Documents


  • TSCG Chapter 1

  • TSCG Book Talk

  • GEMS Professional
    Development Overview

  • Sample Cluster
    Grouping Worksheet


  • TSCG Chapter 2

  • TSCG Overview

  • Simulated Student
    Data Card
    for TSCG Placement

  • TSCG Fidelity Checks

  • References



    REFEREED JOURNAL ARTICLES


    Gentry, M. (2016).  Commentary on “Does sorting improve scores? An analysis of class composition.” By Collins and Gan (2013). Journal of Advanced Academics, 27, 124-130

    Jen, E., Wu, J., & Gentry, M. (2016). The social-affective concerns of high-ability adolescents–Lessons learned from students’ perspectives. Journal of Advanced Academics27, 39-59.

    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—New understandings and a research agenda for the field. Gifted Child Quarterly, 58, 98-110.

    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.

    Peterson, J. S. (2013). School Counselors’ Experiences with Children from Low-income Families and Other Gifted Children in a Summer Program. Professional School Counseling,194-204.

    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.

    Gentry, M., & Fugate, C. M. (2012). Gifted, Native American Students: Underperforming, Under-identified, and Overlooked. Psychology in Schools, 49, 631-646.

    Peters, S. J. & Gentry, M. (2012).  Group specific norms and teacher rating scales: Implications for underrepresentation.  Journal of Advanced Academics. 23, 125-144.

    Peterson, J. S., & Lorimer, M. R. (2012). Small-group Affective Curriculum for Gifted Students: A Longitudinal Study of Teacher-Facilitators. Roeper Review, 34, 158-169. (ID: 686423 DOI:10.1080/02783193.2012.686423)

    Peterson, J. S., & Lorimer, M. R. (2011). Student Response to a Small-Group Affective Curriculum in a School for Gifted Children. Gifted Child Quarterly, 55, 167-180.

    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.

    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.


    BOOKS AND 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., Paul, K. A., McIntosh, J., Fugate, C. M., & Jen, E. (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., & Peters, S.J. (2011). The Hope Scale: A Teacher-rating Instrument to Identify Talented Youth. Gifted Education Resource Institute, Purdue University. (Instrument).

    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).


    BOOK CHAPTERS

    Gentry, M. (in press). Grouping: Theory into practice. In J. Plucker, A. Rinn, & M. Makel (Eds.), Giftedness: Reflecting theory into practice. Waco, TX: Prufrock.

    Gentry, M. (in press). Cluster grouping. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd ed.). (pp. XXX-XXX). New York, NY: Routledge.

    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, in Press). 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.


    NATIONAL & INTERNATIONAL CONFERENCE PRESENTATIONS

    Gentry, M., Castellano, J., Gray, A., Lassos, J. & Olenchak, R. (2016, November). Extending the dialogue: Identifying and serving gifted and talented Native American and Indigenous students. Concurrent session presented at the National Association for Gifted Children’s Annual Conference, Orlando, Florida.

    Lassos, J., Fisher, T., Gray, A., Olenchak, R., Castellano, J. & Gentry, M., & (2016, November). Inter-tribal perspectives on identifying and serving gifted and talented Native American and indigenous students. Concurrent session Concurrent session presented at the National Association for Gifted Children’s Annual Conference, Orlando, Florida.

    Fugate, C., & Gentry, M. (2016, December). Equity in identifying underserved populations: The HOPE Scale. Session presented at the Annual Conference of the Texas Association for Gifted Children, Dallas, Texas.

    Wu, J., & Gentry, M. (2015, November). A Comprehensive Analysis of Excellence Gap Data for Native American Youth. . Paper presented at the 62nd Annual Convention of the National Association for Gifted Children. Phoenix, AZ.

    Gentry, M., Peters, S. J., Pereira, N., Fugate, C. M., & McIntosh, J. S. (2015, November). The HOPE Scale: A Well-Researched Tool to Help Teachers Recognize Talent Among Underserved Populations. Paper presented at the 62nd Annual Convention of the National Association for Gifted Children. Phoenix, AZ. Phoenix, AZ.

    Wu, Jiaxi, & Gentry, M. (2015, April). Excellence Gaps and Native American Youth: An Examination of the NAEP Data 2000-2011. Paper presented at the American Educational Research Association Annual Meeting. Chicago, IL. (D, E, L)

    Brulles, D., Gentry, M., McIntosh, J., Novak, A., Phelps, C., Collins, K., & Scott, M. (2014, November). Supporting underrepresented populations through effective professional development practices.  Paper presented at the 61st Annual Convention of the National Association for Gifted Children. Baltimore, MD.

    Gentry, M. (2014, November). Native youth—overlooked and underserved in gifted education research and programming: Excellence gaps, using the HOPE scale, summer programming, and the need for research.  Paper presented at the 61st Annual Convention of the National Association for Gifted Children. Baltimore, MD.

    Gentry, M., Richardson, J. & Paul, K. (2014, November). Instruments available to researchers, evaluators, and practitioners through the Purdue GERI website.   Paper presented at the 61st Annual Convention of the National Association for Gifted Children. Baltimore, MD.

    Pereira, N., Housand, B., Runco, M., Matthews, M, Plucker, J., Moon, S., Callahan, C., Olszewski-Kubilius, P., Gentry, M., Nicpon, M., & Gubbins, J. (2014, November). Addressing the needs of today’s gifted student: Putting research into practice.  Paper presented at the 61st Annual Convention of the National Association for Gifted Children. Baltimore, MD.

    McIntosh, J., & Gentry, M. (2014, April). Validation of the HOPE Scale for use with Native American students in grades 6 through 12. Poster presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

    Pereira, N. & Gentry, M. (2014, April).  Understanding the experiences of high-potential, Hispanic English language learners in out-of-school programs. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

    Gentry, M., & Fugate, C. M. (2014). Giftedness, Creativity, and Talent Development among Native and Tribal Communities to Promote High Achievement. Preconvention workshop presented at the National Forum on Dropout Prevention for Native an Tribal Communities, Prior Lake, MN.

    Gentry, M., & Fugate, C. M.  (2014). The gifted education resource institute: Native American research initiative. Session presented at the National Forum on Dropout Prevention for Native an Tribal Communities, Prior Lake, MN.

    Gentry, M. (2014, April). Native Youth—Overlooked and Underserved in Gifted Education Research and Programming: Descriging and Understanding the Excellence Gap. Opening Keynote presented at the National Forum on Dropout Prevention for Native an Tribal Communities, Prior Lake, MN.

    Gentry, M. (2013, October). Total school cluster grouping. Keynote address presented at the Wisconsin Association for Talented and Gifted, Wisconsin Dells, WI.

    Gentry, M. (2013, October). Exemplary Teachers: Lessons Learned. Session presented at the Wisconsin Association for Talented and Gifted, Wisconsin Dells, WI.

    Gentry, M. (2013, April). Exemplary Teachers: Lessons Learned. Keynote. Michigan State Conference on Gifted and Talented Education. Holland, MI.

    Gentry, M. (2013, April). Total School Cluster Grouping. . Michigan State Conference on Gifted and Talented Education. Holland, MI.Gentry, M., & Peters, S. J. (2013, November). When not all kids score the same: A discussion of test bias and underrepresentation in gifted and talented education. Paper presented at the 60th Annual Convention of the National Association for Gifted Children. Indianapolis, IN.

    Wu, J., Gentry, M., & Fugate, C. M. (2013, April). Perceived effects of a summer residential enrichment program on high-ability Diné youth from low-income families. Paper presented at 2013 Annual Convention of the American Educational Research Association. San Francisco, CA.

    Jen, E.Y., & Peterson, J. S. (2013, November). Incorporating affective curriculum into a university-based summer enrichment program: Learning from a new model. Paper presented at the 60th Annual Convention of the National Association for Gifted Children. Indianapolis, IN.

    Gentry, M. & Fugate, M. (2012, November). Gifted, Creative, and Talented Native Americans: A Call for Relevant Research for Marginalized Cultures. Paper presented at the 59th Annual Convention of the National Association for Gifted Children. Denver, CO.

    Gentry, M., Wu, J., & Fugate, M. (2012, November). Talented Native American Children and Youth: A Call for Recognition and Service. Paper presented at the 59th Annual Convention of the National Association for Gifted Children. Denver, CO.

    Jen, E. (2012, November). Incorporating Affective Curricula in School to Help High Ability Adolescents. Paper presented at the 59th Annual Convention of the National Association for Gifted Children. Denver, CO.

    Peters, S., Gentry, M. & McBee, M. (2012, November). The Potential Pitfalls and Possibilities of Involving Teachers in Gifted Education Identification. Paper presented at the 59th Annual Convention of the National Association for Gifted Children. Denver, CO.

    Peterson, J., Bradley, T. & Betts, G.. (2012, November). Discussion Groups: A Focused, but Flexible Affective Curriculum. Paper presented at the 59th Annual Convention of the National Association for Gifted Children. Denver, CO.

    Gentry, M., Fugate, M., and Wu, J. (2012, April). Gifted Native American Students – Overlooked and Underserved: A long-Overdue Call for Research and Action. Paper presented at the 2012 Annual Convention of the American Educational Research Association. Vancouver, British Columbia, Canada.

    Pereira, N., Peters, S. J., & Gentry, M. (2011, November). Finding and understanding talent among elementary ELL students: Beyond Project HOPE. Annual Meeting of the National Association for Gifted Children, New Orleans, LA.

    Gentry, M., Miller, R., Pereira, N., Wigtil, C., & Yang Y. (2010, November). Lessons learned from Project HOPE: Recognizing giftedness among children of poverty. Paper presented at the National Association of Gifted Children Annual Conference, Atlanta, GA.

    Gentry, M., Peters, S., Pereira, N. (2010, November). Gifted and talented student identification using behavior checklists, nominations, and rating forms: Psychometrics, research, practice. Paper presented at the National Association of Gifted Children Annual Conference, Atlanta, GA.

    Miller, R., Yang, Y. & Gentry, M. (2010, November). Opportunities leading to successful experiences: Positive perceptions of low-income students in out-of-school enrichment programs. Putting into Practice Session presented at the National Association for Gifted Children Conference, Atlanta, GA.

    Miller, R. & Peters, S., & Gentry M. (2010, May). Timely effective practices that address the needs of gifted students from low-income families. Paper presented at the Wallace Research Symposium, Iowa City, IA

    Peters, S. & Gentry, M. (2010, April). Evaluation of differential item and test functioning of the HOPE teacher rating scale. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

    Miller, R. & Gentry, M. (2010, April). Students from low-income families achieving in out-of- school enrichment programs. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.

    Gentry, M. (2009, August). Instrumentation for research, programming, and evaluation. Symposium with Y. Chae, J. C. Gates. R. Mann, S. Peters, & N. Pereira. Symposium presented at the meeting of the World Council for Gifted and Talented Children. Vancouver, BC, Canada.

    Gentry, M. (2009, August). Recognizing and nurturing giftedness among underserved populations. Symposium with R. Mann, J. C. Gates, S. Peters, N. Pereira, Y. Yang, & R. Miller. Symposium presented at the meeting of the World Council for Gifted and Talented Children. Vancouver, BC, Canada.

    Peters, S. J., Gates, J. C., Gentry, M., Peterson, J. S., & Mann, R. L. (2009, April). Exploratory and confirmatory validation of the HOPE Scale: Instrumentation to identify low-income K-5 students. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

    Gentry, M., Peters, S. J., & Gates, J. C. (2008, November). Initial validity evidence for the HOPE Scale: An instrument designed to find talent among underserved populations. Paper presented at the National Association for Gifted Children Conference, Tampa, FL.

    Gates, J. C., Gentry, M., & Peterson, J. (2008, November). Having opportunities promotes excellence: Project HOPE. Poster presented at the National Association for Gifted Children Conference, Tampa, FL.

    DISSERTATIONS

    McIntosh, J. (2015). The Depth and Complexity Program Evaluation Tool: A New Method for Conducting Internal Program Evaluations of Gifted Education Programs

    Enyi, J. (2015). Incorporating affective curriculum into a university-based summer enrichment program. Doctoral Dissertation. Purdue University, West Lafayette, IN. Funded with a Jack Kent Cooke Dissertation Fellowship.

    Wu, J. (2015).  Excellence gaps and Diné, Ojibwe, and Lakota students: A reanalysis of the NAEP data. Doctoral Dissertation. Purdue University, West Lafayette, IN. Funded with a Bilsland Fellowship.

    Fugate, C. M. (2014). Lifting the cloak of invisibility: A collective case study of gifted, adolescent girls with ADHD. Doctoral Dissertation. Purdue University, West Lafayette, IN. Funded with a Bilsland Fellowship

    Pereira, N. (2011). Finding and understanding talent among elementary ELL students: Beyond Project HOPE. Doctoral Dissertation. Purdue University, West Lafayette, IN. Funded with a Bilsland Fellowship.

    Miller, R. (2011). Examining the achievement of high-potential students from low- income families and the effects of an out-of-school enrichment program on the lives of HOPE Scholars. Doctoral Dissertation. Purdue University, West Lafayette, IN.

    Peters, S. J. (2009). Practical instrumentation for identifying low-income, minority, and ethnically diverse students for gifted and talented programs: The HOPE teacher rating scale. Doctoral Dissertation. Purdue University, West Lafayette, IN.