|Title:||National Research Center on the Gifted and Talented|
|Principal Investigator:||Renzulli, Joseph||Awardee:||University of Connecticut|
|Program:||National Research and Development Centers [Program Details]|
|Award Period:||5 years||Award Amount:||$8,706,200|
|Goal:||Multiple Goals||Award Number:||R305A060044|
Topic: Jacob K. Javits Center for Gifted and Talented Education
Purpose: The National Research Center on the Gifted and Talented (NRCGT) conducts research on a host of issues surrounding gifted education, namely: Who are the gifted? What characterizes "giftedness" and how can the term's definition be used to identify students for gifted programs and services? What programs and services most benefit gifted students and can those programs and services yield positive results for students not identified as gifted, as well as for students identified as gifted under traditional or expanded definitions?
Established through a five-year, $8.7 million grant from the Institute of Education Sciences (IES) of the U.S. Department of Education, the Center is staffed by researchers with expertise in gifted education, and curriculum and instruction.Projects
Identifying Gifted and Talented Students
Measuring Instructional Delivery (Intervention Implementation)
Key Personnel: Joseph Renzulli, Tutita Casa, M. Katherine Gavin, E. Jean Gubbins, Catherine Little, D. Betsy McCoach, Sally Reis, Robin Schader, Del Siegle.
Center Website: http://www.gifted.uconn.edu/
IES Program Contact: Dr. Corinne Alfeld
Publications from this project:
de Wet, C. F., and Gubbins, E. J. (2011). Teachers' beliefs about culturally, linguistically, and economically diverse gifted students: A quantitative study. Roeper Review, 33, 97–108.
Rubenstein, L. D., Siegle, D., Reis, S. M., and McCoach, D. B. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, 678–694.
Gubbins, E. J.(2013). Cognitive and affective outcomes of pull-out programs: Knowns and Unknowns In C.M. Callahan and H. L. Hertberg-Davis (Eds.). Fundamentals of gifted education: Considering multiple perspectives (pp. 176–187). New York, NY: Routledge.
Reis, S. M., and Renzulli, J.S. (2011). Challenging gifted and talented learners with a continuum of research-based intervention strategies. In M. A. Bray and T. J. Kehle, (Eds.), The Oxford handbook of school psychology (pp. 456–482). New York, NY: Oxford University Press.
Reis, S. M., and Renzulli, J.S. (2011). Intellectual giftedness. In R. J. Sternberg and S. B. Kaufman, (Eds.), The Cambridge handbook of intelligence (pp. 235–252). New York, NY: Cambridge University Press.
Renzulli, J.S. (2011). Freedom to teach: Using investigative learning to develop high potentials in young people. In D. Thurnau (Ed.), Hochbegabung exzellenz werte (pp. 29–50). Dresden, Germany, Eckhard Richter and Co.
Renzulli, J.S. (2011). The empire strikes back: Redefining the role of gifted education in the 21st century. In C. F. Klassen and E. Polyzoi (Eds.), Investing in gifted and talented learners: An international perspective (pp. 1–8).Winnipeg, Canada: The World Council for Gifted and Talented Children.
Renzulli, J.S., Sands, M.M., and Heilbronner, N. N. (2011). Operation Houndstooth: A positive perspective on developing social intelligence. In A. Ziegler and C. Perleth (Eds.), Excellence. Essays in honour of Kurt Heller (pp. 217–244). Hamburg, Germany: LIT Verlag.
Renzulli, J.S. (2012). A theory of giftedness based on the anticipated social roles of high potential youth. In R. Subotnik, A. Robinson, C.M. Callahan, and E. J. Gubbins (Eds.). Malleable minds: Translating insights from psychology and neuroscience to gifted education(pp.119–139). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.