Project Activities
Focused program of research
Identifying Gifted and Talented Students
One of the major research goals of the Center is to develop a system for identifying gifted and talented students using an expanded definition of giftedness that includes measurement of student outcomes across different types of assessments: standardized achievement scores; state standards in reading and mathematics that reflect expectations for advanced levels of achievement; and performance-based assessments of investigative and problem-solving skills; and teacher recommendation based on students' classroom performance.
Measuring Instructional Delivery (Intervention Implementation)
The Center will examine the fidelity of classroom instruction with the prescribed G&T intervention, use of differentiation in delivery, and any instructional adaptations or modification by utilizing teacher logs, surveys, interviews and in-class observations.
Achievement Assessment
The Center will measure achievement outcomes in reading and mathematics at the end of 3rd grade for all students and examine specific impacts for three categories of students: traditional definition gifted; expanded definition gifted; and not identified as gifted.
National leadership and outreach activities
The Center will host a national conference of researchers and practitioners interested in gifted and talented education.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Book chapter
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: 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: 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: 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 eEducation 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. (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.
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.), Essays in Honour of Kurt Heller (pp. 217-244). Hamburg, Germany: LIT Verlag.
Journal article, monograph, or newsletter
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(2): 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(7): 678-694.
Project website:
Additional project information
Topic: Jacob K. Javits Center for Gifted and Talented Education
Related projects
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
