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Publications

Exploratory Study on the Identification of English Learners for Gifted and Talented Programs 2018 Publication of the National Center for Research on Gifted Education E. Jean Gubbins, Del Siegle, Rashea Hamilton, Pamela Peters, Ashley Y. Carpenter, Patricia O’Rourke, Jeb Puryear, D. Betsy McCoach, Daniel Long, Emma Bloomfield, Karen Cross, Rachel U. Mun, Christina Amspaugh, Susan Dulong Langley, Anne Roberts, and William Estepar-Garcia	Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students Gifted Child Quarterly January 2018, Vol. 62, No. 1, Pages 6-24 https://doi.org/10.1177/0016986217738053 Rashea Hamilton, D. Betsy McCoach, M. Shane Tutwiler, Del Siegle, E. Jean Gubbins, Carolyn Callahan, Annalissa V. Brodersen, and Rachel U. Mun Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.	Effective Practices for Identifying and Serving English Learners in Gifted Education: A Systematic Review of the Literature.pdf 2016 Publication of the National Center for Research on Gifted Education Rachel U. Mun, Susan Dulong Langley, Sharon Ware, E. Jean Gubbins, Del Siegle, Carolyn M. Callahan, D. Betsy McCoach, and Rashea Hamilton	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 https://doi.org/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, Tawnya Knupp, Carolyn M. Callahan, and Jonathan A. Plucker
Introduction to English language special issue Journal for the Education of the Gifted December 2020, Vol. 43, No. 4 https://doi.org/10.1177/0162353220955163 Del Siegle	Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs Journal for the Education of the Gifted December 2020, Vol. 43, No. 4 https://doi.org/10.1177/0162353220955241 E. Jean Gubbins, Del Siegle , Pamela M. Peters, Ashley Y. Carpenter, Rashea Hamilton, D. Betsy McCoach, Jeb S. Puryear, Susan Dulong Langley, and Daniel Long	Proficiency and giftedness: The role of language comprehension in gifted identification and achievement. Journal for the Education of the Gifted December 2020, Vol. 43, No. 4 doi:10.1177/0162353220955225 Rashea Hamilton, Daniel Long, D. Betsy McCoach, Vonna Hemmler, Del Siegle, Sarah D. Newton, E. Jean Gubbins, and Carolyn M. Callahan	Identifying and serving English learners in gifted education: Looking back and moving forward Journal for the Education of the Gifted. December 2020, Vol. 43, No. 4 https://doi.org/10.1177/0162353220955230 Rachel U. Mun, Vonna Hemmler, Susan Dulong Langley, Sharon Ware, E. Jean Gubbins, Carolyn M. Callahan, D. Betsy McCoach, and Del Siegle
Beyond a Coefficient: An Interactive process for achieving Inter-rater Consistency in Qualitative Coding *Qualitative Research* April 2022, Vol. 22, No. 2 doi:10.1177/1468794120976072 Vonna L. Hemmler, Allison W. Kenney, Susan D. Langley, Carolyn M. Callahan, E. Jean Gubbins, and Shannon Holder	Gifted Child Quarterly 2022 Paper of the Year Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected? Gifted Child Quarterly January 2021 https://doi.org/10.1177/0016986220988308 E. Jean Gubbins, Del Siegle, Karen Ottone-Cross, D. Betsy McCoach, Susan Dulong Langley, Carolyn M. Callahan, Annalissa V. Brodersen, and Melanie Caughey	Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability Educational Policy Online First February 2023 https://doi.org/10.1177/08959048231153612 Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins, and Del Siegle Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.