On September 22, the Duke University Talent Identification Program (Duke TIP) welcomed NCRGE Director Del Siegle to deliver a presentation entitled “Report from the NCRGE: Problems and Promising Practices in Gifted Education.” A recording of the event is available on the TIP website.
The Institute of Education Sciences awarded the next five-year National Center for Research on Gifted Education (NCRGE) to our collaborative team of researchers from the University of Connecticut, University of Iowa, University of Wisconsin–Whitewater, University of California – Berkeley, University of California – Santa Cruz, and Michigan State University. The team includes research methodologists, economists, and gifted education research leaders.
Dr. Del Siegle of the University of Connecticut, who directed the previous NCRGE (2014-2020), will direct the new NCRGE. Other members of the research team include Dr. E. Jean Gubbins, Dr. D. Betsy Mccoach, Dr. Catherine Little, and Dr. Christopher Rhoads at UConn, Dr. Susan Assouline at the University of Iowa, Dr. Scott Peters at the University of Wisconsin-Whitewater, Dr. David Card at the University of California – Berkeley, Dr. Laura Giuliano at the University of California – Santa Cruz, and Dr. Scott Imberman and Dr. Katharine Strunk at Michigan State University.
The new Center will begin work on September 1, 2020, with a focus on the following questions:
- How can we simplify identification systems while expanding participation opportunities for underserved students?
- What impact do teachers have on gifted students’ academic success?
- What are the benefits of gifted programs? How do they extend beyond academic achievement?
- Can universal screening be effectively implemented for acceleration?
NCRGE is part of the Jacob K. Javits Gifted and Talented Students Education Program, which funds evidence-based research, demonstration projects, and innovative strategies to enhance the ability of elementary schools and secondary schools nationwide to identify gifted and talented students and meet their special educational needs. The major emphasis of the program is on serving students traditionally underrepresented in gifted and talented programs
STORRS January 14, 2020 — The National Center for Research on Gifted Education has been selected for the 2020 Best of Storrs Award in the Research Institute category by the Storrs Award Program.
Each year, the Storrs Award Program identifies entities that we believe have achieved exceptional marketing success in their local community and business category. These are local entities that enhance the positive image of small business through service to their constituents and our community. These exceptional entities help make the Storrs area a great place to live, work and play.
Various sources of information were gathered and analyzed to choose the winners in each category. The 2020 Storrs Award Program focuses on quality, not quantity. Winners are determined based on the information gathered both internally by the Storrs Award Program and data provided by third parties.
About Storrs Award Program
The Storrs Award Program is an annual awards program honoring the achievements and accomplishments of local businesses throughout the Storrs area. Recognition is given to those companies that have shown the ability to use their best practices and implemented programs to generate competitive advantages and long-term value.
The Storrs Award Program was established to recognize the best of local businesses in our community. Our organization works exclusively with local business owners, trade groups, professional associations and other business advertising and marketing groups. Our mission is to recognize the small business community’s contributions to the U.S. economy.
SOURCE: Storrs Award Program
Storrs Award Program
NCRGE Researchers, IES staff members, and NCRGE advisory board members met at the U.S. Department of Education in Washington, DC on May 31, 2019 to review Phase 2 findings. NCRGE researchers presented quantitative and preliminary qualitative findings for Phase 2. NCRGE also reviewed Phase 1 findings.
|Gifted Education: Four Studies You Should Know
Toronto. The justification for gifted education is simple: Academically advanced children should be given work at their speed and level, both to nurture …
|Gifted classes may not help talented students move ahead faster
The Hechinger Report
One of the big justifications for gifted-and-talented education is that high achieving kids need more advanced material so that they’re not bored and …
Check out our interview with IES at https://ies.ed.gov/blogs/research/post/inequity-persists-in-gifted-programs
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 firstname.lastname@example.org. 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.