Associate Dean for Research and Faculty Affairs
Associate Dean for Research and Faculty Affairs
Director, National Center for Research on Gifted Education
Professor in Gifted and Talented Education
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 a professor in gifted education and associate dean for research and faculty affairs 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).
Rimm, S. B., & Siegle, D., Davis, G. A. (2018). Education of the gifted and talented (7th ed.). Boston, MA: Pearson.
Siegle, D., & McCoach, D. B. (2018). Underachievement and the gifted child. In S. I. Pfeiffer (Ed.), APA handbook on giftedness and talent (pp 559-573). Washington, DC: American Psychological Association.
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. doi:10.1080/13598139.2017.1302873
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
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
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. (2015). Dr. James Gallagher’s concern for gifted learners beyond academics. Journal for the Education of the Gifted, 38, 58-63. doi:10.1177/0162353214565554
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. 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., 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
McCoach, D. B., & Siegle, D. (2014). Underachievers. In In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2nd ed., pp. 691-706). Waco, TX: Prufrock Press.
Siegle, D., & McCoach, D. B. (2013). Underachieving gifted students. In C. M. Callahan & H. L. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 377-387). New York, NY: Routledge.
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.
Siegle, D. (2013). The underachieving gifted child: Recognizing, understanding, and reversing underachievement. Waco, TX: Prufrock Press.
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.
Siegle, D., McCoach, D. B., & Rubenstein, L. D. (2012). Understanding and addressing underachievement in gifted students. In T. L. Cross & J. R. Cross (Eds.), The handbook for counselors serving students with gifts and talents: Development, relationships, school issues, and counseling needs/interventions (pp. 511-526). Waco, TX: Prufrock Press.
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.
Siegle, D., Rubenstein, L. D., Condon, E., & Romey, E. (2010). Relationships among talent areas and interest andability and effort attribution in college freshman honors students. Gifted Child Quarterly,54, 92-101
Ficici, A., & Siegle, D. (2008). International teachers’ judgment of gifted mathematics student characteristics. Gifted andTalented International, 23, 23-38.
McCoach, D. B., & Siegle, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51, 246-255.
Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278-312
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
National Association for Gifted Children, Past President
Research on Giftedness, Creativity and Talent SIG of the American Educational Research Association, Past Chair