siren spring 2014_final (1)
TRANSCRIPT
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1st Place: Jeb Puryear , University of North Texas
Advisor: Tod Kettler
Title: Metacognition and Creativity: A Develop-
mental Perspective
2nd Place: Alexandra Vuyk, University of Kansas
Advisor: Dr. Thomas Krieshok
Title: Overexcitabilities or Openness to Experience?
1st Place: Enyi Jen - Purdue University Advisors: Dr. Sidney Moon and Dr. Marcia Gentry
Title: Retrospective Perceptions of Graduates of a Self-
Contained Programs in Taiwan for High School Students
Talented in STEM
2nd Place: Jason MacIntosh Purdue University Advisor: Dr. Marcia Gentry
Title: Designing, Piloting, Evaluating, and Revising Concept-Based
STEM Curricula for High Ability Elementary Students
INSIDE
THIS
ISSUE:
A Letter from the Chair:
Jill Adelson
Committee
2
Elections
A call for nominations
3
Program Chair Update
4
R & E Committees
5
In the Spot-light
6 & 7
AERA Information
8 & 9
Summer Learning
Opportunities 10 & 11
Membership
Graduate Research Gala
Call for Submissions
12
SIREN Significant Information for the Research and Evaluation Network S P R I N G 2 0 1 4 V O L U M E 6 , I S S U E 1
2013 Graduate Student Research Gala Winners Winners of the 2013 graduate student research competition were
announced last fall at the annual conference. Please extend your
congratulations to the following:
Doctoral-level, In-progress Research
Doctoral-level, Completed Research
Celebrating our Up-and-Coming Researchers
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P A G E 2
Sincerely,
Jill
Letter from the Research & Evaluation
Network Chair
Jill Adelson
Many thanks to all who attended the R&E business meeting and committee meetings at the 2013 Convention this past November! At the Convention, we continued a lot of important R&E
work, which continues to be conducted throughout the year. We are continuing that work and pre-
paring for the 2014 Convention. As always, I would like to extend an enormous THANK YOU to all
of our offices, committee chairs, and committee members. I will not detail all of the accomplish-
ments of our committees, as they have each detailed them in their brief reports in this newsletter.
This year, R&E has decided a change in our officer terms. The Chair/Chair-Elect office will
continue to be elected through NAGC, and per NAGC guidelines, that term begins on September 1.
However, although other new officers will be elected in the summer/early fall, their term will not
begin until the END of the Convention. This allows some time for overlap and transition of officers
and also allows officers to see through the work they have been doing throughout the year in prepa-
ration for the Convention. On that note, please consider nominating a colleague or yourself to serve
as an NAGC officer/committee chair. The Chair Elect nominations are due through NAGC, and after
that election is complete, we will send out a call for nominations for all of our positions (which have
a 2-year term). More information can be found in the elections section of this newsletter.
It is difficult to wrap my head around the fact that this is my last time writing the letter from
the Chair for the R&E Network. It has been a great two years, and I have had the opportunity to
work with many great people in the Network. For the next newsletter, Megan Foley Nicpon will
have transitioned from Chair-Elect to Chair. I have thoroughly enjoyed our partnership as Chair and
Chair-Elect the last two years, and I am excited to see where she leads the Network in the upcoming
two years. If you have any ideas for the R&E Network, please feel free to email me at
Research & Evaluation
Network
Letter from the Chair
Jill Adelson
Up-Dates from R & E Committees
The Research and Evaluation Graduate Student Committee has communicated on a monthly ba-
sis via Google hangout, email, or phone. We have made great progress on our Journals and Confer-
ences project, and it is anticipated to be completed by May 2014. Also, we have created a list of
survey questions to be uploaded to Survey Monkey. The purpose of the survey is to conduct a needs
assessment for graduate students in the Network, or possibly all graduate students.
Mid-Career and Beyond Scholars Committee: We have gotten feedback from committee members on next steps. We have pulled together an ex-
haustive list of senior people and will be setting up brief interviews with folks in an attempt to get a
handle on the "why nots" and what might R&E do to "entice" more active and sustained involve-
ment.
Awards Committee: There were 15 dissertations submitted for the Dissertation Award. All dissertations are currently
being reviewed. The call for submissions for the Graduate Research Gala has been announced (for
details, please see Graduate Student Research Gala at http://www.nagc.org/
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P A G E 3
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I S S U E 1
Elections
Are you interested in becoming involved?
NAGC is currently seeking nominations for R&E Chair Elect. This person serves 2 years as Chair Elect, 2 years as
Chair, and then 2 years as Past Chair. They will work closely with Megan Foley Nicpon, 2014-2016 R&E Chair, during
their first two years in preparation for their term as Chair. For more information, please see http://www.nagc.org/
index.aspx?id=2506. If you have questions, please email Jill, 2012-2014 R&E Chair, at [email protected].
Nominations are due April 7, and the term begins September 1.
We are currently seeking nominees for our internal elections as well. All positions are two-year terms, beginning at the
end of 2014 Convention (although elections will be completed in time for a transition period). If you are interested in
running for any of these positions, please send a 250 word bio to Megan Foley-Nicpon, the R&E Chair Elect, at megan
[email protected] by July 1, 2014.
Asst. Program Chair: Aids the program chair in duties and coordinates the Research Gala. Then in
year 2, becomes the Program Chair. The Program Chair oversees the recruitment and assignment of
reviewers, coordinates with the Program Committee to make decisions about the preliminary recom-
mendations for the R&E program, and communicates with the National Office
related to the program-related questions.
Awards Co-chair: The Awards Co-Chair is elected in the summer/fall of year
0. The first year (Fall year 0), the awards co-chair helps the current chair with
the Research Gala. In year 1, the awards co-chair organizes the Research Gala,
which culminates with the Gala in November of year 1. Then in winter/spring
of year 2, the co-chair organizes the Dissertation Awards.
Secretary: Takes minutes at all Business and Executive Committee meetings
and oversees the Membership Committee, whose charge is to help recruit and
retain members. This committee sends out emails to new and lapsed R&E
members, develops membership materials (such as the Did You Know? Materi-
als), and brainstorms and implements member benefits and new initiatives to
retain and recruit members.
Communications Chair: Oversees the Communications Committee, which publishes the newsletter
twice a year and manages the website, Facebook page, and any other communications-related initia-
tives.
We also will be appointing (or re-appointing) chairs for our ad-hoc committees. If you are interested in being consid-
ered for one of these positions, please send a brief bio and explanation of why you would like to chair the committee to
Megan Foley-Nicpon at [email protected] by September 1, 2014.
Graduate Student Committee Chair: Oversees the Graduate Student Committee, which helps with graduate student
initiatives and helps develop further graduate student offerings.
Publications Committee Chair: Oversees the Publication Committee, which decides whether we should pursue a Net-
work publication and, if so, what the publication should be. The chair oversees the choice of authors/editors as well as
the negotiations with NAGC and the publisher.
Mid-Career and Beyond Scholars Committee Chair: Oversees the Mid-Career & Beyond Scholars Committee,
whose charge is to find ways to increase R&E involvement by and benefits for scholars who are mid-career and
beyond.
Call for Nominations
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P A G E 4
The 2013 NAGC conference was a big success for the Research and Evalua-
tion Network! We had a dynamic program of 32 individual and combined ses-
sions, one Signature Series session, and 7 poster sessions. The Research
Crackerbarrel and Gala were a huge success, and we had two fantastic Super
Sunday sessions! One was co-sponsored with the STEM Network and dis-
cussed math and science education for gifted children, and the second ad-
dressed great ideas of giftedness.
A big thank you to the senior scholars who participated in the Research
Crackerbarrel! Drs. Carolyn Callahan, Paula Olszewski-Kubilius, Del Siegle,
and Frank Worrell for sharing their expertise and time with promising young
scholars!
We also want to thank those who participated in the two Super Sunday ses-
sions- Drs. Matt Makel, Cheryll Adams, Jonathan Plucker, Lisa Jensen Shef-
field, Rena Subotnik, Sidney Moon, Paul Olszewski-Kublilius, and Ann Rob-
inson. It was a terrific conference and thanks to all who helped make it possi-
ble.
The 2014 conference in Baltimore is shaping up to be another fantastic
one! We will again be hosting the Research Crackerbarrel and Research
Gala, where graduate students and early scholars can learn about conducting
research and showcase their research experiences. We are confident both
events will be well-attended by our membership!
The Super Sunday Sessions for this year are still in development, but expect
to see one session that honors the life and work of Dr. Jim Gallagher. We
would love your input on the second Super Sunday session. Look for an
email soon soliciting idea!
Program Chair Update
-Submitted by Karen Rambo-Hernandez
Baltimore 2014
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P A G E 5
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Research and Evaluation Committees
Awards Committee
Chairs: Lisa Foster [email protected]
Kate Snyder [email protected]
This committee helps judge the Research Gala and the Dissertation Award. This committee also determines
whether we will offer additional awards, and if so, what the criteria should be. Additional judges can be re-
cruited from outside the committee to help judge the Research Gala and the Dissertation Awards. The chair
of the awards committee (an elected position) serves as the chair of this committee.
Communications Committee
Chair: Janette Boazman [email protected]
This committee helps the communications chair (an elected position) with the newsletter, the web, and any
other communications related initiatives (such as listservs, etc.). The chair of the Communications Committee
is an elected position, Communications Chair.
Graduate Students Committee Chair: Cindy Massicotte [email protected]
This committee helps with graduate student initiatives and helps develop further grad student offerings. The
chair of the Graduate Students Committee is an appointed position.
Membership Committee
Chair: Hope Wilson (secretary) [email protected]
This committee helps to recruit and retain members. They send out emails to new and lapsed R&E members
and develop membership materials and public relations material. In addition, they brainstorm and implement
member benefits and new initiatives to retain and recruit members. The chair of the membership committee
is the R&E Secretary.
Publications Committee
Chair: Bronwyn MacFarlane [email protected]
This committee decides whether to pursue a network publication, and if so, what the publication should be.
The committee oversees the choice of authors/editors as well as the negotiations with NAGC and the pub-
lisher. Committee members may average approximately one hour of service each month.
Strategic Initiatives Committee
Chair: Nielsen Pereira (treasurer) [email protected]
This committee is in charge of new initiatives, particularly ones that make use of financial resources, and will
work with NAGC to garner money for strategic initiatives that have any sort of cost. The chair of the commit-
tee is the R&E treasurer.
Mid-Career Scholars Committee (ad hoc)
Chair: Tonya Moon [email protected]
This committee is charged with finding ways to get mid-career scholars more involved in the Network and
with thinking of ways to meet their needs.
Other officers:
Chair: Jill Adelson [email protected]
Chair-Elect: Megan Foley Nicpon [email protected]
Past Chair: Betsy McCoach [email protected]
Program Chair Karen Rambo-Hernandez [email protected]
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P A G E 6 Enyi Jen
Purdue University
Research & Evaluation
Network
In the Spotlight
Retrospective Perceptions
of Graduates of a Self-
Contained Programs in
Taiwan for High School
Students Talented in STEM
This retrospective, qualitative study was
designed to investigate perceptions of the learning ex-
periences of STEM talented male students who stuied
in a self-contained, single-gender, gifted program in a
general education high school in Taiwan. Twenty-four
participants who had graduated from the high school
gifted program in 2008 participated in this study. While these partici-
pants completed an anonymous survey and participated in one-on-one
interviews in 2012, 14 of them had graduated from university, while the
other 10 were still in university. Overall, these participants provided
positive opinions about the self-contained gifted program although a
few reported that they were unable to learn so many science related-
subjects simultaneously at a fast pace, suggesting that such a pro-
gram needs to be differentiated.
These participants identified the most valuable learning
experience as the Independent Study (IS) course. They reported that the
IS course influenced their choice of college major and positively affected
their studies in their senior year of college. The only part of the IS course
that participants perceived negatively was that they needed to put extra
effort and time into accomplishing the IS project since the IS course was
a specially designed course that was different from the regular courses and
their past learning experiences. Social effects of the program varied. Majority
of these participants had positive perceptions of their peer relationships in the
program, while only few participants had positive perceptions of their peers
outside the program, and half of the participants reported they had few
friends outside of the program. Based on these findings, several suggestions
were made: program developers need to be sure to have support systems in
place for students who are overwhelmed by the challenges of a self-contained
program; inclusion of IS components may be particularly important for gifted
high school students in Asian countries; and program developers and teachers
in programs for academically gifted students need to consider how to provide
direct instruction in personal and social skills, such as personal decision-
making, time management, interpersonal skills, and conflict resolution to
promote academic success, project management skills, and social/emotional
development.
In the Spotlight Enyi Jen
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P A G E 7
The first doctoral seminar in my concentration was
one focused on creativity and problem solving. I have al-
ways been fascinated by the differences in ability levels
students exhibited in these areas. Discussing the nature of
creativity led to some enriching in-class conversations as
well as a number of ongoing exchanges outside of the
classroom. For me, the debates on the nature of creativity
always boiled down to two things: 1) the eminence issue and some intrinsic
trait in people that helped them generate ideas or 2) some evaluation of
creative products. In my mind, the first is analogous to the issue of gifted-
ness (whether it is a fixed construct and whether the gifted child para-digm is sufficient). None of that sits well with me. The second crea-tivity issue, a focus on products, isnt practical either because, to the educator in me, its not focused on an effort to be predictive unless, of course, youre one that believes causes can come before effects. As I stewed on what was missing, I started thinking about all the reading I
had done on Piaget and Vygotsky with respect to cognitive develop-
ment. I started piecing together the idea that what was missing was a
discussion of what goes on in the chasm between underlying idea-
tional skill and the expression of a creative product. By combining the
belief in a cognitive/creative overlap and an evaluative/reflective as-
pect to creativity, I was left thinking metacognitive function could po-
tentially serve a mediator/moderator in the ideation/production connection.
A chapter in 1989s Handbook of Creativity was the clincher. In the piece, Bonnie Armbruster systematically highlighted metacognitive aspects in the
creative process and called for research in the area. Twenty-five years later,
the literature remains scant. The research in-progress for which I won my
award was initially focused creative writing students, but has now ex-
panded a general undergraduate population. I am using a measure of idea-
tion (Runco Ideational Behavior Scale) along with a measure of production
(Creative Behavior Inventory) as indicators of creativity. Using these
measures in conjunction with the Metacognitive Awareness Inventory, I
am investigating what goes on inside the sifter of the creative mind look-ing for potential interaction effects. At this point, I am planning my disser-
tation as a follow-up that takes into account personality factors as well (e.g.
openness, extroversion) as part of a broader structural equation model. Ul-
timately, I see myself working to develop instruments incorporating these
ideas that educators can use to identify creative potential in students.
In the Spotlight
V O L U M E 6 ,
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Research & Evaluation
Network
In the Spotlight
Metacognition and
Creativity: A
Developmental Perspective
Jeb Puryear University of North Texas
Jeb Puryear
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P A G E 8
AERA Philadelphia
April 3April 7, 2014
Conference Theme:
The Power of Education Research for
Innovation in Practice and Policy We live in exciting times in education research, where every day new ground is being forged in re-
search design, methodology, instrumentation, and assessment. Questions regarding how people learn,
what should be taught by whom, and to what ends remain at the core of our field, enveloped in a
cloud of new ideas and technologies. In our rapidly changing world it is clearly time to take stock of the value of education research, of how it has spurred innovation, and of its problems and the po-
tential solutions it can provide for improving the learning and well-being of children and adults. The
theme for the 2014 Annual Meeting aims to encourage submissions that link the possibilities of edu-
cation research, recognizing how evidence of varying types can be used for tackling persisting issues
in education and for their innovative resolution.
The Research on Giftedness, Creativity, and Talent Special Interest Group of the American Educa-
tional Research Association is looking forward to the annual conference to be held in Philadelphia,
PA April 3-7, 2014. Our business meeting will feature Dr. Walter Barbe and Dr. Joseph Renzulli
reminiscing on the early days of gifted education research. In addition, the SIG is sponsoring 18 pa-
pers in 4 paper sessions, 17 papers in roundtable sessions, and 5 posters at the conference. For more
information, contact Dr. Betsy McCoach ([email protected]).
Research & Evaluation
Network
AERAResearch on Giftedness, Creativity, and Talent SIG Sessions
Chronological List of Events Philadelphia 2014
Session Type/Title Lead Authors Day Time Location
Roundtable Session 6:
Educational Policy in Rela-
tion to Giftedness, Creativity,
and Talent
Bland; Foreman;
Chandler;
Plunkett
Friday
April 4
8:15-
9:45
Convention
Center,
400 Level,
Terrace IV
Paper session: Acceleration and Under-
achievement in Giftedness,
Creativity, and Talent
Smeets; Fong:
McClarty; Siegel
Friday
April 4
10:35-
12:05
Convention
Center, 100
Level, 107B
Poster Session 5: New Research in Giftedness,
Creativity, and Talent
Yi; Cross;
Rubenstein; Wilson
Friday
April 4
12:25-
1:55
Convention
Center, 200
Level, Hall E
Symposium:
Race, Masculinity, and the
Pursuit of Academic Excel-
lence: Educating Gifted
Black Males
Discussant:
Donna Ford
Winsler; Davis;
McGee; Rose
Friday
April 4
2:15-
3:45
Convention
Center, 100
Level, 107B
News from the ROGCT SIG of AERA Submitted by Hope E. Wilson,
University of North Florida
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P A G E 9
Research on Giftedness,
Creativity, and Talent
SIG
V O L U M E 6 ,
I S S U E 1
Session Type/Title Lead Authors Day Time Location
Paper session:
Research on Creativity With
an Advanced Population.
Olthouse; Miller;
Acar; Cho
Saturday
April 5
8:15-
9:45
Convention
Center, 100
Level, 107B
Symposium:
Perspectives on the Role of
and Relationship Between
Gifted Education in Re-
search and in K-12 Schools
McBee; Peters;
Olszewski-Kubilius;
Plucker
Saturday
April 5
2:45-
4:15
Convention
Center, 100
Level, 107B
Business Meeting:
Research on Giftedness,
Creativity, and Talent SIG
Business Meeting and Guest
Speakers. Reflecting on the
History of Gifted Education:
A Conversation with Barbe
and Renzulli
Chair: Betsy
Mccoach
Saturday
April 5
6:30-
8:00
Convention
Center, 100
Level, 107B
Roundtable Session 18 Instrumentation and Identifi-
cation in Giftedness, Crea-
tivity, and Talent
Nguyen; McBee;
Alimin; McIntosh
Sunday
April 6
10:35
-
12:05
Convention
Center, 400
Level,
Terrace IV
Paper Session: Papers dealing with perfec-
tionism, self-concept, and
problem behaviors in gifted,
talented, and highly creative
children.
Preckel; Wu;
Madura; Szymanski
Sunday
April 6
12:25
-1:55
Convention
Center, 100
Level, 107B
Paper Session: Gifted, Creative, and Tal-
ented Students From Multi-
cultural/International Popu-
lations
Wilson; Perez;
Baudson; Jen;
Pereira; Yakavets
Sunday
April 6
4:05 5:35
Convention
Center, 100
Level, 107B
Roundtable Session 25
Programs for the Gifted,
Creative, and Talented
Esposito; Missett;
Cho, Zayac; Brigh-
ton
Monday
April 7
10:35
-
12:05
Convention
Center, 400
Level,
Terrace III
Roundtable Session 27
Psychosocial Topics in Gift-
edness, Creativity, and Tal-
ent
Barber; Makel;
Chancey; Neumann
Monday
April 7
12:25
-1:55
Convention
Center, 400
Level,
Terrace III
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P A G E 1 0
Summer Learning Opportunities
Research & Evaluation
Network
DATA ANALYSIS TRAINING INSTITUTE OF CONNECTICUT (DATIC)
University of Connecticut
http://www.datic.uconn.edu/
R Project for Statistical Computing
June 4, 2014
Instructors: Tania B. Huedo-Medina This one-day workshop will introduce R project for Statistical Computing. We will explain the particularities of R com-
pare to the mainstream commercial packages, and we will present the more than 5,000 free packages that R has to run
statistical analysis and create publication quality graphics. At the end of the workshop the participants should be able to
manage data, perform basic statistics and graphics, and generalize these skills to use R packages that will allow them to
run more advanced statistical analyses.
Meta-Analysis Using R
June 5-6, 2014
Instructors: Tania B. Huedo-Medina Over the past 40 years, research exploring the links between biological, psychosocial, behavioral, and educational factors
has grown exponentially. Understanding and reporting these interrelated factors that underlie individual variability will
result in the most accurate evidence-based knowledge over time and across a variety of populations and intervention
characteristics. To summarize these large masses of evidence, meta-analytic methods have seen sharply increased use
across sciences, including many topics ranging from medical to social and behavioral sciences. As a consequence, the
statistical techniques to conduct meta-analysis have been extended and improved intensely in the last 10 years to support
an efficient and valid practice of meta-analysis. This workshop is a comprehensive introduction to those advanced statis-
tical methods that have been developed recently in meta-analysis. At the end of the two days, you will be able to run
meta-analytic methods under different statistical approaches that can capture and test complex models using meta-
analysis.
Dyadic Analysis
June 9-13, 2014
Instructors: David A. Kenny and Tessa V. West The workshop on dyadic data analysis will focus on data where both members of a dyad are measured on the same set of
variables. Among the topics to be covered are the measurement of nonindependence, the actor-partner interdependence
model, the analysis of distinguishable and indistinguishable dyads, mediation and moderation of dyadic effects, and over
-time analyses of dyadic data. The software package used in the workshop will be SPSS, but there will be discussion of
other packages (e.g., HLM) and structural equation modeling. Although the workshop does not require any prior knowl-
edge or experience with multilevel modeling, participants are expected to have a working knowledge of multiple regres-
sion or analysis of variance as well as SPSS.
Structural Equation Modeling
June 16-20, 2014
Instructor: D. Betsy McCoach This introductory workshop on Structural Equation Modeling covers basics of path analysis, confirmatory factor analy-
sis, and latent variable modeling. Using AMOS Graphics, participants will learn how to build, evaluate, and revise struc-
tural equation models. Although the workshop does not require any prior knowledge or experience with SEM, partici-
pants are expected to have a working knowledge of multiple regression, as well as some experience using a statistical
software program such as SPSS.
Hierarchical Linear Modeling (HLM)
June 23-27, 2014
Instructor: D. Betsy McCoach, & Ann A. O'Connell Each HLM workshop covers basics and applications of miltilevel modeling with extensions to more complex designs.
Participants will learn how to analyze both organizational and longitudinal (growth curve) data using multilevel model-
ing and to interpret the results from their analyses. Although the workshop does not require any prior knowledge or ex-
perience with multilevel modeling, participants are expected to have a working knowledge of multiple regression as well
as SPSS (or SAS). Analyses will be demonstrated using the software HLMv7. Instruction will consist of lectures, com-
puter workshops, and individualized consultations. The workshop emphasizes practical applications and places minimal
emphasis on statistical theory.
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P A G E 1 1
V O L U M E 6 ,
I S S U E 1
Texas A&M University
Summer Statistical Workshops http://ssw.tamu.edu/Workshops
Meta Analysis
Instructor: Victor Wilson This four-hour short course will review basic methods for meta-analysis of research. Topics will include:
Problem finding and selection;
Literature search procedures using electronic and branching library searches;
Search limitation strategies;
Development of variables and coding menus as an interactive process;
Basic computation and descriptive procedures;
Homogeneity analysis using HLM and Q-statistics;
Covariation of effects with categorical and interval study variables;
Special topics:
missing data,
multilevel models, and
aggregating findings from previous meta-analyses.
Examples from the presenter's recent meta-analyses will be presented and discussed.
Instrument Development
Instructor: Jessica Yue Instrument development demands for vigorous exertion. If undertaken with care and consideration, it can lay
the foundation for the development of validity arguments relating to the inferences and decisions that are
based on construct measures. This 15-hour workshop will render you an overview of validity concepts and
introduce how instrument development efforts can be conducted to facilitate the development of validity
arguments. It also presents how analyses, especially those conducted within a Rasch measurement frame-
work, can be used to provide evidence to support validity arguments that are founded during the instrument
development process.
Item Response Theory
Instructor: Roger Millsap This course will provide an overview of item response theory (IRT) and its application in psychological
measurement. We will begin with concepts and assumptions common to nearly all IRT models, such as the
item response function, local independence and dimensionality. We will then move to IRT models for binary
test items (e.g., items scored pass/fail), covering model specification, estimation and fit evaluation. Next, we
will discuss some IRT models for polytomous response formats (e.g., Likert items), again focusing on speci-
fication, estimation and fit evaluation. Major applications of IRT in adaptive testing, test construction and
item bias analyses will be described. For software, we will alternate between the IRTPRO, BILOG, and
Mplus software programs. The course will be built around IRTPRO, but Mplus will be used for dimensional-
ity work with some mention of BILOG.
Structural Equation Modeling
Instructor: Myeongsun Yoon This course introduces students to the major elements of designing and analyzing data using SEM and in-
cludes: review of data requirement for analysis; path analysis; assumptions; model estimation, evaluation and
interpretation; confirmatory factor analysis and structural equation modeling analysis. Participants will use
Mplus as the primary statistical analysis computer program. The course will include both lecture and interac-
tive hands-on practice with data supplied by the instructor.
Hierarchical Linear Modeling
Instructor: Oi-Man Kwok This course will provide you with an introduction to the theory and application of hierarchical linear mod-
els. Most data in the behavioral sciences has a multilevel structure, such as students nested within class-
rooms, patients nested within hospitals, participants nested within group treatment conditions and repeated
measures nested within individuals. The major goals of this course are to understand the concepts related to
hierarchical linear models, to specify your own models and analyze the data using one of the HLM programs,
and to interpret the statistical findings to lay persons. This course will use the HLM software program in-
cluding HLM and SPSS MIXED to perform the statistical analyses.
Research & Evaluation
Network
-
Graduate Student Research Gala
We Need graduate students.
We need researchers.
We need graduate students who are researchers.
We need YOU!
For information about how YOU can participate in the 2014
National Association for Gifted Children Research and
Evaluation Networks annual Graduate Student Research
Gala,
Contact:
Lisa Foster
or
Kate Snyder
P A G E 1 2
Calling All Graduate Researchers
Did you Know the Research & Evaluation Net-
work of the NAGC has a
Facebook group?
We would love to have you as a friend in our Facebook group.
One of the R&E Communications Committee goals for the
coming year is increase the sharing of
information, develop
collaborative connections,
and celebrate accomplish-
ments through this social
media format. Our network
group is growing and we
welcome you to join. To be a
part of our group search for
NAGC Research and Evaluation Network You will see a Join Group but-ton below the picture bar on
the right hand side. Clicking
the Join Group button sends a message that you want to join. A group adminis-
trator will then review and accept the request. We look forward
to seeing you on Facebook
Join us on Facebook
V O L U M E 6 , I S S U E 1
As of February 1st we had 727 total members in the Research and Evaluation Network.
This continues our tradition of strong membership numbers. Last year at this time, we
had 739 members.
We are also continuing the tradition of sending Did You Know? documents to our mem-
bership each month. These documents summarize recent research concerning topics of
interest to gifted education researchers. Be sure to check out the NAGC website to find
the most recent documents including Diverse Learners and Teachers of the Gifted. Spe-
cial thanks to our membership committee members: Arlene Puryear, Cindy Gilson,
Janette Boazman, Kelly Kearney, Matthew Makel, Micah Bruce-Davis, Shawn Cherry,
and Susan Nikakis.
Membership Committee