A team of Neag School of Education researchers is developing a new initiative designed to help educators overcome language barriers to identify gifted students among English learners.
Project EAGLE (Eliciting Advanced Gifted Learning Evidence) is one of several gifted education grants at UConn, including the National Center for Research on Gifted Education (NCRGE), that address inequity in schools. (Read more)
Project EAGLE (Eliciting Advanced Gifted Learning Evidence) at the University of Connecticut is seeking a qualitative researcher with math and gifted English learner experience for a Postdoctoral Fellow position. The person in this position will work on a study of math lessons designed to elicit gifted behaviors in elementary English learners through a dynamic identification approach. This position will be a core team member who must be able to both learn and work independently as well as collaborate effectively with co-workers. There will be substantial opportunities to engage in the entire research process and collaborate on research presentations and publications. For more information and to apply go to
https://jobs.hr.uconn.edu/en-us/job/496801/postdoctoral-research-associate-project-eagle or contact Del Siegle (firstname.lastname@example.org).
Renzulli Center Director Del Siegle (PI), along with D. Betsy McCoach (Co-PI) and Susan Dulong Langley, has received a $2.9 million Javits grant to improve identification of English learners (ELs) for gifted services. ELs are among the most underidentified of underserved populations, while being the fastest growing population. The researchers note that static assessment measures (e.g., IQ and achievement tests) have not been effective in identifying the broad range of gifts evident across diverse populations, including ELs. Project EAGLE (Eliciting Advanced Gifted Learning Evidence) addresses this problem by refining and validating a dynamic identification approach that involves teachers reviewing a list of characteristics that mathematically talented students in Grades 3 and 4 exhibit while they interact with and observe the students engaging in problem-based activities. The grant also provides funding for 15 trainers to provide workshops to teachers on how to implement the no-cost identification system. The researchers will be recruiting a full-time post doc with experience in math education and English learners to assist with the research.