Catherine Little



Professor, Educational Psychology

Academic Degrees:

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

Professional Associations:

National Association for Gifted Children (Treasurer, Board of Directors, 2014-2016)

American Educational Research Association

Association for Supervision and Curriculum Development

International Reading Association

Professor Catherine Little
Contact Information
Phone860 486 2754
Office LocationTasker 05