Full Program »
2.8.4 Effective programming for developing talents among underserved populations
Panelists showcase research-based programming models effective in developing talents among underserved populations and engage in discussion with audience members. Presentations are followed by facilitated interaction among panelists and audience members. Specific models presented include STEAM Labs, Toy Labs, The Scholar Identity Model™, Total School Cluster Grouping, Out-of-school Enrichment Programs, and Online gifted education Staff Development Modules.
Author(s):
Nielsen Pereira
npereira@purdue.edu
Purdue University
United States
Assistant Professor of Gifted, Creative, and Talented Education at Purdue University. His research interests include the design and assessment of learning in varied gifted and talented education contexts, understanding gifted and talented student experiences in talent development programs, and conceptual and measurement issues in the identification of gifted and talented populations. He currently serves as Associate Editor for Gifted and Talented International and on the editorial board member for the Journal of Advanced Academics and Gifted Child Quarterly. He taught English as a second language for 12 years in public schools and language institutes in Brazil.
Marcia Gentry
mgentry@purdue.edu
Purdue University
United States
professor of Educational Studies, directs the Gifted Education Research Institute at Purdue University. She actively participates in NAGC and AERA, frequently contributes to the literature, has national and international partnerships, and regularly serves as a speaker and consultant. Marcia received multiple grants in support of her work with low-SES, Native American, and underrepresented gifted youth. Her research interests include student attitudes toward school; using cluster-grouping and differentiation to meet the needs of gifted youth while helping all students achieve at high levels; non-traditional settings for talent development; and the development and recognition of talent among underserved populations.
Gilman W. Whiting
g.whiting@Vanderbilt.Edu
Vanderbilt University
United States
Associate Professor of African American and Diaspora Studies and Director of Graduate Studies at Vanderbilt University. His areas of research include: race, sports, and American culture; educational disparity; welfare reform and fatherhood initiatives; special and gifted education. Whiting has authored over forty scholarly articles in journals such as Roeper Review, Journal for Secondary Gifted Education, and The International Journal of Sport and Society, and book chapters. Whiting is the creator of the Scholar Identity Model™; consults with school districts nationally and internationally; and is the founding chair of the Achievement Gap Institute for the George W. Peabody College of Education.
Yukiko Maeda
ymaeda@purdue.edu
Purdue University
United States
Associate Professor of Research Design and Methodology. Her research promotes understanding, establishing and disseminating best practices in the use of data in educational research. She is expertise in meta-analysis and multilevel modeling. Her recent research contributions include understanding data use at school settings for decision making and identifying and presenting remedies for methodological issues for data analysis.
Jennifer Richardson
jennrich@purdue.edu
Purdue University
United States
Professor in the Learning Design and Technology (LDT) program at Purdue University. Her research focus on best practices in design for online and distance learning and the Community of Inquiry (CoI). She was recently awarded the Online Learning Consortium (OLC) Fellow award for her leadership in the field and has received the AERA SIG Instructional Technology Leadership Award, the Sloan-C Effective Practices in Online Education Award, and more locally the Excellence in Distance Teaching Award at Purdue University. Richardson is also active in the mentoring of graduate students to design and teach online.