NATIONAL REFERRED JOURNAL ARTICLES

Gentry, M. (in preparation). Missions to misconceptions: Five common misconceptions and the myths on which they are founded that continue to prevent the integration of gifted education programs into mainstream educational reform.
Gentry, M. & Gable, R.K. (in preparation). Secondary students’ classroom quality perceptions: Are there differences across community types, grade levels and gender?
Gentry, M., Choi, B., & Hu, S. (in preparation). Exemplary teachers: Students’ perspectives and teachers’ practices.
Gentry, M, & Peters, S. (in preparation). Career and technical education, talent development, and general high schools: A qualitative inquiry concerning student experiences.
Gentry, M. & Chae, Y.J. & Choi (in preparation). Gifted students’ perceptions of classroom quality: American and Korean cross-cultural validation.
Gentry, M. & Choi, Y.O. (in preparation). Differences between gifted Korean and general Korean students concerning perceptions of classroom activities.
Gentry, M., & Mead, D.F. (under revision). Charter middle school student perceptions of interest, challenge, choice, and enjoyment: A descriptive study of one charter school.
Gentry et al. (in preparation). Size does matter: An analysis of the use of effect sizes in the gifted education research literature.
Gentry, M. & Hu, Saiying, Peters. S., & Rizza, M.G.,  (in press). Gifted students in an exemplary career and technical education center: A qualitative inquiry. Gifted Child Quarterly.
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

entry, M. & Olenchak, R. (in preparation). Student-based differentiation: Methods for empowering students toward meaningful learning experiences.
Gentry, M. (in preparation). Cluster grouping and differentiation to promote learning for all students: Theory, research and practice.
Gentry, M. & Owen, S.V. (in press). Student perceptions of classroom quality: Instrumentation for assessing secondary student perceptions of appeal, challenge, choice, meaningfulness, and self-efficacy. Mansfield Center, CT: Creative Learning Press. (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).
Renzulli, J.S., Gentry, M., & Reis, S.M. (2003) Enrichment clusters: A practical plan for real-world, student-driven learning. Mansfield Center, CT: Creative Learning Press.
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. & McDougall, J. (in press). Cluster grouping: A model for effectively educating gifted students in regular elementary classrooms and improving achievement of all students. In J.S. Renzulli (Ed.), Systems and Models in Gifted Education.
Gentry, M. & Hu, S., & Thomas, A.T. (in press). Race and ethnicity in gifted education. In C. Callahan & J. Plucker (Eds), Encyclopedia of gifted education research.

Patrick, H., Gentry, M., & Owen, S.V. (in preparation). Motivation: Issues concerning gifted adolescents. In Secondary Gifted Education, (F. Dixon & S.M. Moon, Eds).
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.

MONOGRAPHS

Gentry, M. (1999). Promoting student achievement and exemplary classroom practices through cluster grouping: A research-based alternative to heterogeneous elementary classrooms (Research Monograph 99138). Storrs, CT: University of Connecticut, National Research Center on the Gifted and Talented.
Reis, S.M., Gentry, M., & Park, S. (1995). Extending the pedagogy of gifted education to all students: The enrichment cluster study. Technical Report. Storrs, CT: The National Research Center on the Gifted and Talented. (Jacob K. Javits Demonstration grant)

CONFERENCE PROCEEDINGS 

Maxfield, L.R., Gentry, M., & Gable, R.K. (1997). Does achievement level affect student attitudes toward classroom activities? NAGC Research Briefs, 11, 33-41.

BOOK/TEST REVIEWS

ARTICLES IN NONREFERREED JOURNALS

Gentry, M. (in preparation). What every parent needs to understand about testing: From admission to performance. Parenting for High Potential.
Gentry, M. (in preparation). Making the transition from graduate student to scholar: Tips for creating meaningful productivity. Quest.
Renzulli, J. S., Gentry. M., & Reis, S. M. (2004). A time and place for authentic learning. Educational Leadership, 26, 73-77.
Rizza, M.G. & Gentry, M. (2001). Introduction: The Teacher Educator special issue on gifted education. The Teacher Educator, 36, ii-iii.
Gentry, M. (2002, December). PHP’s parenting forum. Parenting for High Potential, 24.

OTHER PUBLICATIONS (VIDEO/CURRICULUM)

Gentry, M., Reis, S.M., & Renzulli, J.S. (1996). Enrichment clusters: Using high-end learning to develop talents in all students. (Videotape and training manual). Storrs, CT: The National Research Center on the Gifted and Talented. (Jacob K. Javits Demonstration grant)
Gentry, M. (1995). Project High Hopes: Summer institute curriculum. Hamden, CT: Project High Hopes. (Jacob K. Javits Research Grant)

OTHER PUBLICATIONS (NEWSLETTER)

Gentry, M., & Kettle, K. (1998). Myths and realities of gifted education: A research-based perspective. The National Research Center on the Gifted and Talented newsletter, Winter, 9-12.
Gentry, M., (1996). Total school cluster grouping: An investigation of achievement and identification of elementary school students. The National Research Center on the Gifted and Talented newsletter, Spring.
Reis, S.M., Gentry, M., & Park, S. (1996). Extending the pedagogy of gifted education to all students. The National Research Center on the Gifted and Talented newsletter, Winter.
Gentry, M. (1994). They want me for my cupcakes: Parent involvement in schools. Ann Arbor, MI: The Michigan Alliance for Gifted Education.
Gentry, M., & Trosein S. (1993). Talent development for Michigan’s children: An investment in our future. (Position Paper) Ann Arbor, MI: The Michigan Alliance for Gifted Education.

OTHER PUBLICATION ACTIVITIES

Guest Co-Editor, Special Issue of Teacher Educator focused on Gifted Education and Talent Development. (2001, Winter). Muncie, IN: Ball State University Teachers’ College Press.
Editorial Review Board and Contributing Editor, Roeper Review 1998-present
Editorial Review Board and Contributing Editor, Journal for the Education of the Gifted, 2000-present
Editorial Review Board and Contributing Editor, Gifted Child Quarterly, 2003-present