Dr. Larry Hedges, NCRGE Advisory Board Member, provided the opening keynote at the Institute of Education Sciences 2016 Principal Investigators Meeting in Washington, DC in December.
Author: Del Siegle
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.
NCRGE Researcher Mentors Undergraduate McNair Scholar
NCRGE Quantitative Research Director Dr. D. Betsy McCoach has been mentoring undergraduate UConn McNair Scholar Casey Davis during spring and summer semester. Ms. Davis recently shared the results of her research at the McNair Scholar Poster Presentations.
NCRGE Theory of Change Published in JEG
Barriers to Underserved Students’ Participation in Gifted Programs and Possible Solutions
Journal for the Education of the Gifted
June 2016, Vol. 39, No. 2, Pages 103–131
doi:10.1177/0162353216640930
Del Siegle, E. Jean Gubbins, Patricia O’Rourke, Susan Dulong Langley, Rachel U. Mun, Sarah R. Luria, Catherine A. Little, D. Betsy McCoach, and Tawnya Knupp
University of Connecticut, Storrs,
Carolyn M. Callahan
University of Virginia, Charlottesville
Jonathan A. Plucker
Johns Hopkins University, Baltimore, MD
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Abstract
Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development. |
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.
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.
NCRGE Research Featured at AERA
NCRGE researchers presented three posters at the 2016 AERA conference in Washington, DC on Sunday, April 10: Gifted & Talented English Learners: Using Critical Discourse Analysis to Make the Implicit Explicit; Using State District Program Plans to Analyze District Policies in Identifying and Delivering Services to Gifted Students; and The Identification Gap: When Just as Good Isn’t Enough.
NCRGE’s Work Included in APA Monitor Story
The February 2016 APA Monitor featured a story on gifted students. The Centers work was mentioned in the article.
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 Attends Javits Program Meeting
Del Siegle attended the Javits Program Directors’ Meeting in Washington, DC on January 11 and 12. Carolyn Callahan and Catherine Little from our team also attended on behalf of their Javits grants. Siegle made two presentations at the meeting on behalf of the Center. He presented the EL literature review and an update on Center findings.
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.
