Marcia GentryThe Department of Educational StudiesCollege of Education, Purdue University
Gentry, M., Fugate, C. M., & Wu, J. (submitted). Gifted Native American Students—New Understandings and a Research Agenda for the Field.
Peters, S. J. & Gentry, M. (Submitted) Evaluation of Differential Item and Test Functioning of the HOPE Teacher Rating Scale.
Peters, S. J. & Gentry, M. (Submitted) Internal and external validity evidence of the HOPE Teacher Rating Scale.
Yang, Y., & Gentry, M. (submitted). My Class Activities: An instrument for measuring gifted and general students’ perceptions in China.
Yang, Y., & Gentry, M. (submitted). An analysis of measures used in identifying young, gifted children in the United States.
Pereira, N.. & Gentry, M, (Under Revision). A qualitative inquiry into the experiences of gifted English language learners in Midwestern, elementary schools.
Yang, Y., & Gentry, M. (accepted with revisions). Elementary students’ perceptions of their classroom activities in China and the United States: A cross-national study. High ability studies.
Kim, J. & Gentry, M. (accepted with revisions). The effects of praise and critical comments from developmental, multicultural, and the underachieving gifted children’s perspectives: A review of literature. Roeper Review.
Yang, Y., & Gentry, M. (in press). Commentary on “Cultural variation and dominance in a globalized knowledge-economy: Towards a cultural-sensitive research paradigm in the science of giftedness”. Gifted and Talented International.
Miller, R., & Gentry, M. (in press). Commentary on “A quality of giftedness.” Gifted and Talented International.
Yang, Y., Gentry, M., & Choi, Y. O. (in press). Gifted and general students’ perceptions of their classroom activities in Korea. Journal of Advanced Academics. XX, xxx-xxx.
Gentry, M. & Fugate, C. M. (2012). Gifted, Native American students: Underperforming, under-identified, and overlooked. Psychology in the Schools. XX, xxx-xxx.
Peters, S. J. & Gentry, M. (2012). Group specific norms and teacher rating scales: Implications for underrepresentation. Journal of Advanced Academics. 23, 125-144.
Duncan, D., Diefus-Dux, H, & Gentry, M. (2011). Professional development through engineering academies: An examination of elementary teachers’ recognition and understanding of engineering. Journal of Engineering Education, 100, 520-539.
Gentry, M., Steenbergen-Hu, S., Choi, B. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55, 111-125.
Chae.Y.,& Gentry, M. (2011). Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States. High Ability Studies, 22(1), 103-118.
Peters, S. J., & Gentry, M. (2010). Multi-group construct validity evidence of the HOPE Scale: Instrumentation to identify low-income elementary students for gifted programs. Gifted Child Quarterly, 54, 298-313.
Miller, R., & Gentry, M., (2010). Developing talents among high-potential students from low-income families in an out-of-school enrichment program. Journal for Advanced Academics, 21,594-627.
Pereira, N., Peters, S. J., & Gentry, M. (2010). The My Class Activities instrument as used in Saturday enrichment program evaluation. Journal for Advanced Academics, 21, 4XX-593
Gentry, M. (2010). A Commentary on “Where does creativity fit into a productivist industrial model of knowledge production?” Gifted and Talented International, 24 (2), 45-48.
Gentry, M. (2009). Myth11: A comprehensive continuum of gifted education and talent development services: Discovering, developing, and enhancing young people’s gifts and talents.Gifted Child Quarterly. 53, 262-265.
Yoon, S. & Gentry, M. (2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53, 121-136.
Gentry*, M., & Peters, S. (2009). Effect sizes in gifted education research. Gifted Child Quarterly, 53, 219-222.
Matthews, M. S., Gentry, M., McCoach, D. B., Worrell, F. C., Matthews, D., & Dixon, F. (2008). Evaluating the state of a field: Effect size reporting in gifted education. Journal of Experimental Education, 77(1), 55-68.
Kim, H. & Gentry, M. (2008). A survey of Korean elementary teachers’ perceptions of and in-service needs for gifted education. Gifted and Talented International, 23, 60-78.
Gentry, M. & Hu, Saiying, Peters. S., & Rizza, M.G., (2008). Talented students in an exemplary career and technical education center: A qualitative inquiry. Gifted Child Quarterly, 52, 183-198.
Chae, Y. & Gentry, M. (2007). Korean high school student perceptions of classroom quality: Validation research. Gifted and Talented International, 22(2), 68-76.
Gentry, M., Peters, S., & Mann, R.L. (2007). Differences between general and talented students’ perceptions of their career and technical education experiences compared to their traditional high school experiences. Journal of Advanced Academics, 18, 372-401.
Renzulli, J. S., Gentry, M, & Reis, S. M. (2007). Enrichment Clusters for developing creativity and high-end learning. Gifted and Talented International, 22 (1), 39-47.
Gentry, M. (2006). No child left behind: Gifted children and school counselors. Journal of Professional School Counseling, 10, 73-81.
Gentry, M. (2006). No child left behind: Neglecting excellence. Roeper Review, 29, 24-27.
Gentry, M. Rizza, M.G. Peters, S., & Hu. S. (2005). Professionalism, sense of community, and reason to learn: Lessons from an Exemplary Career and Technical Education Center.Journal of Career and Technical Education Research, 30, 47-85.
Gentry, M., & Owen, S.V. (2004). Secondary Student Perceptions of Classroom Quality: Instrumentation and Differences between Advanced/Honors and nonhonors Classes. Journal of Secondary Gifted Education, 16(1), 20-29.
Gentry, M. & Keilty, W. (2004). On-going staff development planning and implementation: Keys to program success. Roeper Review, 26, 148-156.
Gentry, M., Gable, R.K., & Rizza M.K. (2002). Students’ perceptions of classrooms activities: Are there grade level and gender differences? Journal of Educational Psychology, 94, 539-544.
Gentry, M., & Springer, P. (2002). Secondary student perceptions of their class activities regarding meaningfulness, challenge, choice, and appeal: An initial instrument validation study.Journal of Secondary Gifted Education, 13, 192-204.
Gentry, M., Rizza, M.G., & Owen, S.V. (2002). Examining perceptions of challenge and choice in classrooms: The relationship between teachers and their students and comparison between gifted students and other students. Gifted Child Quarterly, 46, 145-155.
Gentry, M., Gable, R.K. (2001). From the students' perspective My Class Activities: An instrument for use in research and evaluation. Journal for the Education of the Gifted, 24, 322-343.
Rizza, M.G. & Gentry, M. (2001). A legacy of promise: Reflections, suggestions, and directions from contemporary leaders in the field of gifted education. The Teacher Educator, 36,167-184.
Johnson, A.P., & Gentry, M. (2001). Admissions portfolio for a graduate program: Matching practice and paradigm. Roeper Review, 23, 83-84.
Gentry, M., Rizza, M.G., & Gable, R.K. (2001). Gifted students’ perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. Gifted Child Quarterly, 45, 115-129.
Gentry, M., Gable, R.K, & Springer, P. (2000). Gifted and non-gifted middle school students: Are their attitudes toward school different as measured by the new affective instrument, my class activities? Journal for the Education of the Gifted, 24, 74-96.
Gentry, M., Reis, S.M., & Moran, C. (1999). Expanding program opportunities to all students: The story of one school. Gifted Child Today, 2 (4), 36-48.
Gentry, M., & Ferriss, S. (1999). StATS: A model of collaboration to develop science talent among rural middle school students. Roeper Review, 21, 316-320.
Gentry, M. & Owen, S.V. (1999). An investigation of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-243.
Gentry, M., & Neu, T. (1998). Project High Hopes summer institute: Curriculum for developing talent in students with special needs. Roeper Review 20 (4), 291-295.
Gentry, M., Maxfield, L.R., & Gable, R.K. (1998). Construct validity evidence for enrichment clusters and regular classrooms: Are they different as students see them? Educational and Psychological Measurement,58, 258-274.
Reis, S.M., Gentry, M., & Mafield, L.R. (1998). The application of enrichment clusters to teachers' classroom practices. Journal for the Education of the Gifted, 21, 310-334.