Project HOPE+ GRANT
Made possible by generous support from the Jack Kent Cooke Foundation and building on previous work in GERI, Project HOPE+provides scholarships and travel costs for 60+ high-potential Native American students on Navajo (Arizona), Standing Rock (South Dakota) and Red Lake (Minnesota) Reservations to attend GERI summer residential academic programs, beginning during the summer of 2012. Project HOPE+ also seeks to validate methods for identifying talent among underrepresented students.
Call for Participants!
The HOPE Plus Project: We Need Your Help!
Unlike educational opportunity and economic prosperity, giftedness is truly color blind. It exists in all populations regardless of race, gender, or cultural background. One of the most underserved
populations among gifted and talented individuals across the country are Native American students. In recognition of this fact, Purdue's Gifted Education Resource Institute (GERI) has undertaken a major project in partnership with the Jack Kent Cooke Foundation to help address thecurrent situation and we need your help! The program can be completely described by its title, HOPE
The project has two phases. Phase one involves bringing 62 Native American students in grades 6 through 12 from the Navajo, Ojibwe, and Lakota tribes to Purdue to participate in the GERI Summer Residential gifted enrichment program. The second phase of the project is where you come in! It is my responsibility as a PhD student in gifted education at Purdue University to validate the HOPE Nomination Scale (Gentry, Peters, & Peterson, 2008) for use with Native American students. The HOPE Scale is a teacher rating instrument that measures academic and social aspects of giftedness. I have already collected 1,300 completed HOPE Scales from teachers of Native American students. Now, I need to collect just as many completed HOPE Scales from teachers of non-native students.
If you are a teacher or administrator from a school that teaches 6th through 12th grade students from the general population or mixed-ability and would be willing to help by completing a short 12 question scale on each of your students, please contact Jason McIntosh at email@example.com. It typically takes 2 or 3 minutes to complete the scale for one student. The deadline for completing the scales is March 15th. You can help make a difference in the lives of Native American students across the country. Please contact me with any questions or concerns you may have.
Fat Dogs and Coughing Horses: Animal Contributions towards a Healthier Citizenry is a cooperative effort among Purdue University's School of Veterinary Medicine, Discovery Learning Research Center at Discovery Park, College of Education, Agricultural Communication, College of Consumer and Family Sciences, Science Bound Program; public schools in Indiana; and The Children's Museum of Indianapolis to develop, evaluate and disseminate educational programs for K-12 students, parents, teachers, and the public about the science involved in keeping people healthy. For more information, please http://www.purdue.edu/svmengaged/sepa/project.
Developing Talents and Improving Student Achievement Among Traditionally Underrepresented Populations
Funded by the US Department of Education through the Jacob K. Javits Gifted and Talented Students Education Program
The Total School Cluster Grouping Model (TSCG) is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted, while also improving teaching, learning, and achievement of all students. Research on TSCG has shown that student achievement increases, teachers widely implement gifted education strategies with all students, and more students are identified as high-achieving and fewer students are identified as low-achieving. Recent research has also shown that TSCG improves achievement and increases the numbers of students identified as gifted who come from economically disadvantaged families and from diverse cultural and linguistic backgrounds.
This 5-year study will involve 50 treatment and 50 control schools, with all students and teachers at each site included in the study. Selection of participating schools is based on demographics and the site’s willingness to meet the conditions of the research plan; namely, providing leadership teams to facilitate implementation and implementing the treatment. The research team, consisting of gifted education and content experts, will provide start-up information and training of leadership teams, web-based support, and delivery of 7 on-line gifted-education professional-development modules designed to promote understanding of gifted students, recognition of talent among underserved populations, and implementation of gifted-education differentiation strategies. Thus, planning and training in Year 1 will be followed by treatment implementation and repeated-measures identification and achievement data collection in Years 2 through 5. Treatment effects will be examined using a 3-level growth-curve model to explore specific school, group, and individual differences as well as to discern whether the individual growth of students in the treatment program is greater than that of the control group.
Throughout the study, participating schools receive leadership-team training, materials, and on-going support to facilitate TSCG implementation, and seven, interactive, on-line staff development modules and support from experts to help them with effective model implementation and curriculum differentiation—all paid for by the grant. Access to and technical assistance by the research team will be available through the project.
Participating school sites are located in Arizona, Colorado, Florida, Indiana, North Carolina, Oregon, Washington, and Wisconsin.