 0616744. Complete a Candidate Profile online, attach a cover letter, curriculum vitae, and contact information for three references. Applicant screening begins July 27, 2015 and the position will remain open until filled.

For questions about the position, please contact Dr. Carolyn Callahan at cmc@Virginia.edu.

The Curry School of Education and the University of Virginia are Equal Opportunity/Affirmative Action employers. We seek to build a culturally diverse intellectual environment and welcome applications from women, minorities, veterans and persons with disabilities.

New Publication Comparing Educational Excellence

The International Association for the Evaluation of Educational Achievement announced the release of a new policy brief authored by Dr. Jonathan Plucker, a member of the NCRGE research team. The brief entitled, Advanced Academic Performance: Exploring Country-Level Differences in the Pursuit of Educational Excellence can be downloaded from http://www.iea.nl/policy_briefs.html.  The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education, with the aim of gaining in-depth understanding of the effects of policies and practices within and across systems of education.

Research Suggests That School May Not Benefit High-Ability Students’ Reading Achievement

Does school matter? Most anyone’s response would be, unequivocally, yes.

And yet startling results from a recent research study suggest that, depending on the ability of the student, the answer may not be quite so clear-cut.

Researchers Betsy McCoach, professor in the Neag School of Education at the University of Connecticut and director of research at NCRGE, and UConn Neag School alum Karen Rambo-Hernandez ’11 Ph.D., now assistant professor at West Virginia University, set out to examine the extent to which school impacts students’ levels of reading achievement over time.

With access to national data for a population of more than 170,000 students from 2,000 schools, McCoach and Rambo-Hernandez compared students whose reading test scores at the start of third grade ranked in the top 2 percent – a group designated as “initially high-achieving students” – with those students whose reading test scores at the start of third grade were among the average.

Read the full UConn story at http://education.uconn.edu/2015/08/27/research-suggests-that-school-may-not-benefit-high-ability-students-reading-achievement/

Rambo-Hernandez, K. E., & McCoach, D. B. (2015). High-achieving and average students’ reading growth: Contrasting school and summer trajectories. The Journal of Educational Research, 108, 112-129