The NCRGE shared findings from NCRGE’s First Three Years work with The Council of State Directors of Programs for the Gifted at their meeting being held at the National Association for the Gifted annual conference in Minneapolis, MN. NCRGE also shared findings from the NCRGE EL Study.
NCRGE Director Del Siegle has been named a 2018 Distinguished Scholar in gifted education by the National Association for Gifted Children.
EdWeek (http://blogs.edweek.org/edweek/learning-the-language/2018/10/identify_gifted_and_talented_english_learners.html) featured recent NCRGE findings on ways to better identify gifted EL students.
Job Posting Title: Postdoctoral Research Associate, National Center for Research on Gifted Education
The National Center for Research on Gifted Education (https://ncrge.uconn.edu) is seeking a qualitative researcher for a PhD level Post Doctoral Research Associate position.
Duties and Responsibilities
The person in this position will work with The National Center for Research on Gifted Education team and will plan, design, manage, and implement qualitative research and data analysis. Candidates should have a PhD in education, educational psychology, psychology, or related field. Candidates should also have experience preparing oral and written reports of research findings.
The successful hire will develop and revise observation and interview protocols, interpret and compile research findings for dissemination and publication, and work with graduate students carrying out data collection and analysis.
Strong qualitative analysis skills are required; strong quantitative skills desirable. 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 qualitative analysis is necessary.
- PhD in education, educational psychology, psychology, gifted education, or a related area
- Extensive experience with qualitative data analysis
- Strong written and verbal communications skills
- Experience conducting research and disseminating results
- Experience preparing written reports of research findings
- Experience with computer assisted qualitative software analysis (e.g., Dedoose)
- Experience designing and conducting mixed methods research studies
- Strong knowledge of qualitative theories and methods
- Knowledge of gifted education
- Experience working with students or teachers in elementary classrooms
- Ability to work collaboratively with colleagues and school personnel
This is a full-time, end-date, 12-month position with an anticipated start date of October 1, 2018. The position may be renewed yearly based on funding. The successful candidate’s appointment will be at the Storrs campus with anticipated out-of-state travel. Salary will be commensurate with qualifications and experience.
To apply, complete an online application, attach a cover letter, curriculum vitae, and contact information for three references at https://www.jobs.uconn.edu. For questions about the position, please contact Dr. Del Siegle at email@example.com. Applications are due by September 25, 2018. Evaluation of applicants will begin immediately. For more information regarding the National Center for Research on Gifted Education, please visit the website at http://ncrge.uconn.edu/.
Employment of the successful candidate will be contingent upon the successful completion of a pre-employment criminal background check. (Search #2019082)
This job posting is scheduled to be removed at 11:59 p.m. Eastern time on September 25, 2018.
All employees are subject to adherence to the State Code of Ethics which may be found at http://www.ct.gov/ethics/site/default.asp.
The University of Connecticut is committed to building and supporting a multicultural and diverse community of students, faculty and staff. The diversity of students, faculty and staff continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice. More than 100 research centers and institutes serve the University’s teaching, research, diversity, and outreach missions, leading to UConn’s ranking as one of the nation’s top research universities. UConn’s faculty and staff are the critical link to fostering and expanding our vibrant, multicultural and diverse University community. As an Affirmative Action/Equal Employment Opportunity employer, UConn encourages applications from women, veterans, people with disabilities, and members of traditionally underrepresented populations.
Check out a recent radio appearance by NCRGE Researcher, Dr. Del Siegle, in which he discusses some of the NCRGE team’s recent work on strategies to better identify EL students for gifted programs. The research is supported by a grant from the Office of English Language Acquisition (OELA) administered by the Institute of Education Sciences (IES).
Dr. D. Betsy McCoach shared recent NCRGE research at the 2018 AERA Annual Meeting in New York City. She presented “Understanding Excellence Gaps: What can we learn from studying within school variability ” as a member of a panel on “Are Excellence Gaps the Unavoidable Consequences of Expanded Opportunities for High-Performing Students?” Her co-authors on the paper were Rashea Hamilton and Daniel Long.
Photo courtesy of Chris Amspaugh
National Center for Research on Gifted Education (NCRGE) Director Del Siegle recently shared NCRGE research on the under identification of gifted students of poverty with The Columbus Dispatch.
Check out a recent radio appearance by NCRGE Researcher, Dr. Betsy McCoach, in which she discusses some of the NCRGE team’s recent work showing that students in poverty are less likely to be identified gifted. The research is supported by a grant administered by the Institute of Education Sciences (IES).
NCRGE researchers have published the first study to demonstrate a link between student poverty, institutional poverty, and the lower identification rate of gifted low-income students.
The study, “Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students,” was published in the journal Gifted Child Quarterly. Researchers found that students eligible for free or reduced lunch programs are less likely to be identified for gifted education services even after controlling for prior math and reading achievement scores. In addition, the findings indicated that students in low-income schools have a further reduced possibility of being identified for gifted services.
Daniel Long, E. Jean Gubbins, D. Betsy McCoach, and Del Siegle presented the NCRGE’s first three years’ research findings at the IES Relevance and Rigor PI meeting in Washington, DC in January.