Marcia Gentry

Associate Professor
Educational Psychology & Research Methodology
Department of Educational Studies
Director, Gifted Education Resource Institute

Research

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.

Education

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

• 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). Student perceptions of classroom quality: Differences between honors, AP, and advanced students and students in general classes. Journal of Secondary Gifted Education, 16(1), 20-29.
  
• Gentry, M. & Owen, S.V. (2004). An investigation of the effects of total school cluster grouping on identification, achievement, and classroom practices. In S.M. Reis & L.E. Brody, (Eds.), Grouping and acceleration practices (pp. 115-146). Thousand Oaks, CA: Corwin Press.
  
• Renzulli, J.S., Gentry, M., & Reis, S.M. (2003). Enrichment clusters: A practical plan for real-world, student-driven learning. Mansfield Center, CT: Creative Learning Press. (Translated into Russian, 2006: Vladivostok: VSUES Publishing House).
  
• 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. (2002). Students' perceptions of classroom activities: Are there grade level and gender differences? Journal of Educational Psychology, 94, 539-544.
  
• Gentry, M., & Gable, R.K. (2001). My class activities: A survey instrument to assess students' perceptions of interest, challenge, choice and enjoyment in their classrooms. (Instrument). Mansfield Center, CT: Creative Learning Press.
  
  
  
  
  

Courses Taught

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

Professional Experience

2004-present	Associate Professor of Educational Studies College of Education, Purdue University, West Lafayette, IN
1996-2004	Professor of Educational Studies 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, MI