SIGnificance.

The newsletter for the AERA Research on Giftedness and Talent SIG
Spring 2008
Letter from the Chair Inside this issue:
Letter from the 1
Chair
It is with great sadness that I must Business meeting. It will be a delight to
use this column to reflect on the passing of hear him share his wisdom about the his- Tribute to 2
our wonderful SIG Chair, Dr. Michael tory of our field and where he thinks we Michael Pyryt
Pyryt. He passed away in January, 2008, are going. Fitting too that Professor Tan- Annual 5
after suffering an injury while teaching in nenbaum represents the city where so Meeting
Sydney, Australia. He died shortly after much of the origins of our field began. It Highlights
getting off the plane in Calgary. His pres- should be an enlightening evening.
ence in our field will be sorely missed. SIGnificant 7
As for me, I will get my feet on Research
We will plan on holding a memo- the ground as quickly as I can. Having just
rial for Michael during the AERA conven- relocated from Australia to the cold envi- SIGnificant 10
tion, but the exact place and time are yet to rons of Minnesota once again, it may take a Researcher
be determined. More about this will be few months to thaw out and get moving,
available when we meet for the annual SIG but I promise to get into the groove as SIGnificant 12
Business Meeting on Monday evening, soon as possible. In the meantime, I hope Research
March 24, 2008 at 6:15-8:15 pm in the each and every SIG member will reflect on Methodology
Sutton Center (2nd floor) of the Hilton where they think our organization should
New York. be headed AND, once you have figured Contributors:
that out, please let me know! • Alexinia Y. Baldwin
As you are aware, I was set to re-
place Michael next summer as SIG Chair • Janneke Franke
but have been asked to take on the role a
few months early. I had looked forward to • David F. Lohman
some quality time with Michael at this • Maureen A. Marron
year’s AERA to learn the ropes as only he –
• Dona Matthews
a master –could teach them. Hence, things
will go on, but not as well as they would • Bronwyn MacFarlane
have with Michael there to guide us (me!). • Erin Morris Miller
• Rick Olenchak
I hope each and every SIG member
• Jane Piirto
will reflect on where they think our
• Karen Rogers
organization should be headed.
• Carol Tieso
This year AERA has returned to • Joyce VanTassel-
Karen Rogers can be reached at Baska
New York City with all its glitter and glam-
[email protected]
our to be added to the glitter and glamour Editor:
of the AERA program itself! Our SIG pro-
• Jill L. Adelson
gram looks wonderful, and all who attend
will be stimulated and excited by what they This newsletter features Please email submissions and
suggestions for the newsletter to
will hear presented. Professor Abe Tan- a tribute to Michael Pyryt. [email protected]
nenbaum is our honored speaker at the

Annual Meeting Edition and Tribute to Michael Pyryt Page 1

Message for Michael Pyryt. Excerpts from Janneke Frank’s Eulogy for Michael.
Dr. Michael Christopher Pyryt 1953-2008
Michael passed away the morning of Tuesday, washes over me in waves.”
January 15, at the Foothills Hospital upon his return I remember thinking, “Not Michael!” and
from a trip to Australia. His parents, Edward Joseph then wondering, “Why Michael?” feeling numb and
and Frances Mary Ellen (nee Loughren) Pyryt prede- then lost – how would I manage without my touch-
ceased him. He is survived by his wife, Leta Gonzales stone - upon whom for almost 2 decades I had tested
-Pyryt, his daughter Tara and her husband Christo- my ideas, fears, hopes, and dreams in my practice
pher Gales, his granddaughter Brooke, and his sister and research in gifted education? How would we, as a
Dorothy, as well as many family members in New Jer- community, manage without Michael in our advocacy
sey. of best practice for our brightest bunnies? How would
Born on June 26, 1953, in Passaic, New Jer- we manage without our friend?
sey, Michael obtained a B.A. in Psychology in 1975
In our grief, we turned to one another to
and an Ed.M. in Gifted Education in 1976 from The
make sense and through our conversations we re-
Johns Hopkins University. He completed his doctorate
membered that nothing exists in isolation, commu-
in Educational Psychology in 1984 at the University of
nity is everything, and we are part of a greater
Kansas. His subsequent distinguished professional
whole. We have laughed through the tears and cried
academic career focused on gifted education. He was
through the laughter. “Blessed are they who mourn,
a tenured assistant professor at the West Virginia
for they shall be comforted.”
College of Graduate Studies, a tenured assistant pro-
fessor in the Department of Educational Psychology We remembered that nothing exists in isolation,
at the University of Calgary, and from 1995 an associ- community is everything,
ate professor in the Division of Applied Psychology ,
and we are part of a greater whole.
Faculty of Education, at the University of Calgary. In
2000, he became the Director of the Centre for And so the healing process begins: the sad-
Gifted Education at the University and was responsi- ness of our loss for Michael’s physical presence di-
ble for expanding the profile of gifted education and minishes as our remembrances give cause to the
promoting the education of gifted children locally, celebration of his amazing life and legacy of service.
provincially, nationally, and internationally. He pub- He has been a gatherer of people, ironic given his
lished extensively in his field, held numerous profes- introverted and deeply private nature. One of his
sional memberships, and was involved in innumerable greatest gifts to us has been that of community. Mi-
research projects. chael understood Wheatley’s wisdom: “Relationships
A devout Catholic, Michael was a former run- are all there is. Everything in the universe only exists
ner and in addition a life-long fan of the Johns Hop- because it is in relationship to everything else. We
kins Blue Jays lacrosse team, the University of Kansas have to stop pretending that we are individuals who
Jayhawks and Notre Dame Fighting Irish football can go it alone.” He may have been well ahead of his
teams. Michael loved the many dogs and cats he had time.
over the years, and his signature slide at the end of
presentations pictured his dog, Fufu, and read, “My
Who Was Michael Pyryt?
From my frank perspective, Michael was one
goal in life is to be a person as good as my dog al-
of the purest individuals I have known. As a friend
ready thinks I am.” He was that and more, and he
and colleague said, “You know I could never get him
will be dearly missed by family, friends, colleagues,
to gossip!”
and students.
That he had a brilliant mind was clearly evi-
Introduction
dent; that he led with empathy, intuition, and com-
It is an honor and privilege to speak on behalf
passionate heart was equally transparent. What a
of Michael’s self-proclaimed extended family – those
powerful force for good he has been!
of us who have come to know and love this extraordi-
nary man as mentor, advisor, colleague, boss, and
most important, as trusted friend. That he led with empathy, intuition, and
There has been such sorrow, shock, disbelief compassionate heart was transparent.
and loss as we each heard, in our individual ways that What a powerful force for good he has been!
Michael had passed – no longer with us in the way we
had come to know and cherish. “What a dark day for
the gifted” – was the echoing message that reverber- He was a humanitarian who epitomized integ-
ated throughout the world’s gifted community. And rity and possessed great humility, a generosity of
as Jenn Aldred, Michael’s former grad student and spirit, a wicked sense of humor, and most effective
long time friend, so poignantly said, “The grief hand gestures to underscore an important point!
Annual Meeting Edition and Tribute to Michael Pyryt Page 2
Message for Michael Pyryt. A Significant Researcher, Friend, and Colleague.
He was a “way show-er” and “truth finder” – cance lasts forever. We are remembered because
a moral compass – and always sought his true north. we’ve been significant, rather than successful.”
There was simply no way to take him off track. As
Margaret Wheatley notes, “When someone speaks the “Significance is the knowledge that we have made a
truth, we all become hopeful.” And Michael consis- contribution to others or had an impact in somebody’s
tently brought us sustained hopefulness. life. Significance carries us beyond ourselves.”
Michael’s authenticity as a person and educa-
tor was relentlessly steadfast – and the representa- And therein lays the difference. Michael’s
tion of his essence. He held a high degree of unity in significance… What a wonderful testimonial of all
his thinking, emotions, and activity. He was highly that is good. Jenn recently said, “It gives us comfort
conscious and his autonomously developed hierarchy to be part of the circle that joins us to Michael’s core
of values was his core of “being, knowing, and act- and his wise, gentle truth. It really was an honor,
ing.” I believe he was the truth, which speaks to his wasn’t it?”
unfailing trustworthiness. He was always there when Yes, it was. Not one of us will be able to
you most needed him. match Michael’s footprints or fill the formidable void
And as mentioned, it has been “Family First” he leaves. However, as the community he has gath-
for Michael. We remember him as one proud grandpa ered and trusted, we can embrace the challenge he
who would whisk out the latest pictures of his beauti- has left us: we can join hands, roll up our sleeves,
ful granddaughter, Brooke, in 30 seconds flat, his raise the ceiling, raise a toast for Michael, focus on
face beaming, or lead us to the Brooke Gallery on the higher common good, and in the wisdom of Pooh,
the computer in his office! The importance of family remember that “We are smarter than we think,
was also clearly evident in his professional life: his stronger than we seem, and braver than we feel.” I
extensive international family in the field and his can see Michael smiling. He approves – I know it.
amazingly gifted family at the Centre. Ann says, “We
knew he loved his family dearly. He believed in fam- Not one of us will be able to match Michael’s
ily, and I think the ‘Centre’ was his second family.
footprints or fill the formidable void he leaves.
Over the past week we have realized his family is
even bigger than any of us might have known.” However, as the community he has gathered and
Among his recent extended family is the trusted, we can embrace the challenge he has left us.
Westmount Charter School Community who valued all
that Michael knew and gave. As Superintendent Merv In the words of Tagore, “Your voice, my
Kurtz recently noted, “Michael was a kind, gentle friend, wanders in my heart, like the muffled sound
soul. His great wisdom was demonstratively depicted of the sea among the listening pines.”
with humility.” We love you, Michael; we honor the magnifi-
We thank his “real” family for having shared cence in you – always have, always will. God Bless.
Michael with us through all these years.
We love you, Michael; we honor the magnificence in
We thank his “real” family for having you—always have, always will.
shared Michael with us through all these years.

A Tribute to Our Friend and

Conclusion Colleague, Michael Pyryt
As we celebrate Michael’s life well lived, we
honor his scholarly accomplishment and abundant Please join the AERA Research on
success – a good thing. However, the other day I was Giftedness and Talent SIG in
struck by something I read by a long distance runner,
who distinguished the difference between success honoring the memory of our dear
and significance. He said, “When we cross a finish friend and colleague, Michael
line, reach a goal, we feel successful. Success is a
sense of personal achievement, a task well done. But Pyryt. We will gather together on
beyond that, and more important, we achieve a Tuesday, March 25, 2008, from 4:05
sense of significance. Significance is the knowledge
that we have made a contribution to others or had an to 5:35 p.m. at the Hilton NY, Con-
impact in somebody’s life. Significance carries us course D, Concourse Level.
beyond ourselves. Success is soon forgotten; signifi-

Annual Meeting Edition and Tribute to Michael Pyryt Page 3

A Tribute to Michael Pyryt
A Kind, Thoughtful Scholar both ways, as a scholar and as a down-to-earth person, it is
Some years ago as a fledgling doctoral student mak- the later set of accomplishments– those that touched the
ing only perhaps my second solo research presentation, I met hearts of others -- that will shine forever. Written publica-
Michael at an annual NAGC conference. Of all the people I tions in fact sustain one’s name in print for eternity and the
encountered that year, he was one of less than a handful who impact of those writings may also endure many years, yet the
made me feel as if I had right to be there – that I not only real essence of each of us is not in our work as much as in
had completed my study well but that it had significance to the nature and quality of the relationships we construct along
our field. Thereafter, I invariably gravitated to him whenever the way. Frankly, in living the remainder of my life, I hope I
our paths would cross, and a number of years later as NAGC do not ever forget the lessons of humility and kindness that
President, I often consulted him behind the scenes about Michael so well taught me.
issues and direction. His advice was, like Michael, unequivo- Blessings, Michael; you are in a better place.
cally clear, rooted in evidence, helpful to a fault, but unwav- - Rick Olenchak
ering in its empathy. Perhaps more importantly, Michael
became my friend and not merely my colleague; he was com-
passionate, brilliant, and accepting. I have found that aca-
deme, like most of life’s episodes, is replete with colleagues,
but there are not many scholars who make themselves avail-
able as a true friend like Michael did for me. So long as I
breathe, I will never forget his kind heart guided by his agile
mind.

So long as I breathe, I will never forget his

kind heart guided by his agile mind.
“My goal in life is to be as good a person
Of course, I value research enormously, but my as my dog already thinks I am.”
point about Michael is that he seemed naturally to place it
into its proper place of importance -- that being humans to- A Friend of Gifted Learners and Scholars
gether on a planet that is in so many ways imperiled presents Michael was a wonderful person and professional
far many and probably more critical concerns than our re- who cared deeply about the development of gifted learners.
search addresses. He always made me feel that our work is He was a friend to me for many years, providing professional
indeed important but never as important as the relationships opportunities to work with his center in Calgary and to col-
that we forge along our respective life pathways. This de- laborate on curriculum development work with teachers in
meanor set him apart markedly from the vast majority of our the area. We often chatted at NAGC and AERA about the
gifted research community sisters and brothers, yet it was this field and where it was headed. He had an intellectual power
that made Michael so much a pivot in my own life. I shall that allowed him to broach new ideas for research and sug-
not likely soon forget his kind and gentle -- if not genteel -- gest methodological approaches to pursue them. For exam-
nature that for me shone out like a beacon amidst an envi- ple, he was the first person to discuss the fact that no models
ronment that at times seems to be rather akin to myopia in gifted education have been rigorously tested and to suggest
when one contemplates the larger world's issues. Without what it would take to make that happen. He was always hon-
sensitivities like Michael actualized, our field seems far less est in his assessment of work, especially the methodological
human than it needs to be, for without the humanity of our aspects. His critiques at AERA were a pleasure to behold! We
field -- gifted children and adults, our research would be wan- shared a common love and respect for Julian Stanley and his
ton. efforts to systematize talent identification and development
I am not available to attend AERA so I am hoping, across this country and internationally. I remember how Mi-
albeit far into the future, that some appropriate activities chael was helpful in the details of Julian’s service at NAGC
honoring Michael, not merely for his work but for his es- Louisville and his lovely and thoughtful tribute. I thought his
sence as a human being, can be orchestrated in November at contributions (with Sal) to the self concept and social devel-
NAGC. I will certainly do whatever I can to facilitate. Let’s opment literature in gifted education were quite unique and
face it fellow scholars; while our work may last years beyond insightful and likely to continue to strengthen over time. I
our lifespan, there is more to each of us than our scholar- will always remember his love for Belvedere vodka, for data,
ship. It is what we do for others and how we treat them that and for attending Mass in each new city he visited. You will
is at least as important as our lists of publications and profes- be missed, my friend—ave atque vale.
sional activities. While Michael of course had credentials in - Joyce VanTassel-Baska

Annual Meeting Edition and Tribute to Michael Pyryt Page 4

Annual Meeting Highlights. New York City, March 24-28, 2008
Report from the Program Committee
Carol Tieso, Program Chair
Monday, March 24
We are all looking forward to AERA this year with a
2:15-2:55 p.m.: The Impact of Perceptions and Practices in
heavy heart. Michael put together a wonderful presentation
the Identification and Retention of Gifted Students
for the business meeting and I think we have a very exciting
and diverse program this year. So even though Michael won’t 6:15– 8:15 p.m.: Gifted SIG Business Meeting.
be with us, we will celebrate his life and work throughout the
conference. Don’t miss the Gifted SIG Business Meeting on
We received a record number of 80 submissions Monday, March 24 from 6:15-8:15 p.m. in Hilton
this year, including several symposia. Since the paper sessions New York/Sutton Complex, Sutton Center, 2nd floor
were limited to 90 minutes, we tried to set up paper sessions
that allowed the presenters some time to actually discuss Tuesday, March 25
their work. We were able to accept 47 papers and 1 sympo- 8:15-9:45 a.m.: Self-Concept and Gifted Learners Across
sium for a total of 9 Paper Sessions (including the sympo- Domains and Over Time
sium), 2 Paper Discussion Sessions (formerly Roundtables),
and 1 Business Meeting. AERA is still tinkering with the new 2:15-3:45 p.m.: Factors Influencing Gifted Students' Motiva-
configuration of SIG membership and number of submis- tion and Achievement in Math and Reading
sions in assigning the number of sessions to each SIG.
The Business Meeting is scheduled for Monday, Wednesday, March 26
March 24 at 6:15 P.M. in the Hilton New York, Sutton Com- 8:15-9:45 a.m.: Examining Research on Achievement for
plex, on the 2nd floor. Karen Rogers, our Chair-Elect, will Gifted Learners
preside as we hear reports from the various officers and com-
mittee chairs. Then we will have the great honor of listening 2:15-2:55 p.m.: Factors Influencing Creativity and Talent
to a talk, entitled Gifted Education Fifty Years after Sputnik, by Development in Gifted Students
Dr. Abraham Tannenbaum, Professor Emeritus, Teachers
College, Columbia University. We are also planning a tribute Thursday, March 27
to Michael Pyryt, so please let me know if you’re interested in 10:35 a.m.-12:05 p.m.: Risk and Resiliency Factors in Gifted-
speaking. ness and Talent Development
The symposium is scheduled for Friday, March 28,
and is entitled, The Aurora Project: Exploring the Entire Spectrum 12:25-1:55 p.m.: Collaboration, Pedagogy, Grouping, and
of Giftedness. Elena Grigorenko will introduce papers by Achievement
Robert J. Sternberg and Elena Grigorenko and lead a discus-
sion of the project by participants with international perspec- 2:15-3:45 p.m.: Diversity in Gifted Education and Develop-
tives. ment

I’d like to thank all of you who responded to our

Friday, March 28
plea for help in reviewing proposals. We began with 34 re-
8:15-9:45 a.m.: Preparing and Supporting Teachers of the
viewers and finished the program with 60 reviewers! That is a
Gifted
great tribute to the dedication of the membership of this
organization. Finally, as program chair for this year’s confer-
12:25-1:55 p.m.: Symposium: The Aurora Project: Exploring
ence, I’d like to thank those of you who submitted, reviewed
the Entire Spectrum of Giftedness
and/or volunteered as a chair or discussant. I would also like
to express my sense of great sadness and loss at the untimely
death of our SIG chair, and more importantly, our great
friend, Michael Pyryt. He will be missed on many levels.
The following is a day-by-day highlight of our SIG
program. Please plan to join us for as many sessions as possi-
ble.

Annual Meeting Edition and Tribute to Michael Pyryt Page 5

 The AERA SIG: Research on Giftedness and Talent
invites our members to an evening of business and pleasure in New York City!

Business Meeting Symposium:

Gifted Education 50 Years After Sputnik
Monday, March 24, 6:15-8:15
Hilton New York/Sutton Complex,
Sutton Center, 2nd Floor

Pleasure: La Bonne Soupe

(48 West 55th Street, between 5th and 6th Avenue -
about 2 blocks from the Hilton)
Immediately after the business meeting
Menu: salad, cheese fondue,
chocolate fondue
COST: $32 per person,
payable at the door

Call for Submissions: Gifted Children e-journal

Dona Mathews, Editor controversial in your work with high-

ability learners and what you and your
I'd like to encourage you to contribute to Gifted Children, the
e-journal of the AERA ROGAT SIG. Now in its second year, colleagues are learning or reading or
thinking about investigating in your own
Gifted Children provides a forum for thoughtful and informed
research. For current and past issues, go
dialogue about research in progress of interest to people
to http://www.aeragifted.org/. Send your
working in gifted education and allied fields. Please send me
questions or submissions to Dona Mat-
articles, reviews, or reports on what's interesting, engaging, or
thews: [email protected]

Annual Meeting Edition and Tribute to Michael Pyryt Page 6

 SIGnificant research. Researchers share their most recent work
Studying Acceleration with National Datasets and Surveys:
Some Suggestions, Some Results, and Our Experiences
David F. Lohman & Maureen A. Mar- Susan Assouline, and Miraca Gross. above societal baselines (Lubinski et al.,
ron, Institute for Research & Policy The report, entitled A Nation Deceived: 2001, 2006).
on Acceleration, Belin-Blank Center How Schools Hold Back America’s Bright- It is fair to say that extant research
for Gifted Education & Talent Devel- est Students (available for free download has answered many basic questions
opment, University of Iowas at www.nationdeceived.org ), synthe- about acceleration. At the most funda-
The Institute for Research and sizes the 50 years of robust and consis- mental level, we know that acceleration
Policy on Acceleration (IRPA) was es- tent research on academic acceleration. is an effective intervention for high-
tablished in 2006 at The Connie Belin The recurring refrain from this research ability students, particularly when the
& Jacqueline N. Blank International is that both grade-based (e.g., grade decision is carefully considered and
Center for Gifted Education and Tal- skipping) and content-based (e.g., Ad- supported by the school. At the same
ent Development at The University of vanced Placement classes) acceleration time, there are nuances to the research
Iowa through the support of the John are effective, though underused, inter- and unanswered questions about the
Templeton Foundation. IRPA is ventions in academic and social- factors that moderate success with the
unique in that its sole focus is the study emotional domains for high-ability stu- different forms of acceleration. Addi-
of curricular acceleration for academi- dents. Although grade-accelerated stu- tionally, with the increase in public
cally talented children. Academic accel- dents generally out-perform their awareness of acceleration, changes in
eration is an educational intervention chronologically older classmates aca- attitudes and policies need to be moni-
that moves high-ability students demically, both groups show approxi- tored. We report on two lines of re-
through an educational program at a mately equal levels of social and emo- search, secondary analyses of existing
rate faster or at an age younger than tional adjustment (see Assouline, et al., national datasets and nationally distrib-
typical (Pressey, 1949). Acceleration 2003; Colangelo, Assouline, & Gross, uted surveys, that we hope will add to
helps match the level, complexity, and 2004; Kulik & Kulik, 1992; 2004; the existing knowledge of acceleration.
pace of the curriculum with students’ Lipscomb, 2003; Sayler & Brookshire,
1993; Southern & Jones, 1991). Longer To continue reading about secon-
intellectual abilities.
term, accelerants attain advanced de- dary analyses of national datasets and sur-
The founding of IRPA is a direct grees, produce scholarly works, and vey research from IRPA, please see the up-
outcome of the success of the 2004 two- contribute professionally at rates well coming issue of Gifted Children, the SIG
volume report by Nicholas Colangelo, e-journal.

An Investigation of Innate Potential among Children of Various Ethnic Groups

as Possible Criteria for Admission to Programs for the Gifted
Alexinia Y. Baldwin, University of Her case study of 24 students who were
Connecticut selected for the first gifted class for Afri- in these measures in assessing the po-
Identifying able learners from can American students in this southern tential for students of color but in or-
various ethnic/racial groups continues town, showed how inadequate the stan- der to recommend additional options,
to be a concern among educators. Au- dardized tests were in assessing the po- base line data on the processes of this
thors such as Jensen (1998) have sug- tential shown by these students who study are needed in order to supple-
gested that some of the differences were given the opportunity to explore ment the findings of others in this area
found regularly might be related to the new ideas in a stimulating environment e.g. (Ford, 1998; Renzulli, et.al., 2000).
heritability factor found in various eth- and a chance to interact with students The research noted in this
nic groups. Much of Jensen’s later work of similar abilities. article included students from two
has been centered on the use of the The use of non-verbal testing schools grades 4, 5, and 6 in two differ-
speed of processing button box which tools has been recommended as a way ent communities. The first study (n=51)
tested response and movement times. to eliminate the biases that can occur and the second study (n=116) used two
As early as 1977, Baldwin from poor environments, different lan- non-verbal techniques; the Ravens Stan-
wrote that tests can under predict the guage skills, and educational and envi- dard Progressive Matrix (RSPM) and
potential ability of children from an ronmental situations that were de- the Jensen Button Box (JBB) which
African American ethnic background. pressed. There has been some success tested response (cont’d p. 8)

Annual Meeting Edition and Tribute to Michael Pyryt Page 7

 SIGnificant Research: Innate Potential among Gifted Children
of Various Ethnic Groups, cont’d
(cont’d from p. 7) local middle class community. The stu- ent’s responses to the signals are timed
and movement times (to 0.001 second) dents were mainly Caucasian with a (0.001 seconds) and recorded automati-
to a standardized stimulus. The battery smaller percentage of Black students cally by computer. It is programmed to
of standardized tests used by both and a very small proportion of Asian, produce both means and SD of both
schools, notably, Iowa Test Basic Skills Hispanic and other students. response and movement times.
(ITBS), Cognitive Abilities Test (CAT) Instruments. Raven’s Standard The students in both popula-
and Otis Lennon IQ test (OLIQ) were Progressive Matrix (RSPM) was given to tions were given the JBB individually,
included in the analysis of data. all students of the study. The test was whereas the RSPM was given in a group
administered using the group protocol format.
and scored according to guidelines of Findings
Tests can under predict the the test manual. This instrument is
potential ability of children from widely used as a non-verbal screening The data collected showed
an African American ethnic measure of intellectual ability. The that there were significant positive cor-
RSPM was designed to cover the widest relations between the RSPM, the Otis
background.
possible range of mental ability and to IQ test, the CAT, and the RSPM. Al-
be equally useful with persons of all though these correlations were not
ages (6yr-adult). high, they were within the range consis-
Study Procedures tently reported in the literature. It was
The identification and assess- evidence of common areas being as-
This two-part study was con- ment instruments used in the schools
ducted in a northeastern inner city and sessed. There were significant negative
of these districts included the ITBS correlations between the speed of proc-
a suburban community. The questions composite score; the CAT - verbal, non- essing (JBBRT) using the “Hick Odd
that were to be answered were: verbal and qualitative; and the OLIQ Man Out,” and all other cognitive tests,
- Are there positive correlations be- test. These tests were administered dur- notably the ITBS, the RSPM, the OIQ
tween the selected IQ and achievement ing the spring of each school year. test, the CAT, and the RSPM. The
test scores used in these school districts The Response/Movement JBBMT measures did not correlate sig-
and the scores on the RSPM and JBB? Time Button Box (JBB) was used as nificantly with these cognitive tests.
- Are there any differences and similari- another non-verbal test of intellectual In the suburban school, the
ties in the scores achieved by children skills. Wilheilm Wundt (cited in Jen- median of the reaction time (JBBRT) of
selected or not selected for the school’s sen, 1986), used reaction time as “the the Caucasian students was significantly
“gifted” class? principal technique for the objective lower than that of the Black students.
analysis, or decomposition, of mental The scores of the Black students were
- Are there any significant positive cor-
activity, identifying, and measuring in spread much more widely than those of
relations between the RSPM and the
real time, such processes as perception, the Caucasian children. Whereas there
speed of processing information by
apperception, cognition, association, were Black students with overall ‘fast’
means of the JBB derived from its Re-
discrimination, choice, and judg- scores, the largest percentage of stu-
sponse and Movement times? ment” (p.53). The methodological and dents with the slower scores were Black.
- What differences in the scores on statistical techniques used in the Re-
RSPM and JBB, were there among the sponse Time (JBBRT) for this study are In this study, there were more
various ethnic groups? classified under the Hick Reaction- Black than Caucasian students in lower
economic status homes. Given the
Population. The population of Time paradigm. The Response time known relationship of low socio-
the first study was 51 students from (RT) is the person’s response latency to
the onset of a single stimulus or signal. economic status (SES) to intellectual
Grades 4, 5, and 6 of a school in a achievement, it is expected that SES
northeastern city with students from The Movement Time (MT) is the per-
son’s response latency between recogni- would have contributed to the larger
predominantly Black and Hispanic and positively skewed spread of scores
homes which were economically de- tion and execution of the task. The
signals can have different levels of chal- of Black students.
pressed. The second study was of 134
students again of Grades 4, 5, and 6, of lenge but in this study the same com- Gifted. In the second study
whom 116 completed all measures in plexity was used, notably the Hick Para- (N=116) the school’s policy of selecting
the study. These students came from a digm using the most discrepant of three children for gifted classes was based on
northeastern suburban school which sources of information. The task is in a achievement on the school curriculum
had a population representative of the repeated battery of ten trials. The cli-
(cont’d on p. 9)

Annual Meeting Edition and Tribute to Michael Pyryt Page 8

 SIGnificant Research: Innate Potential among Gifted Children
of Various Ethnic Groups, cont’d
(cont’d from p. 9) should all be included and outcomes regarding the validity of the use of vari-
and teachers’ opinion of suitability. investigated. Additional studies should ous methods of assessment.
look at student, parent, and teacher
Gifted students who had been attitudes towards the affects of environ-
selected for programs offered in the The Jensen Button Box is a
ment.
school were included in both portions research tool that can help
of this study. In the first study (n=51), Conclusion
establish baseline data that can
students were selected for the GT pro- These two studies were an assist in developing significant
gram based on achievement tests scores attempt to seek more definitive infor-
mation on the use of non-verbal assess-
recommendations regarding the
and recommendations of teachers. Ad-
ditionally, the students selected for the ment tools and to analyze the conse- emphasis placed on the use of
school’s GT program were compared to quence of the singular use of achieve- either non-verbal or achievement
the non-selected students. ment test scores in the selection process test data in the placement of
for inclusion in classes for the gifted. students in classes for the gifted.
On the basis of standardized
From the data of this study, the RSPM
scores, there was a significant overlap
appears to be a valid instrument to use
between the scores of students selected References
in the selection process. Data from the
or not selected for the school’s gifted
scores on the JBB provide additional Baldwin, A. Y. (1977). Tests can under-
classes. There were 7 students from
information that can be used to supple- predict: A case study. Phi Delta
minority homes and 2 White students
ment assessment processes. Speed of Kappan
who had not been selected for the
processing was strong among the mi-
school’s gifted program but who Ford, D. Y. (1998). The underrepresen-
nority students, but additional research
showed potential abilities worthy of tation of minority students in
is needed to determine the role that
being considered for gifted programs gifted education: Problems and
speed of processing plays in the display
i.e. IQs in the top 5%. It is interesting promises in recruitment and reten-
of potential high levels of intellectual
to note that there were a few students tion. Journal of Special Education,
ability. The JBB is a research tool that
in the GT program who would not 32, 4-14.
can help establish baseline data that
have been selected on the bases of their
can assist in developing significant rec- Renzulli, J. S., Smith, L. H., Callahan
scores on the RSPM and the JBB.
ommendations regarding the emphasis C., White, A., & Hartman R.
With regard to the findings of placed on the use of either non-verbal (2000). Scales for rating the behav-
the study’s own testing, RSPM and or achievement test data in the place- ioral characteristics of superior stu-
JBB, and those of the school’s, ITBS, ment of students in classes for the dents. Mansfield Center, CT: Crea-
CAT, OLIQ, the various measures of gifted. tive Learning Press.
intellectual ability inter-correlated posi-
As could be expected, the Jensen, A. R. (1986). Major contribu-
tively and significantly with the excep-
Caucasian students of the suburban tions-g: artifact or reality? Journal of
tion of the JBB data which, being
community scored higher in the Vocational Behavior, 29, 301-331.
speed, correlated negatively with the
achievement tests than the minority
other cognitive measures. Jensen, A. R. (1998). The G factor: The
students from the inner city. A more
While the distributions over- science of mental ability. Westport,
in-depth analysis of the relationship of
lapped significantly, the results indi- CT: Praeger
the scores of the minority students of
cated higher mean scores for Caucasian this suburban community and those of
students than those students of ethnic the Caucasian students would be
or racial background. Differences were worthwhile in the discussion of exter-
found between the children selected for nal discrepancies that affect the inclu-
the school’s GT program and those sion of minorities in programs for the
who would have been selected on the gifted.
basis of standardized scores. Studies are
It is important that future
needed to address the school placement
studies using these techniques include
in terms of student qualifications. Per-
data regarding the parent teachers, and
haps being in the top 5% of those
school environment as intervening vari-
deemed suitable by the teacher, by
ables. This relatively small study is a
school achievement and by standard-
step toward verifying misconceptions
ized tests in intellectual potential,

Annual Meeting Edition and Tribute to Michael Pyryt Page 9

 SIGnificant researcher. An interview with an eminent researcher of giftedness & talent.
Developing Talent in Conducting Gifted Education Research
Interview with Dr. Joyce VanTassel- that have stretched my scope of under- strategies, a submission timeline, and a
Baska, conducted by Bronwyn standing and insight. In confluence revision schedule in order to ensure
MacFarlane, College of William & with discussions of critical issues and that your research has an outlet that is
Mary practices in developing the gifts and appropriate for your work and meets
talents of high ability students, Dr. tenure guidelines at your institution.
“You can do those things,”
VanTassel-Baska graciously gave time Thirdly, all new researchers
were the empowering and impacting
for this interview to share her views to should plan to attend AERA annually
words I heard during my first conversa-
researchers shaping their careers. to become socialized to the world of
tion with Dr. Joyce VanTassel-Baska in
Salt Lake City, Utah at the 2004 Na- BM: What advice would you give to educational research and its several
tional Association for Gifted Children new researchers in the field of gifted manifestations. AERA is also a wonder-
annual conference. After hearing Dr. education? ful place to network with people with
VanTassel-Baska speak about curricu- JVTB: My first piece of advice would similar research interests, to learn
lum for gifted learners during a panel be to establish a sound agenda and about the larger world of education,
presentation, I approached the NAGC program of research. The classical ap- and to update methodological skills.
president-elect and during the course of proach to building a research agenda is
our conversation described some ideas I to build from the dissertation. That is
hoped to work on regarding teaching All new researchers should plan
one way of ensuring that a research
high ability students. Little did I know program gets off the ground. On the to attend AERA annually….
that her affirmation would lead to a other hand, there are many off shoots
personal interview 3 years later about of dissertations that students may pur-
her specific advice in developing talent sue as well in establishing a strong Finally, many new researchers
for conducting research in issues and agenda. For example, a dissertation may in the field of gifted education may face
practices relevant to gifted education. be a quasi-experimental design, testing lonely careers at institutions of higher
a new intervention with low income education unless they are able to form a
learners. Such a study may lead to a coterie of collaborators, people who
“You can do those things.” program of research that continues to share some common interest yet bring
test innovative practices in schools. It different perspectives and skills to a
also may lead to a research agenda that research agenda. One way to establish
That fateful day as I attended focuses primarily on low income prom- such a group is to create a Center that
the national conference alone, her re- ising learners and emphasizes the tailor- deliberately draws together faculty,
sponse of interest and assuredness that ing of programs and services specifically staff, and students in a common re-
my ideas were meritorious ones in- for those students. Such a dissertation search enterprise. This approach is
creased my confidence in taking new could also lead to a more in-depth em- more long lasting than brown bags and
and specific steps in expanding my edu- phasis on the social and psychological occasional faculty discussions of re-
cational career. Indeed within less than factors that impact such learners over search agendas. It is also much more
10 months I had left my tenured teach- time. My point is that new researchers satisfying and rewarding on the road to
ing position and moved across the need to think carefully about the con- tenure.
country to study under Dr. VanTassel- fluence of interests, skills, and feasibil- BM: How do you go about making
Baska as a doctoral student in the Wil- ity in conducting certain types of re- decisions about what types of studies to
liam and Mary educational leadership search studies and assess the possibility conduct?
program focused on gifted administra- of doing such research over a ten year
tion. During my time as a developing period. JVTB: If by type of study you mean the
researcher, I have reflected frequently subject matter of research, always study
A second piece of advice I issues that you are interested in and
on my individual professional growth would give relates to the “end game”
as well as given witness to the develop- know something about to begin with.
for new researchers; that is, publication For example, if you are a K-12 person
ment of research talents in fellow doc- in peer-reviewed journals. Too often
toral student colleagues. As research trying to move into higher education,
young researchers get stymied by early think about the areas you know best in
assistant to Dr. VanTassel-Baska, I have stages of research and don’t think
had exceptional opportunities to be that venue (e.g. the subject matter you
through to the final product. It is very taught, the grade level students you
involved with sophisticated projects important to plan out publication

Annual Meeting Edition and Tribute to Michael Pyryt Page 10

 SIGnificant Researcher: Interview with Joyce VanTassel-Baska, cont’d
worked with, the school district systems Third, new researchers in
that you came to understand). Link gifted education have to develop persis-
Most of my career I have thought of
those basic understandings to key prob- tence--to understand they will be turned
myself as a translator between higher
lems in your field and decide which of down for research studies and even
those problems you have the greatest publication. It is becoming increasingly education and the world of K-12...
interest in addressing through a re- more difficult to conduct applied re-
search agenda. search in schools, given IRB require-
If your question is more re- ments and school-based restrictions. It One of the world’s leading
lated to the methodological side of con- is also more challenging to get pub- experts on gifted education, Dr. Joyce
ducting research, then I would advise lished in any field as journal standards VanTassel-Baska is the Jody and Layton
using methodologies with which you continue to rise. It is typical to be asked Smith Professor of Education and Ex-
are familiar, based on your doctoral to make extensive revisions of work ecutive Director of the Center for
work and applied studies during that submitted. Only young researchers with Gifted Education at The College of
time. While learning new methodolo- tough skins and creative ways of dealing William and Mary in Virginia, where
gies can be exciting, you must be sure with such obstacles are likely to be suc- she has developed a graduate program
to get enough practice effect in one cessful. and a research and development center
approach to feel comfortable applying it BM: What can new researchers in in gifted education. A highly sought
to new studies. gifted education do in cultivating and after consultant on gifted education,
continuing to strengthen the bridge she has published widely, including 22
BM: What are the top three fundamen- books and over 500 refereed journal
between educational researchers and
tal habits or skills important for new articles, book chapters, and scholarly
school-based practitioners?
researchers in gifted education? reports. Dr. VanTassel-Baska has re-
JVTB: I would say the first one is JVTB: Most of my career I have ceived numerous awards for her work
thought of myself as a translator be- on behalf of expanding what we know
knowing a topic deeply and well, espe-
tween higher education and the world about educating gifted students. Her
cially the research literature on that
of K-12 because I have spent relatively major research interests are on the tal-
topic and being able to articulate that
equal parts of my career in each setting. ent development process and effective
understanding. Ironically, in order to
However, the longer I am in higher curricular interventions with the gifted.
study something for a research project,
education, the more I feel that the gulf
you need to have deep knowledge of At the core of all her activities,
between researchers and practitioners
that subject before you even know the Dr. VanTassel-Baska describes herself
has widened and deepened due to
right questions to ask for posing a re- as a teacher with foundations in educa-
prejudices on both sides. The world of
search study. In order to develop deep tional practitioner experience. She initi-
K-12 may be characterized as in the
knowledge in an area, researchers must ated and directed the Center for Talent
moment, spontaneous, and viewed as
be curious and continue to ask probing Development at Northwestern Univer-
chaotic from the outside in respect to
questions about what they don’t know. sity. She has also served as the state
the dynamics of teaching and learning.
The world of research in higher educa- director of gifted programs for Illinois,
tion is orderly, pre-planned, and de- as a regional director of a gifted service
Researchers must be curious and mands attention to structure and detail. center in the Chicago area, as coordina-
continue to ask probing questions It is little wonder that these worlds tor of gifted programs for the Toledo,
collide in the conduct of educational Ohio public school system, and as a
about what they don’t know.
research. Yet it is critical that lines of teacher of gifted high school students
communication between the two in English and Latin. Dr. VanTassel-
Second, be familiar and able worlds stay open and easy. I believe Baska has ad-
to use at least two approaches to con- more research-oriented dissemination vised graduate
ducting research. It is good to have a conferences and publications aimed at students in devel-
quantitative design well developed but practitioner audiences will help allevi- oping their re-
also to have skills in interview proto- ate these problems. More collaborative search skills over
cols. It is more important to know efforts between higher education and K the past 20 years
fewer methodological tricks and know -12 will also promote greater under- as Executive Di-
them well than it is to have a surface standing of the issues on both sides. rector of the Wil-
knowledge of many without sufficient Finally, the attitudes of researchers and liam and Mary
interplay with actual conducted re- practitioners need to be open to each Center for Gifted
search. others’ abilities, skills, and values. Education.

Annual Meeting Edition and Tribute to Michael Pyryt Page 11

SIGnificant research methodology. Researchers share their thoughts on methodology
It’s All in How You Look at It
Erin Morris Miller, James Madison saker, 1994; Peterson & Margolin, ture of teachers’ theories. One can
University 1997; Rohrer, 1995; Singer, Houtz & gather information regarding how stu-
As one initially gets to know a Rosenfield, 1992). These results sup- dents may vary in their manifestation of
fellow colleague or researcher and you port the idea that teachers’ implicit the characteristics and the possible cor-
begin to discuss your interests, one of conceptions of giftedness may be hin- relations among these characteristics.
the first things that is shared is one’s dering their ability to see diverse expres- Information about student variability
perspective on inquiry: are you a quan- sions of talent. and the relationships among character-
titative person or a qualitative person? But an understanding of istics contributes to the coherence of a
(For those who say you are mixed meth- teachers’ beliefs (and the implications theory (Murphy & Medin, 1985). Infor-
ods, admit it, you have a preference!) of those beliefs when trying to facilitate mation about the reasoning behind the
We tend to sort ourselves even as teachers in their recognition of talents characteristics that teachers believe to
graduate students into one of two of diverse students) is too important to be important would help to clarify the
camps. And although there are cer- rely on a single research approach. Tak- nature of teachers’ theories of gifted-
tainly distinct philosophical underpin- ing a quantitative approach can help us ness. (For a detailed analysis of the ap-
nings to each method, few people understand implicit theories as well. plication of categorization research to
would be willing to dismiss one or Giftedness can also be thought of as a the understanding of giftedness see
other as useless in understanding life. mentally constructed educational and Miller, 2005).
Thinking about this dichotomy brings social category. One way to study cate- I adapted methods from cogni-
to mind the story of the inoperable gory formation is to take advantage of tive psychology in my study primary
tumor that cannot be eradicated with a methods developed by cognitive psy- school teachers’ beliefs about giftedness
single beam of radiation but can be chologists as they seek to model these (Miller, 2008). Teachers created quanti-
destroyed with several beams aimed phenomena. In cognitive psychology tatively analyzable graphic representa-
from different directions, which con- research, concepts are thought of as tions of their beliefs about giftedness
verge at the disease. It is a story that mental representations that form and responded to a survey designed to
teaches not only about looking for solu- groups of equivalent things to create tap the strength or importance of differ-
tions outside the box, but also about categories. Researchers have sought to ent characteristics that could be part of
the power of different perspectives. understand how people form these
an individual’s conception of gifted-
Take for instance the topic of concepts and the structure and mecha-
ness. The results of this study sup-
teachers’ implicit theories of giftedness. nisms that determine categories (e.g.,
ported previous studies of teachers’
An implicit theory of giftedness is a Ahn, 1998; Kruchke, 1992; Murphy &
Medin, 1985; Nosofsky, 1989). By beliefs in that the teachers in this study
personal conception of giftedness that focused on traditional characteristics of
resides in a person’s mind. These mod- studying how categorization occurs on a
cognitive level, we may find better ways giftedness and did not tend to include
els are formed through the sum of a characteristics associated with diverse
person’s experiences. The study of im- of understanding what the category
“gifted” means to others and how to gifted students in their theories. The
plicit theories of giftedness lends itself
operationalize it for research purposes. most often included and strongest traits
easily to qualitative research. If you
included: ability to see patterns, rela-
want to know what people believe, then
tionships, connections; ability to gener-
listen carefully to them and observe
their actions. Qualitative research has But an understanding of teachers’ ate many imaginative/original ideas;
provided us with lists of characteristics asking lots of questions/being inquisi-
beliefs...is too important to rely
that teachers use when describing gifted tive; ability to use logic to solve prob-
on a single research approach. lems; enjoying discovery; and having a
children. The results of these studies
indicate that teachers generally seemed broad range of knowledge. Traits such
to be either unaware of the traits associ- as having a balance between academic
ated with broader and more inclusive This method can supplement and social endeavors, respecting tradi-
definitions of giftedness, and/or were qualitative studies because it allows for tion, making a contribution to his/her
unable to recognize how these traits are a detailed analysis of the relationships neighborhood/community, and having
manifested, or did not focus on these among the characteristics. An under- non-book knowledge/being streetwise
kinds of traits as indicators of gifted- standing of these relationships seems to were not important factors in the teach-
ness (Campbell & Verna, 1998; Hun- be essential to understanding the struc- ers’ conceptions. (cont’d on p. 13)

Annual Meeting Edition and Tribute to Michael Pyryt Page 12

Inside Stor y Headlin e

SIGnificant Research Methodology: It’s All in How You Look at It, cont’d
(continued from p. 12) looking outside of the educational field logical Review, 99, 22-44.
However there were unique for inspiration when designing re-
Miller, E. M. (2005). Studying the
results as well. Comparisons were made search. The story of the innovative cure
meaning of giftedness: Inspiration
between teachers who had completed for the inoperative tumor is often told
from the field of cognitive psychol-
12 hours or more of university level to demonstrate the creative gifted
ogy. Roeper Review, 27, 172-177.
training in gifted education and those mind. We should aspire to be no less
open-minded as we study giftedness. Miller, E. M. (2008). The effect of train-
who had not. There were no significant
ing in gifted education on elementary
differences between the groups in their
classroom teachers’ theory-based reason-
conceptions of giftedness. However,
We should aspire to be no less ing about the concept of giftedness.
there was also little consistency among Manuscript submitted
the teachers in their graphic representa- open-minded as we study
for publication.
tions of their implicit theories even giftedness.
though they all used a similar set of Murphy, G. L., & Medin, D. L. (1985).
characteristics, suggesting that all ele- The role of theories in conceptual
mentary classroom teachers do not de- References coherence. Psychological Review, 92,
fine common characteristics of gifted- 289-316.
Ahn, W. (1998). Why are different
ness in the same way. This lack of con- features central for natural kinds a Nosofsky, R. M. (1989). Further tests of
sistency is interesting. Past research artifacts?: The role of causal status an exemplar-similarity approach to
seemed to suggest that teachers were in determining feature centrality. relating identification and categori-
similar in their beliefs because they zation. Perception & Psychophysics,
Cognition, 69, 135-178.
used the same kinds of words in their 45, 279-290.
descriptions and discussions of gifted Campbell, J. R., & Verna, M. A. (1998,
students. But statistical analyses of April). Messages from the field, Ameri- Peterson, J. S., & Margolin, L. (1997).
graphic representations of their beliefs can teachers of the gifted talk back to Naming gifted children: An exam-
suggest that teachers’ beliefs may be the research community. Paper pre- ple of unintended “reproduction.”
more idiosyncratic than previously sented at the annual meeting of Journal for the Education of the
thought. the American Educational Re- Gifted, 21, 82-100.
search Association, San Diego, Rohrer, J. C. (1995). Primary teacher
CA. conceptions of giftedness: Image,
Teachers beliefs may be more Hunsaker, S. L. (1994a). Adjustments evidence, and nonevidence. Journal
idiosyncratic than previously to traditional procedures for iden- for the Education of the Gifted, 18,
thought. tifying underserved students: Suc- 269-283.
cesses and failures. Exceptional Chil- Singer, E. M., Houtz, J. C., & Rosen-
dren, 61, 72-76. field, S. (1992). Teacher-identified
This is but one example of the characteristics of successful gifted
Kruschke, J. K. (1992). ALCOVE: An
potential of exploring different research students: A Delphi study. Educa-
exemplar-based connectionist
methods and perspectives and possibly
model of category learning. Psycho- tional Research Quarterly, 15, 5-14.

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Do you have some research to share with your colleagues?
Do you have some thoughts and insights into methodological issues
in research giftedness and talent?
The Research on Giftedness and Talent SIG want to hear from YOU. Help us start a
tradition of a bi-annual rather than annual newsletter by submitting an article by
August 1 for inclusion in the first Fall issue of SIGnificance! Mark your calendar now.
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Annual Meeting Edition and Tribute to Michael Pyryt Page 13