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Faculty

 

 

Marcia Gentry

Director
Professor, Educational Studies
mgentry@purdue.edu
765-496-3721
765-496-2706 Fax
BRNG 5116

Biography, Vita, Publications, Website

 

Marcia Gentry

 

Kristina Ayers Paul

Assistant Professor, Educational Studies
kayerspaul@purdue.edu
765-494-7333
765-496-2706 Fax
BRNG 5114

Biography, Vita, Publications

 

 

kpa

 

Sidney Moon, Professor Emerita
Retired

Associate Dean, College of Education
Professor, Educational Studies
sidney@purdue.edu
765-494-7243
765-494-5832 Fax
BRNG 6130

Biography, Vita, Publications

 

 

 

SM

 

 

 

 


Limited Term Lectures

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Vicki Vaughn         

vvvaughn@comcast.net

Vicki L. Vaughn, Ph.D., received her doctorate in educational psychology/gifted education from Purdue University. She currently serves as the Curriculum Director for Youth Programs for the Gifted Education Resource Institute at Purdue University. She also serves on the Advisory Board for GERI. She recently retired as an elementary principal and the High Ability Coordinator for the Lafayette School Corporation. She teaches graduate courses in gifted education for Purdue University. Dr. Vaughn has experience teaching gifted children in grades 1-12. Her research has primarily been in programming for gifted learners. She has published articles and co-authored a book chapter on this topic. She is a past president of the Indiana Association of the Gifted. She has served as a reviewer for all of the major journals in the field of gifted education. She has worked with a committee for the Indiana Department of Education that has published guidelines for identifying and servicing gifted learners and developed standards for gifted programming in the state of Indiana. She does consulting work and presents workshops for parents and teachers.

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Felicia Dixon           

fdixon@bsu.edu

Felicia A. Dixon is Emerita Professor of Psychology in the Department of Educational Psychology at Ball State University. She taught English at the secondary level in many different schools as well as chaired both English Departments and Humanities Departments. She formerly directed the master’s degree program in educational psychology and the license/endorsement in gifted education. She received her doctorate from Purdue University in Educational Psychology with specialty in gifted education.  Author of more than 40 articles and chapters, Felicia Dixon co-edited the important Handbook of Secondary Gifted Education in 2006; edited the NAGC Publication Programs and Services for Secondary Gifted Students: A Guide to Recommended Practices (2008), and received both the Early Scholar Award from NAGC in 2004. She has served as a member of the Board of Directors of NAGC, is currently a member of the the Advisory Board for the Gifted Education Resource Institute at Purdue University, and has chaired the Task Force on Secondary Gifted Education, the Awards committee for NAGC, and the advisory board for Teaching for High Potential. Her research interests include critical thinking, cognitive abilities, differentiating instruction for mixed ability classes, self-concept of gifted adolescents, perfectionism, and curriculum. Her special interest is in the advancement of gifted education for secondary students. Currently she is actively consulting on topics focusing on good teaching for all students, as well as what must be done for high ability students. Correspondence should be addressed to Felicia A. Dixon, at her e-mail address:  fdixon@bsu.edu.

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C. Matthew Fugate

fugatec@purdue.edu

Matthew received his doctorate in Gifted, Creative, and Talented Studies at Purdue University. Matthew worked as an elementary teacher in the Houston Independent School District where he also served as a Gifted Coordinator and Magnet Coordinator. During this time, he received his Masters in Educational Psychology, Gifted Education from the University of Connecticut. Matthew’s current research focus is twice exceptionality. Past research examined the relationship between working memory and levels of creativity in gifted students who also have characteristics related to ADHD. He has also examined the coping mechanisms of twice-exceptional girls in secondary school as they navigate both their academic studies and interpersonal relationships. In addition, Matthew is part of a team focused on increasing research, identification, and servicing of gifted Native American populations. He has presented to parents, teachers, and schools across the United States on topics such as creativity, curriculum compacting, identification, twice exceptionality, underserved populations, and Total School Cluster Grouping.