William R. Nash

Professor, Department of Educational Psychology College of Education and Human Development, Texas A&M University

Mailing Address: 4225 TAMUCollege Station, Texas 77843-4225

Office Phone: (979) 845-1893 Office E-mail: wnash@neo.tamu.edu

September, 2007

PROFESSIONAL INTERESTS

Creative Thinking AbilitiesEducating the Gifted and Talented Child and Adolescent DevelopmentLearning TheoryEducational Leadership

EDUCATION

B.A. Psychology, Georgia Southern College, 1965M.Ed. Education, Georgia Southern College, 1967Ed.D. Educational Psychology, University of Georgia, 1971

PROFESSIONAL EXPERIENCE

Professor, Department of Educational Psychology, Texas A&M University (TAMU).

I served as Coordinator of the Educational PsychologyFoundations graduate program in 2003-04; served asCoordinator of the Foundations graduate specialization area onStudies of Intelligence, Creativity, and Giftedness (1976-2007); initially entitled Educating the Gifted and Talented; name changed in the early 1990’s; name changed again in 2007 to Cognition, Creativity, Instruction and Development now that Texas grants the G/T teacher certification endorsement by state exam, rather than graduate coursework); served as Chair of the department’s Tenure and Promotion Committee (2003-06); currently teach graduate courses on the study of creative thinking and creative individuals and on psychological and educational measurement and evaluation; served on the University Appeals Panel in 2002-05. (1982-present)

Director, Institute for the Gifted and Talented, TAMU. I designed the Institute and secured Board of Regents authorization in 1980 and subsequently coordinated all Institute activities including research endeavors, summer programs for gifted and talented youth, and professional training for educators; the Institute generated approximately $3 million income during its existence and established of a $110,000 endowment for scholarships; I changed the Institute name to the Youth Adventure Program (YAP) in 2006 when TAMU decided Institutes would focus primarily on procuring research grants; YAP had been the name of our summer program, and it still enrolls about 350 G/T teenagers (http://yap.tamu.edu/); I had trained one of my former Ph.D. advisees to run the program and appointed him Director, when he indicated he wanted to remain at TAMU. (1980-2006)

Visiting Professor, Torrance Center for Creative Studies, University of Georgia.

I taught a graduate course on creative thinking and conducted a seminar on educating the gifted and talented. (1985, Fall Quarter)

Interim Coordinator, Counseling and Assessment Clinic, Department of Educational Psychology, TAMU.

I served as the administrator of the clinic, which provides counseling and assessment services to clients from both the University and greater local community. (1983-1984)

Coordinator of Graduate Studies, Department of Educational Psychology, TAMU.

I served as coordinator of departmental graduate programs including general advisement, recruitment, and management of admissions. (1979-1983)

Associate Professor, Department of Educational Psychology, TAMU.I designed and taught graduate level courses on identifying and educating gifted and talented students; served as Coordinator of the graduate specialization on Educating the Gifted and Talented. (1976-1982)

Assistant Professor, Department of Educational Psychology, TAMU. I taught undergraduate educational psychology courses and graduate courses on learning theory; served as Coordinator of an undergraduate Improvement of Learning multi-section course. (1972-1976)

Educational Psychology Specialist. Teacher Development Program, Texas Southern University.

I served as an instructional specialist for an experimental graduate level program that used a competency-based approach with an extensive internship component. (1971-1972)

Psychometrist. Ninth District Educational Service Center, Cleveland, Georgia.

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I served as a psychological and educational evaluator of students with school problems; prepared reports with suggestions for classroom teachers. (1970-1971)

Teaching and Research Graduate Assistant, Department of Educational Psychology, University of Georgia.

I taught undergraduate courses on educational psychology and child development and served as research assistant to Department Head and Distinguished Alumni Professor, E. Paul Torrance. (1967-1970)

Counseling and Research Graduate Assistant, Dean of Students' Office, Georgia Southern College.

I served as career placement officer and assisted the Dean with academic counseling and student affairs research projects. (1966-1967)

Eighth Grade English Teacher, Lake Shore Junior High School, Jacksonville, Florida.

I taught in tracking system at all levels: low, medium, and high ability students. (1965-1966)

PROFESSIONAL CONSULTING

Guest Speaker. Delivered addresses on gifted and talented education to personnel of the following Texas school agencies: Brenham Independent School District (ISD), Bryan ISD, Carthage ISD, Conroe ISD, Corpus Christi ISD, Deer Park ISD, Friendswood ISD, Galveston ISD, Goose Creek ISD, Houston ISD, Lamar Consolidated ISD, Nederland ISD, Northside ISD (San Antonio), Round Rock ISD, Spring ISD, Texarkana ISD, Tyler ISD, West Orange ISD, Region I Education Service Center, Region VI Education Service Center, Region VII Education Service Center, and Region X Education Service Center. (1972-present)

Training Consultant, Educational Economic Policy Center, University of Texas.

Conducted multi-school district training sessions on developing proposals for funding innovative school programs. (1991-1992)

Consultant, Texas Scottish Rite Hospital, Dallas, Texas. Advised on the establishment and operation of a program for gifted handicapped youth through the hospital child development center. (1983-1986)

Consultant, Sid W. Richardson Foundation, Fort Worth, Texas. Advisory Committee member of the Richardson Study, a national scope survey of school programs for gifted youth. (1983-1984)

Consultant, Bryan Independent School District, Texas. Helped arrange and conducted a month long teacher inservice summer program on educating gifted and talented students. (1981)

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Task Force Member, College Station Independent School District, Texas. Served on a task force for planning school programs for gifted and talented students. (1980)

Consultant, Region IV Education Service Center, Texas. Conducted teacher inservice and advised on the development of school programs for the gifted and talented initiated by Region IV in Cypress-Fairbanks and Alief Independent School Districts near Houston. (1978)

Consultant, Texas School for the Deaf. Advised the administrative staff on methods of evaluating programs for gifted and talented students. (1978)

Proposal Reviewer, Texas Education Agency. Reviewed proposals from school districts seeking funding to initiate programs for gifted and talented students. (1977-1979)

Consultant, A&M Consolidated Independent School District, Texas. Advised administrative staff on the development of an elementary school program for the gifted. (1977)

Consultant, Weslaco Independent School District, Texas. Conducted teacher inservice and advised administrative staff on a school program for the gifted. (1977)

Consultant, Corpus Christi Independent School District, Texas. Advised administrative staff on student selection criteria for the Athena Program for the gifted. (1976)

Auditor, Corporation for Research and Engineering in Education,College Station, Texas.

Served as an auditor for the Houston Magnet School Program.(1975-1976)

Program Advisor, Houston Independent School District, Texas. Advised on the design of the Vanguard Program for giftedstudents at River Oaks Elementary School; advised on studentand teacher selection and conducted teacher inservice. (1972-1974)

Consultant, Atlanta Public Schools, Georgia. Conducted teacher inservice, visited school sites and advisedfor an inner-city elementary school special education projectthrough Atlanta University. (1972)

HONORS AND AWARDS

Texas A&M University. Received the College of Education and HumanDevelopment Advisory Council’s Faculty Extraordinary ServiceAward (presented at a dinner at the Annenberg PresidentialConference Center, which is part of the first President Bush’sLibrary complex on the TAMU campus). It was noted by EPSYDepartment Head, Michael Benz, that “this award is not givenautomatically each year by the CEHD Advisory Committee.

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Rather, it is awarded only when a faculty member’s record ofaccomplishment clearly demonstrates extensive and extendedservice to constituents, community, colleagues, and studentsthat is indeed ‘extraordinary’.” (2007)

Department of Educational Psychology Nominee for the Texas A&MUniversity Former Students Association Faculty DistinguishedAchievement Award in Teaching, College Level. (2000)

Texas Association for the Gifted & Talented. Received the President'sAward for outstanding service to the field of gifted and talentededucation in the State of Texas. Honored with a plaque at theannual convention. (1996)

American Creativity Association. Received the Creative LeadershipAward for having founded the association. Honored with aplaque at the annual convention. (1994)

College of Education, Texas A&M University. Honored with a plaquefor receiving the most funded research dollars that year. (1991)

Former Students' Association, Texas A&M University. Received theFaculty Distinguished Achievement Award in ContinuingEducation (certificate, gold watch, and $4,000 check). (1988)National Association for Gifted Children. Honored with aplaque at the annual convention for having served as Presidentof the Association. (1987)

PROFESSIONAL ASSOCIATION MEMBERSHIPS

American Creativity AssociationNational Association for Gifted ChildrenTexas Association for the Gifted and Talented

PROFESSIONAL ASSOCIATION ACTIVITIES

Member, Advisory Board, American Creativity Association. (1997-present)

Member, Board of Directors, American Creativity Association. (1990-1992)

Chairman, Charter Board of Directors, American Creativity Association. (1988-1990)

Past President, National Association for Gifted Children. (1987-1989)President, National Association for Gifted Children. (1985-1987)First Vice-President, National Association for Gifted Children. (1983-

1985)Second Vice-President, National Association for Gifted Children.

(1981-1983)Executive Board Member, National Association for Gifted Children.

(1979-1989)Local Arrangements Chairman for the National Association for Gifted

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Children Convention, Houston. (1978)

PROFESSIONAL JOURNAL EDITORIAL ACTIVITIES

Field Reviewer, Journal of Creative Behavior. (2002-04)Associate Editor, Exceptional Children. (1980-1982)Field Reviewer, Gifted Children Ouarterly. (1981-1987)Contributing Editor, Roeper Review, A Journal on Gifted Children.

(1979-1982)

STATE ADVISORY ACTIVITY

Vice Chairman, Texas Education Agency's State Advisory Committeeon Educating Gifted and Talented Students. (1982-1984)

PUBLICATIONS

Journal Articles

Osterholm, K. Nash, W.R., and Kritonis, W.A. (2007). Effects oflabeling students “learning disabled”: emergent themes in theresearch literature 1970 through 2000 [electronic version].National Journal: Focus on Colleges, Universities, and Schools(www.nationalforum.com), 1 (1), 1-11.

Fangqi Xu, McDonnell, G., and Nash, W.R. (2005). A survey ofcreativity courses at universities in principal countries. Journalof Creative Behavior, 39 (2), 75-88.

Wycoff, M., Nash, W.R., Juntune, J.E., and Mackay, L, (2003).Purposeful professional development: planning positive experiences for teachers of the gifted and talented. Gifted Child Today, 22 (4), 39-64.

Royer, K. and Nash, W.R. (2002). Music education in a performancecontext. Tempo, 22 (4), 9-11.

Juntune, J.E. and Nash, W.R. (1999). Blending a middle schoolmagnet program for gifted students with a regular middleschool program. NASSP Bulletin, 83 (609). Note: Editormistakenly left Nash name off article, but printed a correctionin the next issue.

McCallister, C., Nash, W.R., and Meckstroth, E. (1996). Resolving thediscrepancies between experiments and experience in assessingthe social competence of gifted children. Roeper Review, 18 (4),273-276.

Sandel, A., McCallister, C., and Nash, W.R. (1992). Child search andscreening activities for preschool gifted children. RoeperReview, 16 (2), 98-102.

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Torrance, E.P., Nash, W.R., and Safter, T. (1991). An evaluation ofcreative development using the incubation model of teaching infirst grade reading. The Creative Child and Adult Ouarterly, XVI (3).

Scobee, J. and Nash, W.R. (1983). A survey of highly successful space scientists concerning education for gifted and talented students.

Gifted Child Ouarterly, 27 (4), 147-151.Nash, W.R. (1980). Stuart's story. Roeper Review, 3 (1), 26. Nash, W.R., Borman, C., and Colson, S. (1980). Career education for

gifted and talented students: A senior high school model. Exceptional Children, 46 (5),404-405.

Abramson, M., Ash, M.J., and Nash, W.R. (1979). Handicappedadolescents—A time for reflection. Adolescence, XIV (55), 557-565.

Haensly, P. Chissom, B., and Nash W.R. (1979). Dissonance andinformation in equilibration to formal operations. Perceptual and Motor Skills, 47, 1159-1170.

Borman, C., Nash, W.R., and Colson, S. (1978). Career guidance forgifted and talented students. Vocational Guidance Ouarterly, 27 (1), 72-76.

Colson, S., Borman, C., and Nash, W.R. (1978). A unique leaming opportunity for gifted and talented high school seniors. Phi Delta Kappan, 59 (8), 542-543.

Colson, S., Godsey, R., Mayfield B., Nash, W.R., and Borman, C. (1978).Evaluating career education for gifted and talented students. Journal of Research and Development in Education, 12 (3), 51-62.

Crawford, C., and Nash, W.R. (1978). A survey of gifted education inTexas: Teacher training needs, types of programming andidentification strategies. Texas Tech Journal of Education, 5(3), 219-225.

Bushway, A., and Nash, W.R. (1977). School cheating behavior.Review of Educational Research, 47 (4), 623-632.

Nash, W.R., & Millikin, J.L. (1976). Creative adolescents and socialinteraction. Journal of Creative Behavior, 10 (3), 222.

Cox, R.S., Nash, W.R., & Ash, M.J. (1976). Instructions for three levelsof reward and creativity test scores of college students.Psychological Reports, 38, 411-414.

Mayfield, B.C., and Nash, W.R. (1976). Career attitudes of femaleprofessors. Psychological Reports, 39, 639-641.

Nash, W.R., and Torrance, E.P. (1974). Creative reading and thequestioning abilities of young children. Journal of CreativeBehavior, 8 (1), 15-19.

Nash, W.R. (1974). The effects of a school for the gifted in avertingthe fourth grade slump in creativity. The Gifted Child

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Ouarterly, (Autumn),168-170.Nash, W.R. (1974). The effects of warm-up activities on small group

divergent problem-solving with young children. Journal of Psychology, 89, 237-241.

Newsletter Columns

Nash, W.R. (2003). Remembering Ellis Paul Torrance. ACA Focus (Newsletter of the American Creativity Association),September/October.

Nash, W.R. (2002). Parental guidance and creativity issues. ACAFocus, July/August.

Nash, W.R. (2001). Torrance’s Creativity Definition. ACA Focus,January/February.

Hughey, J. B. and Nash, W.R. (1998). Tips for writing as a creativeprocess. ACA Focus, May/June.

Griffin, G.L. and Nash, W.R. (1997). Tips for creative teacher toteacher mentorships. ACA Focus, November/December.

Hamza, K. and Nash, W.R. (1997). Tips for teaching creatively. ACAFocus, March/April.

Nash, W.R. (1989). An American challenge: The promotion ofcreativity and innovation. ACA Focus, Premier Issue.

Nash, W.R. (1987). President's column. Communique (Newsletter of the National Association for Gifted Children).

Nash, W.R. (1986). President's column. Communique.

Monograph

Alexander, P.A., Parsons, J.L., and Nash, W.R. (1996). Toward atheory of creativity. Washington, D.C.: National Association forGifted Children.

Book Chapters

McCallister, C. and Nash, W.R. (1998). From theory to practice: Amodel program for creatively gifted children from economicallydisadvantaged backgrounds. In J.F. Smutny (Ed.), The younggifted child: Potential & promise. Cresskill, N.J.: Hampton Press.

Nash, W.R., Haensly, P., Rodgers, V.J.S., & Wright, N.L. (1992).Mentoring: Extending learning for gifted students. In JuneMaker (Ed.), Critical issues in education of the gifted, Vol. III(pp. 313-330). Austin, Texas: Pro-Ed Press.

Haensly, P., Reynolds, C. & Nash W.R. (1986). Coalescence, context, conflict, and commitment. In R.J. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (pp. 128-148). New York:

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Cambridge University Press.

Book Reviews

Willson, V., and Nash, W.R. (1981). [A Book Review of Sample instruments for the evaluation of programs for gifted and talented]. Roeper Review, 3(3), 44-45.

Nash, W. R. (1980). [A Book Review of A resource guide to preschool and primary programs for the gifted and talented]. Roeper Review, 2 (3), 45.

Smith, D., and Nash, W.R. (1979). [A Book Review of New voices in Counseling the gifted]. Roeper Review, 2 (2), 40.

Handbooks and Technical Reports

Nash, W.R., Alexander, P.A., Parsons, J.L., Sisk, D., and Daniels, R. (1993). Identifying creatively gifted children from economicallydisadvantaged backgrounds (US Department of Education, Jacob Javits Grant Final Report). College Station,TX: Institute for the Gifted and Talented, College of Education, TexasA&M University.

Haensly, P. & Nash, W.R. (1983). Mountains to climb: A handbook of resources for the gifted and talented. Washington, D.C.: National Association for Gifted Children.

Borman, C., Colson, S., Evers, M.K., Jamison, D., Mayfield, B., Nash, W.R., Paterson, J.C., and Zgliczynski, S. (1978). Career education for gifted and talented students: A triadic experiment in education (US Office of Education Grant FinalReport). College Station, TX: Center for Career Development and Occupational Preparation, College of Education, Texas A&M University.

Colson, S., Borman, C., and Nash, W.R. (1978). Keeping a sense of direction in a snowstorm: An implementation handbook of community-based career education for gifted and talented high school seniors. College Station, TX: College of Education,Texas A&M University.

Nash, W. R. and Crawford, C. (1976). Gifted education in Texas. College Station,TX: College of Education, Texas A&M University.

Nash, W.R. and Mayfield, B.C. (1976). A training module in gifted and talented education. College Station, TX: College of Education, Texas A&M University.

PRESENTATIONS

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Huang, T., Nash, W.R., and Ke. J. (2006). Fostering creativity ability orskills? A meta-analytic perspective. China Creative Studies Institute International Convention, Beijing, China

McDonnell, G. and Nash, W.R. (2004). Girl friends and at-risk, creative adolescent girls. American Creativity Association Annual Convention, Houston.

Nash, W.R. and McDonnell, G. (2003). Girl friends and gifted girls. National Association for Gifted Children Annual Convention, Indianapolis.

Nash, W.R. & Woodward, R.S. (2002). Fostering academic and social development in a university summer program. National Association for Gifted Children Annual Convention, Denver.

Nash, W.R. (2002). Creativity issues in child and adolescent development. American Creativity Association Annual Convention, Philadelphia.

Nash, W.R. (1999). Creativity issues in child and adolescent development. National Association for Gifted Children Annual Convention, Albuquerque.

Nash, W.R. (1998). Teaching a graduate course on creative thinking. American Creativity Association Annual Convention, Houston.

Nash, W.R. (1996). Idea generation using synectics. American Creativity Association Annual Convention, Minneapolis.

Nash, W.R. (1995). Creativity: A theoretical perspective. American Creativity Association Annual Convention, Indianapolis.

Nash, W.R. (1994). The relationship between a divergent thinking word association activity and scores on the Torrance Tests of Creative Thinking. American Creativity Association Annual Convention, Durham, NC.

Nash, W.R., and Daniels, R. (1994). Identifying and nurturing creativity in economically disadvantaged preschoolers. National Association for Gifted Children Annual Convention, Salt Lake City, Utah.

Parsons, J.L., Nash, W.R., Alexander, P.A., Sisk, D., and Daniels, R. (1992). Creativity in the young, economically disadvantaged child: A report on the progress of the Javits grant on creativity. American Creativity Association Annual Convention, Dallas.

Parsons, J.L., and Nash, W.R. (1991). Toward a theory of creativity: A Multidimensional multivariate approach. American Creativity Association Annual Convention, Houston.

Nash, W.R. (1990). A profile of the highlv creative. American Creativity Association Annual Convention, St. Louis.

Nash, W.R. (1988). The creative child. US Patent Office Creative and Inventive Thinking Conference, Dallas.

Nash, W.R. (1987). Creativity and gifted children. Southeast Texas

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Association for the Gifted and Talented Annual Conference, Beaumont, TX.

Nash, W.R. (1987). Creativity and innovation: Keys to the future. Graduation Address, Louisiana School for Math, Science, and the Arts, Natchitoches, LA.

Nash, W.R. (1985). A time for inquiry. Presidential Address, National Association for Gifted Children Annual Convention, Denver.

Nash, W.R. (1985). Galveston Island adventure for gifted youth. Duke University Colloquium on Programs for Academically Brilliant Youth, Durham, NC.

Nash, W.R., and Tallent, M. (1985). Creativity: Definition and development. National Association for Gifted Children Mid-Winter Institute, Savannah, GA.

Nash, W.R., and Fulbright, M. (1984; 1983; 1982). Establishing mentorship and internship programs for gifted and talented high school students. A Pre-Convention Workshop at the National Association for Gifted Children Annual Convention, St.Louis, Philadelphia, New Orleans.

Nash, W.R. (1983). Time with talented adults: A look at mentoring children of special circumstances. National Association for Gifted Children Annual Convention, Philadelphia.

Scobee, J., and Nash, W.R. (1982). Optimum educational experiences identified by a group of space scientists. National Association for Gifted Children Annual Convention, New Orleans.

Nash, W.R. (1982). Implementing a career education model for the gifted. Council for Exceptional Children Annual Convention, Houston.

Nash, W.R., Roberts, N., and Scobee, J. (1981). Texas A&M University's Gifted & Talented Institute: past activities and future plans. Texas Association for Gifted and Talented Annual Convention, San Antonio.

Nash, W.R., Roberts, N., and Scobee, J. (1981). University sponsored summer enrichment programs for gifted and talented youth. National Association for Gifted Children Annual Convention, Portland, OR.

Nash, W.R. (1981) University mentorship experiences for gifted high school students. East Texas State University Conference on the Gifted and Talented, Commerce, TX.

Nash, W.R. (1980). Mentorship and internship experiences for the gifted and talented. National Association for Gifted Children Annual Convention, Minneapolis.

Nash, W.R. (1979). Community based education for the gifted and talented. National Association for Gifted Children Annual Convention, Baltimore.

Nash, W.R. (1979). University training programs in gifted and

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talented education. Council for Exceptional Children Annual Convention, Dallas.

Nash, W.R. (1978). Career education for gifted and talented students. National Association for Gifted Children Annual Convention, Houston.

Nash, W.R. (1978). Career education for gifted and talented high school seniors. Louisiana Association for Gifted and Talented Students Annual Conference, Baton Rouge.

Nash, W.R. (1978). Going beyond what is known: Teaching strategies for encouraging creativity at the elementary school level. East Texas State University Conference on Creativity, Commerce, TX.

Nash, W.R. (1977). A model for career education for gifted and talented high school students. National Association for Gifted Children Annual Convention, San Diego.

Nash, W.R. (1977). Houston alternative schools for talented students. National Association for Gifted Children Annual Convention, San Diego.

Borman, C., Nash, W.R., and Colson, S. (1977). An exemplary career education model for gifted and talented high school students. American Personnel and Guidance Association Annual Convention, Dallas.

Nash, W.R. (1976). The Houston vanguard program for the gifted. National Association for Gifted Children Annual Convention, Kansas City.

Nash, W.R. (1975). Developing creative skills in a school for the gifted. National Association for Gifted Children Annual Convention, Chicago.

Nash, W.R. (1973). Counseling creative children. Texas Personnel and Guidance Association Annual Conference, Houston.

FUNDED PROPOSALS

Nash, W.R., and Alexander, P.A. (1992). Identifying creatively gifted young children from economically disadvantaged backgrounds. U.S. Department of Education Jacob Javits Grant, Co-Principal Investigator. ($232,680)

Nash, W.R. and Alexander, P.A. (1991). Identifying creatively gifted young children from economically disadvantaged backgrounds. U.S. Department of Education Jacob Javits Grant, Co-Principal Investigator. ($202,691)

Nash, W.R. and Alexander, P.A. (1990). Identifying creatively gifted young children from economically disadvantaged backgrounds. U.S. Department of Education Jacob Javits Grant, Co-Principal Investigator. ($180,599)

Nash, W.R. (1982). A survey of educational services for gifted and talented students in long-term hospital care. College of

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Education, Texas A&M University, Project Director. ($3,000)

Nash, W.R. (1981). Development of a resource guide identifying special programs and opportunities for gifted and talented students. College of Education, Texas A&M University, Project Director. ($4,350)

Nash, W.R. (1980). Family variables of National Merit Scholars. Texas A&M University Faculty Mini-Grant. ($160)

Nash, W.R. (1978). Creativity levels of behavioral problem children. Texas A&M University Faculty Mini-Grant. ($248)

Borman, C., and Nash, W.R. (1977). Community based career education for the gifted and talented. U.S. Office of Education,Project Co-Director. ($82,000)

Borman, C., and Nash, W.R. (1976). Development of an exemplary career education model for the gifted and talented. U.S. Office of Education, Project Co-Director. ($60,000)

Nash, W.R. (1976). Developing of a transportable training module in gifted education. College of Education, Texas A&M University, Project Director. ($3,000)

Nash, W.R. (1976). Present status and needed directions of Texas college and university teacher training and research activities in the education of the gifted and talented. College of Education, Texas A&M University, Project Director. ($3,690)

Nash, W.R. (1975). Instructional set and creative problem-solving. Texas A&M University Faculty Mini-Grant. ($218)

Nash, W.R. (1974). Developing creative thinking abilities in elementary school. Texas A&M University Faculty Mini-Grant. ($185)

Nash, W.R. (1973). Developing creative abilities in a school for the gifted. Texas A&M University Faculty Mini-Grant. ($318)

ADVISORSHIPS (Ph.D. Dissertations at Texas A&M University)

Jackson, Tiffany Oliphant. (December, 2007, defense completedSeptember 28). An analysis of the factors that influenceachievement among African-American students.

Breedlove, Lynette. (August, 2007). Identify linguistically diversestudents as gifted and talented: a qualitative study of adding a new measure.

Lee, Kung-Sook. (December, 2005). The relationship between computer games and children’s creativity in Korea.

Huang, Tse-Yang. (May, 2005). Fostering creativity: a meta-analytic inquiry into the variability of effects.

McDonnell, Virginia Maurer. (May, 2005). “I used to be gifted:” lost potential among adolescent females.

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McGough, Marnique. (May, 2005). A description of experiences of families coping with chronic illness in a child.

Broughton, Lori. (August, 2004). Training elements of elementary teachers in social and emotional development of gifted students.

Donnell, Patricia Ann. (August, 2004). The relationship between middle school gifted students’ creativity test scores and self-perceptions regarding friendship, sensitivity, and divergent thinking variables.

Woodward, Robert Steven, Jr. (August, 2004). Combative creativity: Resistance to cognitive fixation effects in an idea generation task.

Maier, Herbert. (May, 2004). Measuring cognitive load management in a traditional martial arts training model.

Park, Hija. (May, 2004). The effects of divergent production activities with math inquiry and think aloud of students with math difficulty.

Hicks, Mary Katherine. (December, 2002). Comparative research study between identified gifted students’ and non-identified

students perceptions of distance learning courses and the relevance of these courses to students’ academic and personal needs and goals.

Mackay, Laura. (December, 2002). A comparison of instructor and student self-evaluations of leadership potential.

Royer, Karen. (December, 2001). The interpretive biography of James Dick.

Chung, Young Sun. (May, 2001). The development of problem-solving activities that can be used to screen for potentially gifted children.

Osterholm, Karen. (May, 2001). The effects of labeling students as learning disabled: A qualitative and quantitative secondary analysis.

Wycoff, Melinda. (May, 2001). Knowledge and skills of selected middle school teachers of the gifted with 30 hours of gifted and talented training or with a state gifted and talented endorsement.

Miranda, Ester. (May, 1999). Multiple cultural experiences: an exploration of their effects and the fostering of creativity.

Wright, Nilah. (December, 1998). Perceptions of school experiences of three retained students who attended an alternative program.

Fuchs, Curtis. (December, 1997). Sensitivity, flexibility, and originality as components of the creative process.

Bunn, Susan. (August, 1997). Case studies of hispanic adults who have obtained prominence in American society.

Juntune, Joyce. (August, 1997). The planning and implementation of

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a gifted magnet program into an established middle school: One school's journey.

Griffin, Glenda. (May, 1997). The phenomenon of teachers mentoring teachers in the midst of change.

Hamza, Khalid. (December, 1996). Exploration in teaching strategies that foster creative thinking and problem solving in a community college.

Davalos, Ruth. (May, 1996). The impact of teacher training for individualization on gifted students in heterogeneous classrooms.

Cotropia, Kimla. (May, 1995). The childhood and adult play histories of high creative young adults.

Wood, Marie. (December, 1993). Personality traits and behavior characteristics related to creativity in highly intellectually able students.

Crawford-Simpler, Debbie. (August, 1993). The effects of task related versus non-task related warm-up activities on the creativity test scores of kindergarten children.

Queen, Kay. (August, 1993). The academic, creative, and social performance of six at-risk adolescents who participated in an alternative school program.

McCallister, Corliss. (August, 1992). Relationships between urinary catecholamines and measured intelligence of eight-year-old children.

Boyd, Linda. (December, 1991). A comparison of the questioning skills of gifted children and average children: Cognitive and age-related aspects of acquisition, modeling, and problem solving.

Bradley, Charmaine. (May, 1990). Differences of creativity between reservation and urban Native Americans.

Janes, Sallie. (May, 1989). The relationship between creativity test scores and honors course selection, honors course attrition, and grades among high school seniors.

Edlind, Elaine. (May, 1988). Attitudes of superintendents, teachers, and parents toward program formats designed for gifted students.

Lupkowski, Ann. (August, 1986). Social behavior and parental rating of social development in gifted and average preschool children in a laboratory school setting.

Tallent, Mary. (December, 1985). Effects of the future problem solving program on gifted students' ability to solve futuristic problems.

Seay, Mary. (December, 1985). Creativity, personality' and family variables in gifted children, their parents, and siblings.

Marek, Marilyn. (August, 1985). WISC-R analysis and profiles as

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determinants of learning problem diagnoses among children with superior intelligence.

Miller, Nettie. (August, 1985). The role of mentors in the lives of national merit scholars.

Roberts, Nancy. (August, 1984). The effects of visual imagery training on retrieval techniques in face recognition and alteration of memory traces.

Van Dyke, Judy. (August, 1984). The relationship between logo computer language and creativity.

Griffin, Loysanne. (May, 1984). Attitudes of public school administrators toward gifted, gifted-handicapped, handicapped and normal students and relationships to administrator belief systems.

Scobee, June. (May, 1983). Metacognitive awareness of brain hemispheric functions during the composing process: A comparison between eminent scientist-authors and gifted students with similar career aspirations.

Wallace, Robert. (December, 1982). Facilitation and inhibition of original responses to figural and verbal stimuli.

Haensly, Patricia. (May, 1982). Genetic influences and individual differences in development of formal operations.

Shiver, Denise. (December, 1981). Attitudes of preservice and inservice teachers toward gifted, handicapped, and gifted-handicapped students and the relationship to personal and professional belief systems.

Fullbright, Martha. (December, 1980). Assessed cognitive style as indicated by physiological and performance representations of hemisphericity.

Dibrell, Lorraine. (May, 1979). The relationship between child creativity and maternal empathy, respect, and genuineness.

Cox, Randall. (December, 1978). The effect of secondary reinforcement on the generalization of creative thinking.

Crawford, Carolyn. (May, 1978). The relationship of creativity variables to sex role types for males and females.

Mayfield, Betty. (August, 1977). Effectiveness of teacher identification of gifted students as a function of training.

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