News & Views - Neag Center for Gifted Education and Talent ...

Volume 6, Issue 2 Spring 2012 1Mirum: Vivamus est ipsum, vehicula nec,feugiat rhoncus, accumsan id, nisl. Loremipsum dolor sit amet, consectetuerNews and ViewsNEAG CENTER FOR GIFTED EDUCATION AND TALENT DEVELOPMENTTHE UNIVERSITY OF CONNECTICUTwww.gifted.uconn.eduGentry and HébertHonored at the 2012 NeagSchool of EducationAnnual Alumni AwardsDinnerOn March 31, 2012, at the 14thannual NSoE Alumni AwardsDinner Marcia Gentry andThomas Hébert were recognizedfor their contributions to theKield of education.Marcia Gentry received theAlumni DistinguishedResearch Award and theOutstanding Higher EducationProfessional. Marcia Gentry,Sixth Year Diploma in SpecialEducation ’92, Ph. D. ’96, is aprofessor of educational studiesand executive director of theGifted Education ResourceInstitute at Purdue University.Thomas Hébert received theOutstanding Alumni Award.Thomas Hébert, MA ’81, SixthYear ’90, PhD ’93, is currently aprofessor of educationalpsychology and instructionaltechnology at the University ofGeorgia.For more information seegoo.gl/2bX4t.2012 Honors CelebrationThis year marked the NeagSchool of Education’s 18 thAnnual Honors Celebration.Micah Bruce‐Davis washonored as the recipient of theJoseph Renzulli and Sally ReisRenzulli Fund for GraduateStudents in Gifted Education.Ms. Bruce‐Davis was recognizedfor her outstanding academicscholarship and interest inpursuing a career in the Kield ofgifted education. Ms. Bruce‐Davis is in her third yearworking toward a Ph.D. ineducational psychology with afocus on gifted and talentededucation. Her researchinterests include talentdevelopment, specializedschools, and civic engagement.Inside This IssueCatherine Little 2Graduation 3Visiting Scholars 5-6Conference Calendar 7In the Spotlight 8-12“Just-In-Time”Knowledge 13

Volume 6, Issue 2 Spring 2012 2Dr. Catherine Little Honored withITL Teaching Fellow AwardThe Advisory Board of the Institute for Teaching and Learning (ITL) atthe University of Connecticut honored Dr. Catherine Little this yearwith a Teaching Fellow Award at a special banquet in April as well asat the Undergraduate Commencement Ceremony in May. This specialdistinction is awarded to outstanding tenured professors who arerecognized by the academic community for their dedication andcommitment to their students as amplified in the followingtestimonials:“The quality and impact of Catherine Little’steaching is reflected in her outstanding courseevaluations and her students’ and colleagues’personal statements that attest to the indelible markshe is leaving on the students who are fortunateenough to pass through her classes.”~ Del Siegle, Ph.D., EPSY Department Head,Neag School of Education“I am so grateful for having theunique experience of knowing such anintelligent and talented role model. Dr.Little is dedicated to all of her students asdemonstrated through her uniqueinstructional style, positive approach toproviding constructive feedback, andability to appropriately challenge anddifferentiate for her students.”~ Cindy MassicotteEPSY Doctoral Student

Volume 6, Issue 2 Spring 2012 3Introducing ...Dr. Jennifer Savino!Congratulations to Dr. Savino forcompleting the requirements for a Ph.D. inEducational Psychology with anemphasis on Gifted and TalentedEducation this May. Dr. Savinodefended her dissertation titled, SeekingSummer Support: What Application EssaysReveal About Applicants to a MentorshipProgram for Talented Teens.Congradsto the NeagGrads!Her research interests involve: talented writers, grammar instruction, and vocabularyacquisition. Currently, she is an English/language arts consultant for a charter schoolsystem in South Florida and a writer on the side.Congratulations to Dr. Joe Helbling who also successfullydefended his doctoral dissertation titled, An Analysis of theReading Choices of Adolescents from Low-Income, CulturallyDiverse, Urban Schools Using the SEM-R Framework. Dr.Helbling graduated with a Ph.D. in Educational Psychologywith a focus on Gifted and Talented Education this May. Dr.Helbling has been selected to be the new assistant professor ofteacher education at Carrol College in Helena, Montana. Hisresearch interests include talent development inunderrepresented populations and creativity and thinking skillsCongratulations to all the graduates who completed their Master of Arts inEducational Psychology with an emphasis in Gifted and Talented Education:Michael Block Julian Burton Michael Calder Dana ClarkTeresa Colucci Karla Goulet Kari Hanson-Smith Debbie LagaKrisa Muller Waltraud Rosner Pamela Treut Adina ZimmermanCongratulations to the graduates who completed their Sixth-year Diploma inProfessional Education:Darina Fox Brian ZawodniakCongratulations to Ashley Ruegg and John Ehlinger who graduated from the IB/M programwith a Master of Arts in Curriculum and Instruction. Ashley worked this year as a researchassistant with Dr. Catherine Little. John worked at the NRC/GT as a research assistant for the pastthree years for Dr. E. Jean Gubbins.

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Volume 6, Issue 2 Spring 2012 5Interview withDr. Adile GulsahSaranliAdile Gulsah Saranli, Ph.D., is anAssistant Professor in theElementary EducationDepartment at TED University inTurkey. She is currently avisiting research scholar here atThe National Research Center onthe Gifted and Talented.Gulsah Saranli is a long way fromher home in Turkey. When askedwhat brought her here to the NeagCenter for Gifted Education andTalent Development, sheexpressed that she had beensearching for a way to learn moreabout gifted and talented in everyaspect. She also really wanted tolearn the finer details of giftededucation in a well establishedcenter and to be a part of it,studying the work of distinguishedscholars such as Dr. Renzulli, Dr.Reis, Dr. Siegle, and others.Gulsah had the fortune to meet Dr.Renzulli and Dr. Reis at aconference in Istanbul, Turkey.With a great smile, she said that“They were so warm and open tome. They welcomed me to observetheir work.” Inspired, she applied toher country's scholarship program.Her proposal was immediatelyaccepted. Thus inspired and filledwith confidence, Gulsah headed tothe United States.Learning to use and adapt theSchoolwide Enrichment Model(SEM) with Turkish culture was hermajor aim presented in herproposal. The SEM model was veryappealing to Gulsah as she wasimpressed by the flexibility of themodel and wanted to learn themodel in greater depth.Gulsah has already learned somuch during her stay here as avisiting research scholar. Observingclasses here at UConn, Gulsahwas able to get an in-depth glimpseat how the professors prepare preserviceeducation students for theirfuture careers. She alsorecognized that the quality ofteaching here is really high. Gulsahhas learned through observing Dr.Renzulli, Dr. Little, Dr. Siegle, andDr. Gubbins that there isn't just oneway to teach a topic. She liked theidea of having students work insmall groups and incorporatingmore active learning and creativeprojects rather than just lecturing,memorizing, or finding one “true”answer. Gulsah aspires to applythese instructional practicesthrough her own teaching as aprofessor at TED University inTurkey as her university is alsoworking towards improvingteaching methods.When asked specifically what shewould like to do when she returnsto Turkey, Gulsah explained thatshe wants to share what she haslearned about gifted educationpedagogy and her opinions andthoughts about what she haslearned through her experiencehere with different groups back inTurkey, such as parents,colleagues, politicians, andadministrators.Gulsah also really wants toemphasize that those who wish towork in the field of gifted andtalented education really have tolearn and develop their own giftedpedagogy first and then begin tostart programs or change laws.The current climate in Turkey isready for change as high schoolnow will become mandatory for allstudents. Gulsah also explainedthat it will become even moreimportant to find talented youngstudents at younger gradesbecause at the end of 4th gradestudents will select a middle schoolto attend. The Ministry of Educationwould like to divide middle schoolstudents up based upon theirtalents, achievements, andinterests. She views this as anopportunity for Turkish education toconsider talents in a differentperspective and hopes to help hercountry make it happen because itis really hard to focus on the talentsof students as there is a shortageof people in Turkey who focus ongifted education. Gulsah shared, "Ibelieve I will find a lot of differentareas where I will be able toshare my knowledge andexperiences. I really want toshow the application of SEM inTurkey. I want to make it morewell known in Turkish education.I believe in the deep philosophyof engagement and enjoyment oflearning and teaching. I will tryto do this. I really want to start acenter or a program like this oneand I hope I can!”Gulsah is deeply committed toimproving gifted and talentededucation in Turkey. She is veryexcited to return home to startconferences, symposiums, and atraining center for teachers andparents. She says she has a lot todo, but she is very excited to getstarted! Gulsah believes that theimpact will be wide when shereturns!

Volume 6, Issue 2 Spring 2012 6Interview withDr. DanielHernándezTorranoDaniel Hernández Torrano, Ph.D.,is a Fellow Researcher at theUniversity of Murcia in Spain. Heis currently a visiting researchscholar here at The NationalResearch Center on the Giftedand Talented.Daniel Hernández Torrano arrivedin Storrs in the Spring of 2011.Prior to his work in Connecticut,he was part of a team thatdeveloped an identificationsystem for gifted students in theMurcia district in Spain.Daniel is the recipient of a 2-yearfellowship from the scientificorganization Fundación Séneca -Agencia de Ciencia y Tecnología(Región de Murcia) in Spain thathas provided him with theopportunity to study abroad andcreate a program to developtalents of students in his region.The reputation of the scholars,Joe Renzulli, Sally Reis, JeanGubbins and Del Siegle, at theUniversity of Connecticut, was themain reason Daniel chose tostudy at UConn. During his firstyear, he was pleasantly surprisedto see the range of programsincluding Mentor Connection,Confratute, and Three Summers,that are offered at the NeagCenter for Gifted Education andTalent Development.He enjoys studying SEM becauseit is not difficult to translate intothe educational context of hiscountry. While he has read theliterature on SEM, his time at theNeag Center has helped him seehow to make the theory work inpractice. Prior to his time inConnecticut, he was not able toimagine how to put thoseprinciples into practice. Readingthe texts, listening andparticipating in discussionsaround the Center, and visitingSEM schools, especially RenzulliAcademy, has helped him todevelop a sense of how topractically implement the SEM.Daniel feels the programs inSpain need to focus on providingenrichment opportunities--movingfrom thinking just about IQ tothinking about students’ interestsand learning styles. He iscurrently writing a manualfocused on implementing SEM inthe region of Murcia, Spain. Theprogram focuses on secondarystudents because he has realizedthat less attention is given to thisgroup of students--most of theprograms in Spain are focused onelementary students. In addition,there is focus on science becausehis sponsoring foundation seeksto develop scientific talent.His guide is all-encompassing,helping teachers understand themultiple aspects of developing aprogram based on SEM, includingorganization and content. Hisguide includes information ondeveloping Type I, Type II, andType III Activities/Projects, and heis including information on how toorganize the program both in andout of the classroom setting.Type I activities included arefocused on providing teacherswith resources that are located inthe region of Murcia. Theresources include museums,scientific centers, conferences,and anything related to sciencethat the students can do in theregion. In addition, how toimplement Type I’s is included.Type II activities included areaimed to develop types of thinkingskills, such as, problem solving,decision making, critical thinking,and creative thinking. For Type IIIProjects, he has includedresources to help teachersdevelop activities based onstudents’ interests.Current gifted programming in hisregion focuses on short one ortwo-week projects without anythread connecting each project oractivity to the next. He hopes theSEM Framework will providecontinuity that the program iscurrently missing.He is also creating a website tohelp teachers make theconnection between students’talents and interests and possibleenrichment activities and projects.Daniel would love to return toSpain to oversee theimplementation of his program.However, it is more likely thatsomeone else will implement theprogram while he continues towork as a researcher. WhatDaniel is looking forward to mostis seeing this programimplemented to developstudents’ scientific talents for thebetterment of the world!

Volume 6, Issue 2 Spring 2012 7June July AugustConferenceCalendar10-14Hormel Foundation Gifted andTalented Education SymposiumRiverland Community College,Austin, Minnesota, USA23Global Virtual Meeting for GiftedEducation in Second LifeMary Bruck, Guest SpeakerOnline, Free9-10 p.m. (CEST)(3-4 p.m. US-EDT)29-July 38-1335th Annual ConfratuteUniversity of ConnecticutStorrs, Connecticut, USA13-14SENG (Supporting theEmotional Needs of the Gifted)ConferenceSheraton Milwaukee,Wisconsin, USA22-2712-1413th National Conference onGiftedness (Australia)“Excellence and Equity For All”Adelaide, South Australia23-26Northeast UnschoolingConference“Experience the Joy”Sheraton Colonial HotelWakefield, Massachusetts, USA25For more information onConferences, visit HoagiesGifted, www.hoagiesgifted.org/conferences.htmPG RetreatAnnual summer program foradults and children organized byand for the families of profoundlygifted childrenGlyn Eyrie CastleColorado Springs, Colorado, USAGifted and Talented EdufestBoise State UniversityBoise, Idaho, USAGlobal Virtual Meeting forGifted Education in Second LifeMonita Leavitt, Guest SpeakerOnline, Free,9-10 p.m. (CEST)(3-4 p.m. US-EDT)Attention STEM Schools!Survey Available!The National Research Center on the Gifted andTalented is conducting a survey on current STEMschool practices this Spring. If you are a teacheror administrator at a high school that focuses onscience, technology, engineering or math, watchfor the survey electronically or in the mail. Yourresponse helps ensure that the researchconducted reflects an accurate picture of what ishappening in schools, and it will provide valuableinsight for others who are opening, planning, orimproving STEM schools.Administrator Survey Link:www.gifted.uconn.edu/forms/stem/admin_survey.htmlGifted Children:An Online Journal for the AERA SIGGifted Children is the ofKicial journal of theAmerican Educational Research AssociationSIG for Research on Giftedness, Creativity,and Talent. This online journal is publishedtwice a year and features current researchand other supportive resources for workingwith gifted, creative, and talentedindividuals. You may check out theirwebsite to at http://docs.lib.purdue.edu/giftedchildren/ to create an account, accesstheir online articles, or submit an article forpublication.Teacher Survey Link:www.gifted.uconn.edu/forms/stem/teacher_survey.html

Volume 6, Issue 2 Spring 2012 8In the SpotlightUConn Three Summers StudentNicole Waicunas AwardedThe Kennedy Center/Stephen SondheimInspirational TeacherAwardEach year, The Kennedy Center/StephenSondheim Inspirational Teacher Awardsrecognize the significance teachers canhave in individual students’ lives. NicoleWaicunas, a teacher at E.O. Smith HighSchool, is 1 of 10 recipients of this year’saward. A former student, MelissaBordonora nominated Ms. Waicunas for theaward. Nicole credits “Ms. Waz” withhelping her find her voice and herselfthrough writing. In addition to beingrecognized at a special ceremony at theKennedy Center, Ms. Waicunas will receive$10,000 in appreciation for hercontributions to the world throughteaching.For more information about the award seehttp://www.kennedy-center.org/programs/awards/sondheim/Three SummersGraduate StudiesEducational PsychologyGifted and TalentedIt's Not Just for Gifted EducationAnymore!Opportunities for Master's, Sixth-YearDiploma, and Nondegree Students• Administrators• Curriculum Specialists• Program Coordinators• K-12 Classroom Teachers• Professional Development Specialists• Gifted Education SpecialistsDesigned for educators who want to:-Use students' interests, strengths, andpreferences to differentiate the curriculumand improve the academic performance of allstudents-Increase the challenge, authenticity, andcognitive level of curriculum units-Address talent development with studentswho are underserved in traditional giftededucation programsNicole WaicunasMelissa BordonoraSummer 2012 DatesJune 24-July 8For information about attending thissummer contact Judith Mathews:judith.mathews@uconn.edu860.486.6013On the Web:www.gifted.uconn.edu

Volume 6, Issue 2 Spring 2012 9Mentor ConnectionStudent Earns SURFGrant!XingXin Liu will be heading to Chinathis summer to work on a researchproject with Bart Roccoberton,Director of the University ofConnecticut Puppet Arts Program.Ms. Liu, a former participant of theUConn Mentor Connection Program,was awarded a $4000 SURF (SummerUndergraduate Research Fund)Grant. This competitive Grantsupports full-time UConnundergrads who are interested inconducting summer research orwork on creative projects. Ms. Liu iscurrently a junior in the PuppetArts program here at UConn. Shewill be venturing to China to studynative forms of chinese puppetry,attend the international UNIMACongress in Chengdu, and to performin Butterfly Dreams.Congratulations to Ms. Liu for thisgreat accomplishment!Announcing theInternational ECHAConference inMüenster, Germany

Volume 6, Issue 2 Spring 2012 10Former UConn MentorConnection Participant GetsPublished!Austin Costello, former UConn Mentor Connectionparticipant, is a second year undergratuate in the PuppetArts Program here at UConn. Not only is he a talentedpuppeteer, he also is a recently published author forImagine Magazine through the Johns Hopkins Center forTalented Youth.StudentWorksAustin shares how his passion for a career in puppetrydeveloped in his article titled, My Life in Felt and Foam. Itbegan with a visit to the set for a Sesame Street specialwhere he met Martin Robinson (a.k.a., Mr. Snuffleupagusand Telly Monster) who would become an importantmentor for Austin. This experience thus launched years ofdedication to creating his own live-hand and hand-and-rodpuppets. Mentor Connection further cemeted his passionfor a career in puppetry. His favorite experience wasbuilding and performing the alien villain (see picture onright) in a play called 712 Whittimore Lane at the end ofthe summer program. When Austin returned to school thefollowing fall, his drama teacher encouraged and helpeddevelop Austin’s passion by giving him opportunities tointegrate puppetry into their drama productions.This young man’s story demonstrates the importance ofhaving mentors in one’s life. As Austin shared, “I’ve beenincredibly fortunate to learn from puppeteers whose work Iadmire. All of these amazing teachers have taught me notonly the art and craft of puppetry, but also that if you stayfaithful to what you do and keep your chin up, you can dowhatever you put your mind to. For the past two years, Ihave tried to pass that message on as I’ve taught sockpuppet construction and performance at a local summercamp.” Keep an eye out for this talented young man. I amsure we will be seeing more of him!Excerpts from:Costello, A. (March-April, 2012). My Life in Felt and Foam. Imagine:Big Ideas for Bright Minds, Volume 19(4).“People always ask me whyI’m drawn to puppetry. Ilove that it allows theperformer to dance, sing,and act with art that theyhave made from scratch. Itis an art form that allowsfor a wide range ofcreativity, in both designand performance.”-Austin Costello

Volume 6, Issue 2 Spring 2012 11Acting as Junior Practicing ProfessionalsThrough Participation in National History DayAcross the country more than half a million students participate in the NationalHistory Day Competition. Each year a theme is presented to students. Thestudents then select and complete a study using primary and secondary sourcesfrom libraries, archives and museums, personal interviews (e.g., oral histories)and visits to historical sites. Students can display their findings in many forms,including papers, exhibits, performances, documentaries, and websites.At a local competition, students at Renzulli Academy in Hartford completedprojects based on the theme "Revolution, Reaction and Reform in History."Several students received awards at the competition in the Hartford area. Theirteachers, Kara Ledger and Melissa Thom, spent many hours guiding studentsthrough the process of completing historical research.Winners:Marcus, Destiny, Grace, and Amber3rd place, Group Documentary, Junior Division, Group DocumentaryFocus: The Meiji Restoration in Japan in the mid to late 1800s.Shaila, Natajiah, and Iliana2nd place,Group Performance, Junior Division, Group PerformanceFocus: The adversity faced by many suffragists throughout the mid to late 1800sup until the 19th Amendment was secured in 1920.Michelle, Special Award: Outstanding Entry in Early American History, IndividualExhibit, Junior Division, ExhibitFocus: Reactions surrounding the Boston Tea Party and how this event ignitedthe spark that would lead to revolution.Larry3rd place, Junior Division, Individual PerformanceFocus: Huey P. Newton: Black Panther ActivistSanya and Ashley3rd place, Junior Division, Group ExhibitFocus: Dorothea Dix and The Asylum MovementKimyri and Gilbert1st Place, Junior Division, Group WebsiteFocus: The Bombing of Pearl Harbor: Hawaii's TragedyFor more information about National History Day see the following website:http://www.nhd.org/Contest.htmTo see students discussing participation in National History Day:http://link.history.com/services/player/bcpid1785324716?bclid=1785352303&bctid=1788945122

Volume 6, Issue 2 Spring 2012 12Supporting Gifted and TalentedDuring These Financially Difficult TimesLynn Gatehouse, a 2003 graduate of the Three Summers Master’s Degree Program, is now theProgram Director of enGage! a summer enrichment camp located at the Harvest Park Middle School inPleasanton, CA. Lynn created the non-profit organization, GAGE, Inc., (Gatehouse Academy for GiftedEducation, Inc.) to offer more opportunities for gifted students, however, her summer program is open toall 3rd, 4th, and 5th graders. Students select sessions to participate in such as Brain Fitness Through Art,LEGO Mindstorms NXT Robotics, Creative Problem Solving, and other investigative topics that encouragestudents to think deeply and explore areas of interest.For more information about this wonderful summer opportunity for students, please check out theenGage! website at http://www.engagethegifted.org/index.html. To read The History of enGage!Summer Enrichment Camp by Lynn, please go to http://www.gifted.uconn.edu/nviews/pdf/the_history_of_engage.pdfPleasant View Elementary awarded$470, 000 Technology GrantGara Field, Principal at Pleasant View Elementary and Neag Alumni, recently received news thatteachers and students at Pleasant View will be equipped with the latest technology. A $470,000 grantthrough the Rhode Island Technology Model School Grant will provide the funds to place smart boards inevery classroom, iPad 2 units for students and more. The goal of the project is to engage students, whoare digital natives, through media and tools that they use on a daily basis.For more information See goo.gl/eQVmSComments?Questions?Ideas?Interested in learning more about what you’ve seen in this newsletter?Have questions, comments, and/or article suggestions?Contact Cindy Massicotte or Micah Bruce-Davis, editors, atcindy.massicotte@uconn.edu or micah.bruce-davis@uconn.edufor more information.www.gifted.uconn.edu

Volume 6, Issue 2 Spring 2012 13“Just in Time” KnowledgeOnline Competitions Promote IndependentProblem Seeking SkillsAre you looking for meaningful and challenging experiences to inspire your students to activelyand collaboratively engage in problem Kinding and creative problem solving? Check out thesefree online competitions:ExploraVisionhttp://www.exploravision.orgScience and technology competition open to students from K – 12.eCybermissionhttp://www.ecybermission.comScience, technology, engineering, and math competition open to students in grades 6 – 9.Lexus Eco Challengehttp://www.scholastic.com/lexus/TED announces new education site- TEDed: Lessons WorthSharinghttp://ed.ted.com/This site features short customizable lessons. Each lesson is centered on a video clip that ranges in lengthfrom 2 to 10 minutes. Titles include Insults by Shakespeare, Just How Small is An Atom?, How PandemicsSpread, and How Simple Ideas Lead to Scientific Discoveries. The lessons also have a Quick Quiz, tocheck for comprehension, a Think section, which includes short answer questions that require morethought, and a Dig Deeper component that connects students to other resources. Teachers also have thecapability to customize lessons and to track student progress on lessons. Teachers can also create theirown lessons using video from YouTube.YouTube for Schools: Helping Teachers Connect Students toEducational Videoshttp://www.youtube.com/schoolsYouTube has launched a new site for teachers to access school appropriate YouTube videos coming fromsources such as YouTube EDU, Stanford, PBS, TED, Khan Academy, Steve Spangle Science andNumberphile. The site is set-up for schools to gain access to YouTube videos from approved partners,andpreventing students access to videos that are not connected to educational objectives. Directions forNetwork Administrators are included. For a short video introduction see http://youtu.be/NegRGfGYOwQ.

Volume 6, Issue 2 Spring 2012 14New Book about Gifted Education with the Brain in MindMalleable Minds:Translating Insights From Psychology and Neuroscience to Gifted EducationEdited by Rena F. Subotnik, Ann Robinson, Carolyn M. Callahan, and E. Jean GubbinsWhat can research in psychology and neuroscience tell us about talent development? This illuminatingvolume from The American Psychological Association, the NationalAssociation for the Gifted and Talented, and The National ResearchCenter on the Gifted and Talented offers insights from social andcognitive psychologists and cognitive neuroscientists as they shareand connect their research findings and perspectives with expertsin gifted and talented education. Collectively, the scholars offer anintriguing discussion of how their research might support theoptimal performance of gifted and talented individuals,and inform the quality of services they must receive to do so.The volume is divided into three sections. In Section I, researchersand scholars discuss significant findings from their studies in socialand cognitive psychology and cognitive neuroscience to further helpus understand how talent develops. The work of scholars such asCarol Dweck’s findings on motivation and Joshua Aronson’s findingson stereotype threat become cornerstone research pieces integratedthroughout the volume. Next, the scholars in Section II discuss howresearch in psychology and neuroscience can inform theory andpractice in gifted education.Finally, the authors in Section III provide cases to demonstrate thedirect applicability of the research presented. Malleable Minds: Translating Insights From Psychologyand Neuroscience to Gifted Education offers researchers, scholars, practitioners, and other interestedindividuals cutting-edge research that may be expounded on and immediately implemented in theclassroom to positively affect teaching and learning in a variety of fields.Copies are $25 for continental United States; $30 forAlaska, Hawaii, and Canada; and $35 for all other foreignorders. Price includes postage and handling. Checks andpurchase orders accepted. Make checks payable to theUniversity of Connecticut. Faxed orders will not beaccepted unless accompanied by a purchase order. Sorry,no credit card orders. No rush orders accepted. Pleaseallow 4-6 weeks for delivery.Mail orders to:University of ConnecticutThe National Research Center on the Gifted and TalentedAttn: Lisa Muller2131 Hillside Road Unit 3007, Storrs, CT 06269-3007E-mail: lisa.muller@uconn.edu Fax: 860-486-2900NameNumber of CopiesAddressCityStateCountryPhoneE-mailZip