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Marcia Gentry
The Department of Educational Studies
College of Education, Purdue University

Gifted, Creative, and Talented Studies
Department of Educational Studies
Director, Gifted Education Resource Institute


Marcia is the director of the Gifted Education Resource Institute and Professor of Educational Studies (Gifted, Creative, and Talented Education) at Purdue University. Her research has focused on the use of cluster grouping and differentiation; student perceptions of school; and on non-traditional services and underserved populations. She developed and studied the Total School Cluster Grouping Model and is engaged in continued researchon its effects concerning student achievement and identification and on teacher practices. She is past chair of the AERA SIG, Research on Giftedness, Creativity, adn Talent, actively participates in NAGC, frequently contributes to the literature, and regularly serves as a speaker and consultant. Prior to her work in higher education she spent 12 years as a teacher and administrator in K-12 sesttings. She enjoys time with family and friends, exercising, hanging out in the horse barn, collecting contemporary Navajo weavings, spending time at her cabin on Whitefish Bay in Michigan's Upper Peninsula, and working with her doctoral students.


Her research interests include student attitudes toward school on constructs including Appeal, Challenge, Choice, Interest, Enjoyment, Meaningfulness, and Self-Efficacy, and the connection of these attitiudes toward learning and motivation; the use of gifted education pedagogy as a means of improving learning and teaching; the use of cluster-grouping and differentiation to meet the needs of gifted and talented students while helping all students achieve at high levels; the use of non-traditional settings for talent development such as Career and Technical Education; the development and recognition of talent among underserved populations including students with diverse cultural backgrounds and children who live in poverty; effects of test-driven school climates on student learning and teacher practices; limitations to currently practiced methods of identifying gifted children.​

Appointments on National/International Organizations

  •     Editorial Review Board Member
    Gifted Child Quarterly
  •     Editorial Review Board Member
    Journal for the Education of the Gifted
  •     Editorial Review Board Member
   Journal of Advanced Academics
  •     Editorial Review Board Member
    Roeper Review
  •     Editorial Review Board Member
    Gifted and Talented International
  •     ​Past Chair
    AERA, Research on Giftedness, Creativity and Talent SIG


  • Ph.D.     University of Connecticut, 1996, Educational Psychology
  • M.S.     Western Michigan University, 1985, Reading Curriculum
  • B.S.     Western Michigan University, 1982, Science and Elementary Education

Selected Publications 

(for complete CV, click the following link Gentry CV​)


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, MRizza, 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 paradigmRoeper 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.​





2010-present     Professor of Educational Studies
College of Education, Purdue University, West Lafayette, IN
2004-2010     Associate Professor of Educational Studies
College of Education, Purdue University, West Lafayette, IN
1996-2004     Professor of Educational Foundations, Special Populations
Minnesota State University, Mankato, MN
1988-1994     Coordinator of Gifted Education, Professional Development, Math/Science and Curriculum Council
Branch Intermediate School District, Coldwater, MI
1987-1988     Teacher, Grade 6
Self-contained classroom of gifted children
Jackson Public Schools, Jackson, MI
1983-1987     Teacher, Grades 6-8
Math and Science
Big Rapids Public Schools, Big Rapids, MI


EDPS 631     Seminar
EDPS 430     Creating and Learning Environments
EDPS 591     Creativity and Intelligence
EDPS 695     Practicum in Gifted Education   


Marcia Gentry Photo
Marcia Gentry 
College of Education, Purdue University 
Room 5116 Beering Hall of Liberal Arts and Education
West Lafayette, Indiana, 47907-1446 
Voice: (765) 494-3721, Fax: (765) 496-1228 
 Gifted Education Resource Institute
 Native American Research Initiative
 Project HOPE and the HOPE Teacher Rating Scale
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 Total School Cluster Grouping