Professor, Educational Psychology
Ph.D., Educational Policy, Planning, and Leadership, The College of William and Mary, 2001
M.A.Ed., Gifted Education, The College of William and Mary, 1997
B.A., Elementary Education/History, The College of William and Mary, 1994
Selected Recent Publications:
Little, C. A.,McCoach, D. B., & Reis, S. M. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advanced Academics, 25, 384-402.
Gilson, C. M., Little, C. A., Ruegg, A., & Bruce-Davis, M. (2014). An investigation of elementary teachers’ use of differentiated follow-up questions during individualized reading conferences. Journal of Advanced Academics, 25, 101-128.
Siegle, D., Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators’ attitudes about academic acceleration. Journal of Advanced Academics, 24, 27-51.
Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49, 695-705.
Little, C. A., & Housand, B. C. (2011). Avenues to professional learning online: Technology tips and tools for professional development in gifted education. Gifted Child Today, 34(4), 18-27.
VanTassel-Baska, J., & Little, C. A. (Eds.). (2011). Content-based curriculum for high-ability learners (2nd ed.). Waco, TX: Prufrock Press.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48, 462-501..
Simonsen, B., & Little, C. A. (2011). Single-subject research in gifted education. Gifted Child Quarterly, 55, 158-162.
Simonsen, B., Little, C., & Fairbanks, S. (2010). Task difficulty, attention, and student behavior: A study of student behavioral response to differentiated tasks. Journal for the Education of the Gifted, 34, 245-260.
Little, C. A., Kearney, K. L., & Britner, P. A. (2010). Student self-concept and perceptions of mentoring relationships in a summer mentorship program for talented adolescents. Roeper Review, 32, 189-199.
Little, C. A., Hauser, S., & Corbishley, J. (2009). Constructing complexity: Differentiating mathematical tasks to match learner needs. Mathematics Teaching in the Middle School, 15 (1), 34-42.
Recent Funded Research:
Project SPARK, funded by the Jacobs K. Javits Gifted and Talented Students Education Program, US Department of Education. Principal Investigator, 2014-2019.
2012-2013 University of Connecticut Teaching Fellow
2011 National Council of Teachers of Mathematics: Linking Research and Practice Outstanding Publication Award – Mathematics Teaching in the Middle School (with Sherryl Hauser and Jeffrey Corbishley)
2010 Michael Pyryt Collaboration Award (with Brandi M. Simonsen) from the SIG for Research on Giftedness, Creativity, and Talent of the American Educational Research Association
2008 National Association for Gifted Children Early Leader Award
University of Connecticut:
Honors Board of Associate Directors
University Scholar Committee
Holster Scholar Committee
Program Advisor, UConn Mentor Connection
National Association for Gifted Children (Treasurer, Board of Directors, 2014-2016)
|Phone||860 486 2754|
|Office Location||Tasker 05|