REFEREED JOURNAL ARTICLES

Wu, J. & Gentry, M. (revised and resubmitted). Perceived effects of summer residential program on gifted Diné youth from low-income families.

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.

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.

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.

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 the 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)

Gentry, M., Steenbergen-Hu, S., Choi, B. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55, 111-125.

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.

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.

Gentry, M. & Keilty, W. (2004). On-going staff development planning and implementation: Keys to program success. Roeper Review, 26, 148-156.

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.

BOOKS and INSTRUMENTS

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 learnin.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).

Gentry, M. & Mann, R. L. (2008). Total school cluster grouping: A comprehensive, research-based plan for raising student achievement and improving teacher practices.  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. (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.

BOOK CHAPTERS
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.

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.

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.