Category: Poster

26 - Early Grade Intervention Practices in Preparation for Gifted Identification: Evidence From the Field

Saturday, Nov 11
12:00 PM – 1:00 PM

Schools often struggle to identify students from diverse and economically disadvantaged populations. Even in schools with universal screening practices, the lack of flexibility in standards and evidence for identification pose barriers. The presenters have observed school-wide early intervention programs focused on advanced thinking skills. These programs provide novel and useful preparation and evidence for identification, thereby increasing the diversity of students eventually identified for services. The presenters describe these pre-identification programs and discuss their many benefits, including infused professional development and increased communication among stakeholders.

Christina M. Amspaugh

Assistant Professor
University of Virginia
Charlottesville, Virginia

Christina Amspaugh is an Assistant Professor and Director of the Saturday and Summer Enrichment Program in the Curry School of Education at the University of Virginia. She recently completed her Ph.D. in Educational Psychology with concentration on Giftedness, Creativity, and Talent Development at the University of Connecticut, where she worked as a graduate research assistant with the National Center for Research on Gifted Education and was an on-site coordinator for Confratute, UConn’s summer institute on gifted education and enrichment teaching. Her professional experience includes 11 years as a gifted intervention specialist and gifted coordinator in Ohio. Her research interests include underserved gifted populations, the development and evaluation of gifted education programs, classroom assessment practices, and the use of technology to support the needs of gifted students.

Pamela Peters

Graduate Research Assistant
University of Connecticut
Storrs, Connecticut

Jeb Puryear

Research Associate
University of Connecticut
Storrs, Connecticut

Jeb Puryear is a teaching fellow and doctoral candidate studying Educational Psychology with a concentration in Gifted and Talented education at the University of North Texas. Prior to this position, he spent thirteen years as chemistry teacher and five years as the coordinator of the International Baccalaureate Diploma Program. He is an active member of NAGC, AERA, TAGT, and SERA including leadership roles. He has served as an ad hoc manuscript reviewer for journals in the field. He is a two-time winner at the NAGC R&E Graduate Student Research Gala His areas of research include creativity measurement/ theory, STEM talent development, gifted education paradigms/conceptions, and advanced academic inequity based on locale and race.