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Renzulli Center for Creativity, Gifted Education, and Talent Development


THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED (1990-2013)

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The National Research Center on Gifted and Talented (NRC/GT) successfully
competed for a series of federally funded grants (1990-2013) under the Jacob K.
Javits Gifted and Talented Education Act. Our final studies focused on What
Works in Gifted Education with the mathematics study at the University of
Connecticut and the reading/language arts study at the University of Virginia.
The respective research teams developed model-based curricula in mathematics for
grade 3 students in general education classrooms and reading/language arts
curricula for grade 3 students in gifted and talented programs reflecting the
following curricular/instructional models: (a) Differentiation of Instruction
Model (Carol Ann Tomlinson); (b) Depth and Complexity Model (Sandra N. Kaplan),
and (c) Schoolwide Enrichment Model (Joseph S. Renzulli and Sally M. Reis).
Multiple cohorts of students and their teachers participated in the two
curricular studies and initial quantitative and qualitative results were shared
with study participants and conference participants. We completed three
additional projects: (a) explored the theory of the malleability of intelligence
related to research by Dr. Carol Dweck, Stanford University, and others; (b)
summarized the curricular and instructional practices in STEM high schools; and
(c) analyzed the status of gifted education programming and services across the
nation. An overview of these projects follows.


MALLEABLE MINDS PROJECT

Dr. Carolyn M. Callahan worked with Dr. Rena Subotnik (Director of the Center
for Psychology in the Schools and Education at the American Psychological
Association), Dr. Ann Robinson (Past President of the National Association for
Gifted Children), and Patricia Johnson (former Javits Program Director) to
launch an initiative involving social and cognitive psychologists and
neuroscientists. The goal of the project was to share emerging theories about
student learning and talent development with researchers in gifted and talented
education. The resulting book published by The National Research Center on the
Gifted and Talented entitled Malleable Minds: Translating Insights From
Psychology and Neuroscience to Gifted Education (Subotnik, Robinson, Callahan, &
Gubbins, 2012), presents the latest research, followed by how the research can
inform theory and practices in gifted and talented education, and ending with
illustrative cases that demonstrate the application of the research to
teaching/learning environments. The book has been popular in psychology and
educational psychology courses and seminars. The book may be ordered directly
from The National Research on the Gifted and Talented at (Malleable Minds).


STEM SCHOOLS OF EXCELLENCE

The University of Connecticut and University of Virginia completed the
implementation of a study of Science, Technology, Engineering, and Mathematics
(STEM) Schools of Excellence. The University of Connecticut created an extensive
interactive matrix of STEM high schools around the country. From this matrix, 12
schools representing different service delivery models (e.g.,
school-within-a-school, residential school, magnet school, charter school,
comprehensive high school) were selected for onsite observations, administrator
interviews, teacher focus groups, and student focus groups. The purpose of the
onsite visits was to obtain first-hand knowledge of effective curricular and
instructional practices that may be unique to STEM schools. The information
gleaned from a review of existing documents, websites, observations, interviews,
and focus groups yielded multiple potential survey items that were organized and
classified categorically to reflect the practices. Items became the basis for
surveys for administrators and their teachers. Resulting data from the onsite
data collection and surveys are the basis for multiple journal
articles,(Bruce-Davis et al., 2014).

In addition, we created an eBook (Gubbins et al., 2013) on the status of STEM
high schools in the United States which is available from STEM eBook.pdf. The
quantitative and qualitative data provide guidance for future and current
developers of STEM high schools.


STATUS OF GIFTED EDUCATION PROGRAMMING

The United States Department of Education commissioned the University of
Virginia to conduct a national survey focusing on the status of K-12 gifted
programming opportunities across our nation. Data from elementary, middle, and
high schools were used to develop portraits of the programming and services; to
identify policy inputs (e.g., mandates, funding practices, teacher
qualifications, program evaluation); and to provide accurate and comprehensive
data to federal, state, and local policy makers as well as researchers and
practitioners (Callahan, Moon, & Oh, 2013a, 2013b, 2013c). The reports are
available from the National Association for Gifted Children’s website
(www.nagc.org).

The research that we have conducted for over 2 decades required the cooperation
and collaboration of administrators, teachers, and students from all over the
country (Gubbins, Callahan, & Renzulli, 2014; Renzulli, Callahan, & Gubbins,
2014). We gratefully acknowledge the role that each person played in providing
us with opportunities to collect extensive data on critical topics and report
the findings to multiple audiences. Research teams associated with The National
Research Center on the Gifted and Talented continue to share their scholarly
work at conferences as well as through books, book chapters, and articles. We
hope you share our research with other interested educators involved with gifted
and talented education by visiting our website for the latest information on
meeting the needs of gifted and talented students.

References

Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J.
L., & Rubenstein, L. D. (2014). STEM high school administrators,’ teachers’, and
students’ perceptions of curricular and instructional strategies and practices.
Journal of Advanced Academics, 25,(3) 272–306.
https://doi.org/10.1177/1932202X14527952
Callahan, C. M., Moon, T. R., & Oh, S. (2013a). Status of elementary gifted
programs. University of Virginia, The National Research Center on the Gifted and
Talented.
http://www.nagc.org/resources-publications/resources-university-professionals
Callahan, C. M., Moon, T. R., & Oh, S. (2013b). Status of middle school gifted
programs. University of Virginia, The National Research Center on the Gifted and
Talented.
http://www.nagc.org/resources-publications/resources-university-professionals
Callahan, C. M., Moon, T. R., & Oh, S. (2013c). Status of high school gifted
programs. University of Virginia, The National Research Center on the Gifted and
Talented.
http://www.nagc.org/resources-publications/resources-university-professionals
Gubbins, E. J., Callahan, C. M., & Renzulli, J. S. (2014). Contributions to the
impact of the Javits Act by The National Research Center on the Gifted and
Talented. Journal of Advanced Academics, 25,(4) 422–444.
https://doi.org/10.1177/1932202X14549355
Gubbins, E. J., Villanueva, M., Gilson, C. M., Foreman, J. L., Bruce-Davis, M.
N., Vahidi, S., Callahan, C. M., & Tofel-Grehl, C. (2013). Status of STEM high
schools and implications for practice [iBooks version].
https://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04/STEM_eBook.pdf.pdf
Renzulli, J. S., Callahan, C. M., & Gubbins, E. J. (2014). Laying the base for
the future: One cornerstone of the Javits Act. Journal of Advanced Academics,
25(4), 338–349. https://doi.org/10.1177/1932202X14542686
Subotnik, R. F., Robinson, A., Callahan, C. M., & Gubbins, E. J. (2012).
Malleable minds: Translating insights from psychology and neuroscience to gifted
education. University of Connecticut, The National Research Center on the Gifted
and Talented.
NRC/GT Research Teams 1990-2013
1990-1995
1996-2000
2000-2006
2006-2013
University of Connecticut
University of Connecticut
University of Connecticut
University of Connecticut
University of Virginia
University of Virginia
University of Virginia
University of Virginia
Yale University
Yale University
Yale University
 
University of Georgia
Stanford University
 
 
 
City University of New York
 
 

 

The work reported herein was supported under the National Research Development
Centers Program, PR/Award Number 305A060044, as administered by the Institute of
Education Sciences, United States Department of Education. The findings and
opinions expressed in this report do not reflect the position or policies of the
Institute of Education Sciences of the United States Department of Education.




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