Research

Why do we do Research at Duke TIP?

There are three main reasons to conduct research at Duke TIP. First, as an organization, we want to be sure we are doing the most we can to foster the development of academically talented students. We appreciate that systematic study is the best way to learn about the special group of students involved in our organization, particularly those students who spend time in intensive study with us during the summers.

Second, research allows us to contribute to the larger "gifted" community and the broader educational community. We can learn important lessons about talent and adolescent development from the unique population we serve. Duke TIP students are particularly interesting to study because they are often articulate in ways that shed light on general adolescent development. Through research, our students can teach us a great deal about life as an adolescent, and we can, in turn, provide information from our studies to teachers, counselors, parents, and others nationwide who serve adolescents.

Third, Duke TIP is an integral part of the scholarly community of Duke University, whose overall mission includes research. Duke TIP’s Research division contributes to Duke’s work by publishing in scholarly journals, presenting papers at professional conferences, and seeking grant funding to aid in the development of new research initiatives.

How Duke TIP Research Works

Research has enjoyed a long tradition at Duke TIP. In fact, Duke TIP was founded as a result of information gained through the research conducted by colleagues at the Study of Mathematically Precocious Youth at the Johns Hopkins University. These investigators identified characteristics of very talented students that indicated special programming for optimal development. Because of this pioneering work, educators today largely accept the notion that very bright children require special attention.

Duke TIP studies are designed to address significant current issues in gifted education that would benefit from systematic inquiry. Much of the original research conducted by Duke TIP takes place during the summers, where students enrolled in particular Duke TIP summer programs may be invited to participate. Other studies are conducted by mail, involving small samples of the large numbers of students who have participated in some aspect of Duke TIP’s programming and sometimes their parents or guardians.

Upcoming presentations

Alfeld, C., Lee, S., Olszewski-Kubilius, P., Prince, R., & Putallaz, M. (2007, November). An Investigation of Two Residential Programs for Academically Gifted Students. Paper to be presented at the annual meeting of the National Association for Gifted Children (NAGC), Minneapolis, MN.

Alfeld, C., Li, Y., Prince, R., & Putallaz, M. (2007, November). Effects of Summer Academic Programs in Middle School on Test Scores in High School: Results From NC. Paper to be presented at the annual meeting of the National Association for Gifted Children (NAGC), Minneapolis, MN.

Selected publications

  • Matthews, M. S. (2006). Gifted Students Dropping Out: Recent Findings from a Southeastern State. Roeper Review, 28(4), 216-223.
  • Matthews, M. S. (2004). Leadership education for gifted and talented students, a review of the literature. Journal for the Education of the Gifted, 28(1), 77-113.
  • Matthews, P. & Matthews, M. S. (2004). Heritage language instruction and giftedness in language minority students: Pathways toward success. Journal of Secondary Gifted Education, 15(2), 50-55.
  • Pleasants, R., Stephens, K. R., Selph, H., & Pfeiffer, S. (2004). Incorporating service-learning into leadership education: Duke TIP's Leadership Institute. Gifted Child Today, 27(1), 16-21.
  • Pfeiffer, S.I. (2003). Psychological considerations in raising a healthy gifted child. In Olszewski-Kubilius, et al. (Eds.) Early Gifts: Recognizing and nurturing your young child's talents. Texas: Prufrock Press, Inc.
  • Pfeiffer, S. I. (2003). Challenges and opportunities for students who are gifted: What the experts say. Gifted Child Quarterly, 47(2), 161-169.
  • Pfeiffer, S.I. (2002). Identifying gifted and talented students: Recurring issues and promising solutions. Journal of Applied School Psychology.
  • Jarosewich, T., Pfeiffer, S.I., & Morris, J. (2002) Identifying gifted students using teacher rating scales: A review of existing instruments. Journal of Psychoeducational Assessment.
  • Pfeiffer, S.I. (2001). Emotional intelligence: Popular but elusive construct. Roeper Review, 23, 138-142.
  • Pfeiffer, S. I. (2001). Professional psychology and the gifted: Emerging practice opportunities. Professional Psychology, 32, 175-182.
  • Plucker, J. A., & Stocking, V.B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67 (4) 535.
  • Pfeiffer, S.I., & Stocking, V.B. (2000). Vulnerabilities of academically gifted students. Special Services in the Schools, 16, 83-93.
  • Pfeiffer, S.I., Reddy, L.A., Kletzel, J.E., Schmelzer, E.R., & Boyer, L.M. (2000). The practitioner's view of IQ testing and profile analysis. School Psychology Quarterly, 15, 376-385.
  • Stephens, K.R., & Karnes, F.A. (2000). State definitions for the gifted and talented revisited. Exceptional Children, 66 (2).
  • Stephens, K.R., Kiger, L., Karnes, F.A., & Whorton, J. (1999). Use of nonverbal intelligence measures in the identification of rural, culturally diverse, gifted students. Perceptual and Motor Skills, 88, 793-796.
  • Pfeiffer, S.I., & Cundari, L. (1999). Interagency collaboration: Recurring obstacles and some possible solutions. Special Services in the Schools, 15 (1/2), 109-123.
  • Stephens, K.R. (1999). Parents of the gifted and talented: The forgotten partner. Gifted Child Today, 22 (5) 38-43, 52.
  • Stephens, K.R. (September 1998). Promoting gifted education: A parent's guide to public relations. Parenting for High Potential, 7, 15.