Gifted Education Research

The National Center for Research on Gifted Education

The Center, located at UConn, will examine the extent of gifted programming and student participation in three states; identify districts and schools that show high achievement growth rates among gifted students, including those from underserved groups; and explore how these sites successfully identify, serve, and retain students from underrepresented groups in gifted programs.

Other 2014 Javits Grant Awardees

  • Twice-Exceptional Students Achieving and Matriculating in STEM (TEAMS) is a research project at the University of Hawaii designed by Hye Jin Park, Ed.D. It is designed to increase the number of underrepresented students with high academic ability in gifted and talented education programs, as well as the enrollment of these students in postsecondary STEM programs in 24 schools across Oahu, Hawai’i Island, Commonwealth of the Northern Mariana Islands, American Samoa, Iowa, and New York. Award #S206A140012

 

  • STEM Starters+ is a research study designed by Dr. Ann Robinson and Kristy Kidd at the University of Arkansas at Little Rock; it is evaluated by Dr. Jill Adelson of the University of Louisville. This project is designed to increase identification of underrepresented populations, STEM experiences for first- through fifth-grade gifted students, and teacher knowledge of gifted education and STEM disciplines. The research will be completed in schools from the El Dorado, Little Rock, and Pulaski County School Districts. Award #S206A140006

 

  • Experiences Cultivating Exceptional Learning (EXCEL) is a research initiative designed by Drs. Beverly Shaklee and Anne Horak of George Mason University, and Dr. Shelagh Gallagher. The goal of the project is to improve English/Language Arts achievement through the use of Problem-Based Learning in 7th and 8th grade students. Award #S206A140022

 

  • Total School Cluster Grouping (TSCG) is a project created by Drs. Marcia Gentry, Jennifer Richardson, Yukiko Maeda, and Kristina Ayers Paul of Purdue University, and Dr. Scott J. Peters of University of Wisconsin-Whitewater. The purpose is to improve achievement in and increase identification of low-income and culturally and linguistically diverse families as gifted. Participant schools are sites with at least 40% population eligibility for Federal Free and Reduced Meals Program in Arizona, Indiana, Minnesota, Wisconsin, and South Carolina. Award #S206A140011

 

  • Collaborative Planning Utilizing a Technical Assistance Collaborative to Upscale the Identification Processes and Programming for Gifted At Risk Learners is the research study designed by Drs. Karen L. Westberg and Karen B. Rogers of the University of St. Thomas. The project goals are to develop, apply, and assess a model of collaboration that implements various identification strategies for at-risk students, provides effective differentiation in core subjects, and supports the professional growth of teachers and administrators. There are 15 total participant schools consisting of elementary, middle, and high schools. Award #S206A140005

 

  • Project Talentum Academe is created by Dr. Julie Swanson of the College of Charleston. This project is designed to apply talent development curricula and strategies to ultimately increase teacher awareness of gifted education teaching strategies, improve student achievement, and increase the number of students nominated and placed in gifted programs. The six schools participating in this study are from the Charleston County School District. Award # S206A140029

 

  • Project CHANGE has been created by Dr. Sandra K. Kaplan and Jessica Manzone of the University of Southern California with the goals of redefining California’s description and identification of gifted behaviors, extending the identification procedures to include preschool through second grade students, and providing professional development and support in gifted education strategies for early childhood educators. The 64 participant schools will come from four California schools districts. Award # S206A140036

 

  • Project Bright IDEA 3 (Interest Development Early Abilities) is Dr. Angel L. Harris of Duke University’s large scale implementation of Bright IDEA 1 and Bright IDEA 2. Bright IDEA 3 is designed to increase the number of students of underrepresented populations identified as gifted, advance academic achievement for these students by modeling skills and behaviors, and support teaching of gifted curriculum to all students. The participants in this study will come from 32 schools in Wake County Public School District in North Carolina. Award # S206A140032

 

  • Promoting PLACE (Place, Literacy, Achievement, Community and Engagement) in Rural Schools has been designed by Dr. Carolyn Callahan of the University of Virginia and Dr. Amy Azano of Virginia Tech. The purposes of this study are to adapt identification procedures, non-cognitive interventions and curriculum elements to identify rural students, develop a “place-based language arts curriculum for rural learners” based on the CLEAR curriculum, and provide both of these elements to high-poverty rural gifted students. Six cohorts of students will be identified from 14 rural school districts in Virginia for participation. Award # S206A140034