Uncategorized

NCRGE 2017 AERA Sessions

Thu, April 27, 4:05 to 6:05 pm, Grand Hyatt San Antonio, Second Floor, Bowie A

Trends in Reading Growth Between Gifted and Nongifted Students: An Individual Growth Model Analysis

Michael Shane Tutwiler, D. Betsy McCoach, Rashea Hamilton, & Del Siegle

In this study, we use large-scale, longitudinal data to model the growth in student reading across 3rd, 4th, and 5th grade in three states using multi-level models for change (Singer & Willett, 2003) to fit individual growth models for students nested in schools and districts. Students who were identified as gifted had 3rd grade reading scores that were nearly a full standard deviation higher than their non-gifted peers. However, students identified as gifted showed reading growth that was either similar to, or slightly lower than, their non-gifted peers.

 

Fri, April 28, 12:25 to 1:55 pm, Grand Hyatt San Antonio, Third Floor, Bonham D

Gifted Education Structures in Elementary Schools and Their Connections to Program Focus

Del Siegle, Jeb. S. Puryear, William Estepar-Garcia, Carolyn M. Callahan, E. Jean Gubbins, D. Betsy McCoach, Rachel U. Mun, and Christina M. Amspaugh

Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 1,548). Differences were observed in the implementation mechanics of English and mathematics curriculum. Interrelationships between program structures emerged (e.g., existence of separate gifted curriculum and pull-out instruction, (F = .16). Schools reported a focus on 21st century skills and enrichment techniques while neglecting acceleration strategies and cultural responsiveness. Lastly, we observed a number of statistically significant relationships between program structures and the foci used in gifted programs. These relationships may reflect underlying beliefs in the field. Their implications are examined and future directions are discussed.

 

Sat, April 29, 10:35 am to 12:05 pm, Grand Hyatt San Antonio, Second Floor, Bowie A

Symposium Organized by NCRGE: Talent Ignored: Investigating the Underidentification of English Learners for Gifted Programs

Identifying and Serving English Learners for Gifted and Talented Education: A Systematic Literature Review

Rachel U. Mun and Susan Dulong Langley

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not identified for gifted and talented (GT) services. This neglect results in what Plucker, Burroughs, and Song (2010) described as a growing “excellence gap” in K-12 education. Thus, we undertook a systematic review of the literature to investigate the most effective practices used to identify and serve ELs for GT services.

 

Identification of Gifted English Learners: An Empirical Examination of Two States

Rashea Hamilton, D. Betsy McCoach, Michael Shane Tutwiler, and Willaim Estepar-Garcia

The goal of the current study was to examine the extent to which EL students are under-identified as gifted using state data, and explore the role of district level practices in EL identification.

 

Identification of English Learner Gifted From Parents’ Perspective: Challenges and Recommendations

Rashea Hamilton and Rachel U. Mun

School-family partnerships, while shown to be beneficial for all students, might be particularly beneficial for gifted English language learners since schools have struggled to identify these students due to language and cultural barriers (Nichol, 2013). Therefore, the goal of the current study is to explore how parents of gifted English Learners (ELs) understand the identification process.

 

Sun, April 30, 2:15 to 3:45pm, Grand Hyatt San Antonio, Third Floor, Bonham C

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

Jean Gubbins, Del Siegle, Patricia O’Rourke, Susan Dulong Langley, Karen Cross, Carolyn M. Callahan, Annalissa V. Brodersen, Melanie Caughey, and Joseph S. Renzulli

Designing and implementing programs for gifted and talented students requires careful planning. We analyzed 293 district program plans from two states to determine the match between identification practices and interventions. Of these districts, 69.6% (n=204) identified students in mathematics and 68.9% (n=202) identified students in reading/English language arts. At least 60% of the districts used faster pace, depth, or breadth of coverage in mathematics or reading, or regular education reading/English language arts standards for gifted students. Learning environment options included differentiated instruction (86%), cluster grouping (55%), and pull-out classes (55%). It is interesting to note that national attention to reading and mathematics has not had a corresponding effect on selected emphases in gifted education programs.

 

Mon, May 1, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 2

Exploring Alignment in Gifted Education Program Policies and Practices

Annalissa V. Brodersen

Previous studies demonstrate a possible disconnect between gifted education policies at the state and district level (e.g., Callahan, Moon, & Oh, 2013), and the extent to which local practices are aligned with state/district policies is unknown. Researchers (e.g., Baker, 2001; Kettler, Russel, & Puryear, 2015) indicate gifted programs may vary according to district/school size and/or district/school resources. In this study I use qualitative document analysis to examine gifted education policies and practices about identification and service delivery models/programming within two states. I examine state/district-level policies as well as district/school-level reported practices. Results indicate state and district policies and practices are toward alignment with recommended practices in identification, while in services they are less aligned with each other and recommended practices.

 

NCRGE Director Named Associate Dean

del-siegle_dsc_8624-400x267

Professor Del Siegle has been named Associate Dean for Research and Faculty Affairs for the Neag School.

Siegle, a professor of gifted education in the Neag School’s Department of Educational Psychology, where he has served as department head since 2011, will officially join the Dean’s Office leadership team on Jan. 3, 2017.

In his new role, Siegle will serve as the dean’s designee on all matters related to research and faculty affairs and will work collaboratively with departments, programs, faculty, professional staff, and others on a range of responsibilities, including overseeing faculty personnel matters; providing leadership for the research enterprise in the Neag School; facilitating faculty development in the areas of tenure, promotion, and research; and serving as the liaison between the Neag School and UConn’s Office of the Vice President for Research.

“Del has a depth and breadth of knowledge and far-reaching scholarly success in education research on the national and international levels that make him an ideal fit for this position,” says Dean Gladis Kersaint. “We’re excited to have him take this position on as the Neag School continues to advance its research efforts and pursue meaningful scholarship in its strategic areas of focus, and we are grateful to Sandy Chafouleas for her dedicated service in the roles of Associate Dean and Director of Research over these past two years.”

Siegle joined UConn in 1999, after serving four years as an assistant professor at Boise State University. He is a past president of the National Association of Gifted Children and has served on the board of directors of The Association for the Gifted. He is chair of the AERA Research on Giftedness, Creativity, and Talent SIG. He was co-editor of the Journal of Advanced Academics and is currently co-editor of Gifted Child Quarterly. He also writes a technology column for Gifted Child Today. His research interests include web-based instruction, motivation of gifted students, and teacher bias in the identification of students for gifted programs. Along with Gary Davis and Sylvia Rimm, he is an author of the popular textbook Education of the Gifted and Talented (6th ed.). He is the principal investigator and director of the National Center for Research on Gifted Education (NCRGE).

South Korean Educators Visit NCRGE

A contingent of 73 gifted and talented educators from South Korea recently visited the National Center for Research on Gifted Education at the University of Connecticut. The group of teachers is touring the U.S. to learn more about gifted education practices. NCRGE director Dr. Del Siegle share recent NCRGE research findings and NCRGE Research Associate Dr. Rachel Mun share results of the recently completed review of literature on identification and service practices with EL gifted students. Dr. Mun is fluent in Korean and made her presentation in Korean.

South Korean Educators Visit NCRGE

NCRGE Theory of Change Published in JEG

Rashea Hamilton Receives Dissertation Award

Dr. Rashea Hamilton was selected as the recipient of the 2015 William E. Loadman Outstanding Dissertation Award for Educational Psychology at The Ohio State University. This award is given annually to the Ph.D. student who has completed and defended the most outstanding dissertation in each academic area during the previous year. Dr. Hamilton joined the NCRGE as a Research Associate in October 2015.

Rashea Hamilton receives dissertation award

Picture: Dr. Rashea Hamilton (center) is presented with a William E. Loadman Dissertation Award by donor Professor Emeritus William E. Loadman (left) and Dr. Eric Anderman, her advisor and the chair of the Department of Educational Studies.