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


    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 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).

    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.