FACULTY PROFILES

Marcia Gentry is an engaged scholar and has received grants worth several million dollars supporting her work with programming practices and underrepresented populations in gifted education. She actively participates in the field and frequently contributes to the gifted education literature, and regularly serves as a speaker and She spent 11 years as a teacher and administrator in K-12 settings. She enjoys spending time with family and friends, gardening, hanging out in the horse barn, collecting contemporary Navajo weavings, spending time at her a cabin on Lake Superior, and working with her doctoral students. She was the 2014 recipient of the prestigious NAGC Distinguished Scholar Award—and at this same meeting one of her graduates received the Early Scholar Award and one of her doctoral students received the Doctoral Student Award!

Research interests include K-12 economic education, the potential of online role playing games (e.g., MMORPGs) for K-12 civic and economic education, Internet use in social studies classrooms, the impact of technology on citizenship and citizenship education, the intersection between civics and economics, and the degree of social studies in K-5 curriculum.

Selected Publications

National Referred Journal Articles

• Hodges, J. & Gentry, M. (Submitted). The Effect of an Out-of-School Enrichment Program on Math Achievement for High-Potential Students from Low-Income Families.
• Yi, S. and Gentry, M. (in press). Are gifted students really perfectionists?: A psychometric investigation of academic perfectionism among Korean gifted students.
• Yang, Y., & Gentry, M. (in press). My Class Activities: An instrument for measuring gifted and general students’ perceptions in China.
• Yang, Y., & Gentry, M. (in press). Elementary students’ perceptions of their classroom activities in China and the United States: A cross-national study.
• Yang, Y., & Gentry, M. (submitted). An analysis of measures used in identifying young, gifted children in the United States.
• Jen, E.Y. & Wu, J., and Gentry, M. (in press). Social-affective concerns high-ability adolescents indicate they would like to discuss with a caring adult: Implications for educators. Journal of Advanced Academics. Refereed (D, E, L).
• Gentry, M. (in press). Commentary on Does Sorting Students Improve Scores? An analysis of class composition by Collins and Gan (2013). Journal of Advanced Academics. Invited (D, E, L)
• Kim, J., Gentry, M., & Spanke, J. (in press). Underachieving gifted students and effects of praise and criticism: Implications for locus of control, goal orientation, and perceptions of ability and effort. Journal of Advanced Academics. Refereed (D, E, L)
• Greathouse, D., Shaughnessy, M. F., Gentry, M., & Scott Peters, S. J. (2015). A reflective interview with Marcia Gentry and Scott Peters: The Hope Scale, Gifted Education International, 31(1), 34-40.
• Fugate, C. M., & Gentry, M. (2015): Understanding adolescent gifted girls with ADHD: motivated and achieving, High Ability Studies, DOI: 10.1080/13598139.2015.1098522 Refereed (D, E, L)
• Wu, J. & Gentry, M. (2014). Perceived effects of summer residential program on gifted Diné youth from low-income families. Journal of American Indian Education, 53, 66-84.
• Gentry, M., Fugate, C. M., & Wu, J., & Castellano, J. (2014). Gifted Native American students—Literature, lessons, and future directions. Gifted Child Quarterly, 58, 98-110.
• Miller, R., & Gentry, M. (2013). Commentary on “A quality of giftedness.” Gifted and Talented International, 27, 47-48.
• Fugate, C.M., Zentall, S. S., & Gentry, M. (2013). Creativity and working memory in gifted students with and without characteristics of attention deficit hyperactive disorder: Lifting the mask. Gifted Child Quarterly, 57, 234-236.
• Peters, S. J. & Gentry, M. (2013) Additional validity evidence and across-group equivalency of the HOPE teacher rating scale. Gifted Child Quarterly, 57, 85-100.
• Pereira, N. & Gentry, M, (2013). A qualitative inquiry into the experiences of gifted English language learners in Midwestern, elementary schools. Journal for Advanced Academics, 24, 141-163.
• Yang, Y., & Gentry, M. (2012). Some thoughts on “Cultural variation and dominance in a globalized knowledge-economy.” Towards a cultural-sensitive research paradigm in the science of giftedness”. Gifted and Talented International, 27(1), 123-124.
• Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students’ perceptions of the regular classes and pull-out programs in South Korea. Journal of Advanced Academics. 23, 270-287.
• Gentry, M. & Fugate, C. M. (2012). Gifted, Native American students: Underperforming, under-identified, and overlooked. Psychology in the Schools. 49, 631-646. http://dx.doi.org/10.1002/pits.21624
• Peters, S. J. & Gentry, M. (2012). Group specific norms and teacher rating scales: Implications for underrepresentation. Journal of Advanced Academics. 23, 125-144.
• Duncan, D., Diefus-Dux, H, & Gentry, M. (2011). Professional development through engineering academies: An examination of elementary teachers’ recognition and understanding of engineering. Journal of Engineering Education, 100, 520-539.
• Gentry, M., Steenbergen-Hu, S., Choi, B. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55, 111-125.
• Chae.Y.,& Gentry, M. (2011). Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States. High Ability Studies, 22(1), 103-118.
• Peters, S. J., & Gentry, M. (2010). Multi-group construct validity evidence of the HOPE Scale: Instrumentation to identify low-income elementary students for gifted programs. Gifted Child Quarterly, 54, 298-313.
• Miller, R., & Gentry, M., (2010). Developing talents among high-potential students from low-income families in an out-of-school enrichment program. Journal for Advanced Academics, 21, 594-627.
• Pereira, N., Peters, S. J., & Gentry, M. (2010). The My Class Activities instrument as used in Saturday enrichment program evaluation. Journal for Advanced Academics, 21, 4XX-593
• Gentry, M. (2010). A Commentary on “Where does creativity fit into a productivist industrial model of knowledge production?” Gifted and Talented International, 24 (2), 45-48.
• Gentry, M. (2009). A comprehensive continuum of gifted education and talent development services: Discovering, developing, and enhancing young people’s gifts and talents. Gifted Child Quarterly. 53, 262-265.
• Yoon*, S. & Gentry*, M. (2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53, 121-136.
• Gentry*, M., & Peters, S. (2009). Effect sizes in gifted education research. Gifted Child Quarterly, 53, 219-222.
• Matthews, M. S., Gentry, M., McCoach, D. B., Worrell, F. C., Matthews, D., & Dixon, F. (2008). Evaluating the state of a field: Effect size reporting in gifted education. Journal of Experimental Education, 77(1), 55-68.
• Kim, H. & Gentry, M. (2008). A survey of Korean elementary teachers’ perceptions of and in-service needs for gifted education. Gifted and Talented International, 23, 60-78.
• Gentry, M. & Hu, Saiying, Peters. S., & Rizza, M.G., (2008). Talented students in an exemplary career and technical education center: A qualitative inquiry. Gifted Child Quarterly, 52, 183-198.
• Chae, Y. & Gentry, M. (2007). Korean high school student perceptions of classroom quality: Validation research. Gifted and Talented International, 22(2), 68-76.
• Gentry, M., Peters, S., & Mann, R.L. (2007). Differences between general and talented students’ perceptions of their career and technical education experiences compared to their traditional high school experiences. Journal of Advanced Academics, 18, 372-401.
• Renzulli, J. S., Gentry, M, & Reis, S. M. (2007). Enrichment Clusters for developing creativity and high-end learning. Gifted and Talented International, 22 (1), 39-47.
• Gentry, M. (2006). No child left behind: Gifted children and school counselors. Journal of Professional School Counseling, 10, 73-81.
• Gentry, M. (2006). No child left behind: Neglecting excellence. Roeper Review, 29, 24-27.
• Gentry, M. Rizza, M.G. Peters, S., & Hu. S. (2005). Professionalism, sense of community, and reason to learn: Lessons from an Exemplary Career and Technical Education Center. Journal of Career and Technical Education Research, 30, 47-85.
• Gentry, M., & Owen, S.V. (2004). Student perceptions of classroom quality: Differences between honors, AP, and advanced students and students in general classes. Journal of Secondary Gifted Education, 16(1), 20-29.
• Gentry, M. & Keilty, W. (2004). On-going staff development planning and implementation: Keys to program success. Roeper Review, 26, 148-156.
• Gentry, M., & Gable, R.K. (2002). Students’ perceptions of classrooms activities: Are there grade level and gender differences? Journal of Educational Psychology, 94, 539-544.
• Gentry, M., & Springer, P. (2002). Secondary student perceptions of their class activities regarding meaningfulness, challenge, choice, and appeal: An initial instrument validation study. Journal of Secondary Gifted Education, 13, 192-204.
• Gentry, M., Rizza, M.G., & Owen, S.V. (2002). Examining perceptions of challenge and choice in classrooms: The relationship between teachers and their students and comparison between gifted students and other students. Gifted Child Quarterly, 46, 145-155.
• Gentry, M., Gable, R.K. (2001). From the students’ perspective My Class Activities: An instrument for use in research and evaluation. Journal for the Education of the Gifted, 24, 322-343.
• Rizza, M.G. & Gentry, M. (2001). A legacy of promise: Reflections, suggestions, and directions from contemporary leaders in the field of gifted education. The Teacher Educator, 36, 167-184.
• Johnson, A.P., & Gentry, M. (2001). Admissions portfolio for a graduate program: Matching practice and paradigm. Roeper Review, 23, 83-84.
• Gentry, M., Rizza, M.G., & Gable, R.K. (2001). Gifted students’ perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. Gifted Child Quarterly, 45, 115-129.
• Gentry, M., Gable, R.K, & Springer, P. (2000). Gifted and non-gifted middle school students: Are their attitudes toward school different as measured by the new affective instrument, my class activities? Journal for the Education of the Gifted, 24, 74-96.
• Gentry, M., Reis, S.M., & Moran, C. (1999). Expanding program opportunities to all students: The story of one school. Gifted Child Today, 2 (4), 36-48.
• Gentry, M., & Ferriss, S. (1999). StATS: A model of collaboration to develop science talent among rural middle school students. Roeper Review, 21, 316-320.
• Gentry, M. & Owen, S.V. (1999). An investigation of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-243.
• Gentry, M., & Neu, T. (1998). Project High Hopes summer institute: Curriculum for developing talent in students with special needs. Roeper Review 20 (4), 291-295.
• Gentry, M., Maxfield, L.R., & Gable, R.K. (1998). Construct validity evidence for enrichment clusters and regular classrooms: Are they different as students see them? Educational and Psychological Measurement,58, 258-274.
• Reis, S.M., & Gentry, M. (1998). The application of enrichment clusters to teachers’ classroom practices. Journal for the Education of the Gifted, 21, 310-334.

Books & Instruments

• Gentry, M., Pereira, N., Peters, S., McIntosh, J., & Fugate, C. M. (2015). HOPE teacher rating scale: Involving teachers in equitable identification of gifted and talented students in K–12. Technical Manual. Waco, TX: Prufrock.
• Gentry, M., Peters, S. J., Pereira, N., McIntosh, J., & Fugate, C. M. (2015). The HOPE Scale Instrument. Waco, TX: Prufrock.
• Gentry, M., and colleagues, (2014). Total school cluster grouping: A comprehensive, research-based plan for raising student achievement and improving teacher practices, 2nd Edition. Waco, TX: Prufrock.
• Renzulli, J.S., Gentry, M., & Reis, S.M. (2014) Enrichment clusters: A practical plan for real-world, student-driven learning. Waco, TX: Prufrock.
• Gentry, M. & Owen, S.V. (2009). Student perceptions of classroom quality: Instrumentation for assessing secondary student perceptions of appeal, challenge, choice, meaningfulness, and self-efficacy. Gifted Education Resource Institute, Purdue University. (Instrument).
• Renzulli, J.S., Gentry, M., Reis, S.M., & Selyuk. E. (2006) Enrichment clusters: A practical plan for real-world, student-driven learning. Vladivostok: VSUES Publishing House. (Original work published 2003).
• Gentry, M., & Gable, R.K. (2001). My class activities: A survey instrument to assess students’ perceptions of interest, challenge, choice and enjoyment in their classrooms. (Instrument). Mansfield Center, CT: Creative Learning Press.
• Gentry, M., & Maxfield, L.R.. (1995). Student survey about . . . enrichment clusters. (Instrument). Storrs, CT: The National Research Center on the Gifted and Talented.
• Gentry, M., & Renzulli, J.S. (1995). Inspiration: Targeting my ideal teaching and learning situation. (Interest Inventory). Storrs, CT: The National Research Center on the Gifted and Talented.
• Gentry, M., & Reis, S.M. (1994) Parental attitudes about enrichment opportunities. (Instrument). Storrs, CT: The National Research Center on the Gifted and Talented.

Book Chapters

• Gentry, M. & Fugate, C. M. (in press). Attention deficit hyperactive disorder in gifted students. In APA (Ed.), APA handbook of giftedness and talent (pp. XXX-XXX). Washington, DC: APA Books.
• Gentry, M. & Seward, K. (in press). Gifted students from low socioeconomic backgrounds. In J. Roberts, T. Inman, & J. Robins (Eds.) Introduction to gifted education (pp. XXX-XXX). Waco, TX: Prufrock.
• Seward, K. & Gentry, M. (2015). Grouping and instructional management strategies. In T. Stambaugh & S. Wood (Eds.) Serving gifted students in rural settings (pp. 111-135). Waco, TX: Prufrock Press.
• Gentry, M. (2014). What is cluster grouping: An introduction to total school cluster grouping. . In M. Gentry, K.A. Paul, J. McIntosh, C. M. Fugate, & E. Jen, Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and enhancing teacher practices (2nd ed.). Waco, TX: Prufrock Press.
• Gentry, M. (2014). Total school cluster grouping model: Implementation and practice. In M. Gentry, K.A. Paul, J. McIntosh, C. M. Fugate, & E. Jen, Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and enhancing teacher practices (2nd ed.). Waco, TX: Prufrock Press
• Gentry. M. (2014). Complementing other programs and services. . In M. Gentry, K.A. Paul, J. McIntosh, C. M. Fugate, & E. Jen, Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and enhancing teacher practices (2nd ed.). Waco, TX: Prufrock Press.
• Gentry, M. (2014). Student-focused differentiation. In M. Gentry, K.A. Paul, J. McIntosh, C. M. Fugate, & E. Jen, Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and enhancing teacher practices (2nd ed.). Waco, TX: Prufrock Press.
• Paul, K.A., & Gentry, M. (2014). Developing a professional development plan to support TSCG implementation: Supporting teachers and educating the community. In M. Gentry, K.A. Paul, J. McIntosh, C. M. Fugate, & E. Jen, Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and enhancing teacher practices (2nd ed.). Waco, TX: Prufrock Press.
• Patrick, Gentry, McIntosh, & Moss. (2014). Motivation and gifted adolescents. In F. Dixon and S. M. Moon (Editors), The Handbook of Secondary Gifted Education (2nd ed.). Waco, TX: Prufrock Press.
• Gentry, M. (2013). Cluster grouping. In C. M. Callahan & J. Plucker (Eds.) Critical Issues and Practices in Gifted Education, 2nd ed. (pp. 107-115). Waco, TX: Prufrock Press.
• Gentry, M., & Fugate, C. M. (2013). Cluster grouping options: Total school cluster grouping. In C. M. Callahan & H. H. Davis (Eds.) Fundamentals of gifted education. (pp. 212-225). New York: Routledge.
• Gentry, M. (2009b). Cluster grouping. In B. Kerr (Ed.) Encyclopedia of giftedness, creativity, and talent. (pp. 140-144). Thousand Oaks, CA: Sage Publications.
• Gentry, M. & MacDougall, J. (2009). Total school cluster grouping: Model, research, and practice. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.) Systems and Models for Developing Programs for the Gifted and Talented, 2nd ed. (pp. 211-234). Mansfield Center, CT: Creative Learning Press.
• Gentry, M., & Peters, S. J. (2008). Reform efforts. In F. Dixon (Ed.) Programs and Services for Secondary Gifted Students: A Guide to Recommended Practices (pp. 85-102). Austin, TX: Prufrock Press.
• Gentry, M. & Hu, S., & Thomas, A.T. (2008). Ethnically diverse students. In J. Plucker & C. Callahan (Eds), Critical issues and practices in gifted education, (pp.195-212). Waco, TX: Prufrock Press, Inc.
• Patrick, H., Gentry, M., & Owen, S.V. (2006). Motivation and gifted adolescents. In F. Dixon & S.M. Moon (Eds). The handbook of secondary gifted education, (pp. 165-195). Waco, TX: Prufrock Press Inc.
• Gentry, M. & Owen, S.V. (2004). An investigation of the effects of total school cluster grouping on identification, achievement, and classroom practices. In S.M. Reis & L.E. Brody, (Eds.), Grouping and acceleration practices (pp. 115-146). Thousand Oaks, CA: Corwin Press.

• EDPS 59100 — Creativity and Intelligence
• EDPS 63100 — Seminar in Gifted, Creative and Talented Education
• EDPS 69900 — Doctoral Research