Del Siegle

Lynn and Ray Neag Endowed Chair for Talent Development

Educational Psychology


Titles:

Director, National Center for Research on Gifted Education
Professor in Gifted and Talented Education

Director, Renzulli Center for Creativity, Gifted Education, and Talent Development

Academic Degrees:

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

Enrichment

Online Education

Underachievers

Underserved Gifted Students

Biography:

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).

Selected Publications/Presentations:

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

 

Honors/Awards:

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

Associations/Committees/Outreach:

Moderator, University Senate, University of Connecticut, 2017-2020

National Association for Gifted Children, Past President

Research on Giftedness, Creativity and Talent SIG of the American Educational Research Association, Past Chair

In the News:

UConn to Lead National Research Collaborative

National Center on the Gifted and Talented

NEA Story on Gifted Education

Online Master’s Degree in Gifted and Talented

UConn Teaching Fellow

National Study of Gifted Education Options

Spotlight Story on 2012 iPad Conference

UConn Today Story on 2013 iPad Conference

Del Siegle Photo
Contact Information
Emaildel.siegle@uconn.edu
Phone860 486 0616
Mailing AddressU-3007
Office LocationTasker 12
Linkhttp://delsiegle.education.uconn.edu