Lynn and Ray Neag Endowed Chair for Talent Development
Director, National Center for Research on Gifted Education
Lynn and Ray Neag Endowed Chair for Talent Development
Director, Renzulli Center for Creativity, Gifted Education, and Talent Development
Ph.D. in Special Education (Gifted and Talented/Educational Psychology), University of Connecticut, 1995
M.Ed., in Curriculum (Gifted and Talented Education), Montana State University – Billings, 1989
B.S., in Elementary Education (Mathematics emphasis), Montana State University – Billings, 1983
Areas of Expertise:
Gifted & Talented
Underserved Gifted Students
Del Siegle is the Lynn and Ray Neag Endowed Chair for Talent Development in the Neag School of Education at the University of Connecticut, where he was honored as a teaching fellow. Prior to earning his PhD, Del worked as a gifted and talented coordinator in Montana. He is past president of the National Association of Gifted Children and has served on the board of directors of The Association for the Gifted. He is also past chair of the AERA Research on Giftedness, Creativity, and Talent SIG. He has been co-editor of the Journal of Advanced Academics and Gifted Child Quarterly. He writes a technology column for Gifted Child Today. Del’s research interests include web-based instruction, motivation of gifted students, and teacher bias in the identification of students for gifted programs. Along with Gary Davis and Sylvia Rimm, he is an author of the popular textbook, Education of the Gifted and Talented (6th and 7th ed.). He is the Director of the National Center for Research on Gifted Education (NCRGE), which replaces the former National Research Center on the Gifted and Talented (NRC/GT).
Gubbins, E. J., Siegle, D., Ottyone-Cross, K. Dulong Langley, S., Callahan, C., Brodersen, A.,
Caughey, M., & McCoach, D. B. (2021). Identifying and serving gifted and talented students:
Are identification and services connected? Gifted Child Quarterly, 65(2), 115-131.
Hamilton, R., Long, D., McCoach, D. B., Hemmler, V., Siegle, D., Newton, S. D., Gubbins, E.
J., & Callahan, C. M. (2020). Proficiency and giftedness: The role of language
comprehension in gifted identification and achievement. Journal for the Education of the
Gifted, 43(4), 370-404. https://doi.org/10.1177/0162353220955225
Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B.,
Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving
identification of English learners for gifted and talented programs. Journal for the Education
of the Gifted, 43(4), 336-369. https://doi.org/10.1177/0162353220955241
Siegle, D., Rubenstein, L. D., & McCoach, D. B. (2020). Do you know what I’m thinking? A comparison of teacher and parent perspectives of underachieving gifted students’ attitudes. Psychology in the Schools. https://doi.org/10.1002/pits.22345
McCoach, D. B., Siegle, D., & Rubenstein, L. D. (2020). Pay attention to inattention: Exploring ADHD symptoms in a sample of underachieving gifted students. Gifted Child Quarterly, 62(2), 100-116. http://doi.org/10.1177/0016986219901320
Brigandi, C. B., Siegle, D., Weiner, J. M., Gubbins, E. J., Little, C. A. (2018). The perceived relationship between participation in enrichment and the environmental perceptions of gifted secondaryschool students. Gifted Child Quarterly, 62, 289-305. doi:10.1177/0016986218758441
Hamilton, R., McCoach, D. B., Tutwiler, M. S., Siegle, D., Gubbins, E. J., Callahan, C. M., Brodersen, A. V., & Mun, R. A. (2018). Disentangling the roles of institutional and individual poverty in the identification of gifted students. Gifted Child Quarterly, 62, 6-24. doi:10.1177/0016986217738053
Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I achieve determines whether I achieve. High Ability Studies, 28, 59-72. doi:10.1080/13598139.2017.1302873
Brigandi, C., Siegle, D., Weiner, J., Gubbins, E. J., & Little, C. (2016). Gifted secondary school students: The perceived relationship between enrichment and goal valuation. Journal for the Education of the Gifted, 39, 263-287. doi:0.1177/0162353216671837
Siegle, D., Gubbins, E. J., O’Rourke, P., Dulong Langley, S., Mun, R. U., Luria, S. R., Little, C. A., McCoach, D. B., Knupp, T., Callahan, C. M., & Plucker, J. A. (2016). Barriers to underserved students’ participation in gifted programs and possible solutions. Journal for the Education of the Gifted, 39, 103-131. doi;10.1177/0162353216640930
McCoach, D. B., Newton, S. D., Siegle, D., Baslanti, U, & Picho, K. (2016). Is having low motivation the same as not having high motivation? Comparing the CSAS-R and the SAAS-R. High Ability Studies, 27, 61-81. doi:10.1080/13598139.2015.1103209
Siegle, D., McCoach, D. B., & Shea, K. (2014). Application of the Achievement Orientation Model to the job satisfaction of teachers of the gifted. Roeper Review, 36, 210-220. doi:10.1080/02783193.2014.945219
Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, 111-126. doi: 10.1177/0016986214522858
Siegle, D. (2014). Differentiating instruction by flipping the classroom. Gifted Child Today, 37, 52-56. doi:10.1177/1076217513497579
Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students’ perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58, 35-50. doi:10.1177/0016986213513496
Rubenstein, L. D., McCoach, D. B., & Siegle, D. (2013). Teaching for Creativity Scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity. Creativity Research Journal, 25, 324-334. doi:10.1080/10400419.2013.813807
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, 26-50. doi:10.1177/1932202X12472491
Siegle, D. (2013). Research with the Achievement Orientation Model: Relation to underachievement of gifted students. Begabtenförderung und Begabungsforschung, 33, 38-44.
Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, 678-694. doi: 10.1002/pits.21620
Roberts, J. L., & Siegle, D. (2012). If not you—Who? Teachers as advocates. Gifted Child Today, 35, 58-61. doi: 10.1177/1076217511427432
Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, 92-101. doi:10.1177/0016986209355975
Siegle, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010). Factors that influence in-service and preservice teachers’ nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33, 337-360.
Renzulli, J. S., Siegle, D., Reis, S. M., Gavin, M. K., & Reed, R. (2009). An investigation of the reliability and factor structure of four new Scales for Rating the Behavioral Characteristics of Superior Students. Journal of Advanced Academics, 21, 84-108. doi:10.1177/1932202X0902100105
Lee, M., & Siegle, D. (2008/2009). A multilevel analysis of gifted Korean American students’ characteristics and school context effects on learning style preferences. Gifted and Talented International, 23(2)/24(1), 25-38.
Black, A. C., Little, C. A., McCoach, D. B., Purcell, J., & Siegle, D. (2008). Advancement Via Individual Determination (AVID): The Role of Method Selection in Conclusions about Program Effectiveness. Journal of Educational Research, 102, 111-123.
Ficici, A., & Siegle, D. (2008). International teachers’ judgment of gifted mathematics student characteristics. Gifted and Talented International, 23, 23-38.
Briere, III, D. E., & Siegle, D. (2008). The effects of the Unified Sports basketball program on special education students’ self-confidence: Four students’ experiences. TEACHING Exceptional Children Plus, 5(1) Article 1. Retrieve from http://escholarship.bc.edu/education/tecplus/vol5/iss1/art1
Siegle, D. (2008). The time is now to stand up for gifted education: 2007 NAGC Presidential Address. Gifted Child Quarterly, 52, 111-113. doi:10.1177/0016986208315848
McCoach, D. B., & Siegle, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51, 246-255. doi:10.1177/0016986207302719
Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278-312. doi:10.4219/jaa-2007-353
2021 National Association for Gifted Children Ann F. Isaacs Founder’s Memorial Award
2018 National Association for Gifted Children Distinguished Scholar
2016 University of Denver Palmarium Award
2014 Montana Association for Gifted and Talented Education (Montana AGATE) Friend of AGATE Award.
2012 Connecticut Association for the Gifted (CAG) Friend of the Gifted Award
2011 National Association for Gifted Children Distinguished Service Award
2004 University of Connecticut Teaching Fellow
2004 Neag School of Education Outstanding Alumni Young Investigator
2001 National Association for Gifted Children Early Learder Award
Chair, University Senate Executive Committee, University of Connecticut, 2021-22
National Association for Gifted Children, Past President
Research on Giftedness, Creativity and Talent SIG of the American Educational Research Association, Past Chair