Attention Constructivist SIG Members:

SIG Members' Recent Publications

Allee, K. A., Clark, M. H., Roberts, S. K., & Hu, B. Y. (2023). Exploring play, executive function, and academic achievement in two Title I kindergartens. Journal of Research in Childhood Education, 37(2), 197–215. https://doi.org/10.1080/02568543.2022.2139784

SIG Members' Recent Presentations

Allee, K. A., Kaczmarczyk, A. B., Bush, L. J., Cowdrick, K. E., Atchison, N. H., & Castanheira, B. (2023, September 21). Experiential learning in a simulated elementary education environment: Using a model classroom as an inclusive teaching and learning space [Research presentation]. 2023 International Conference on Innovative Teaching & Learning, Virtual. 

Burrell, J., Hellman, A., & Kelly, B. (2025, May) Problem Solving with Genetics: An Evaluation of TikTok Content as a Study Tool. [Research Presentation]. 2025 Society for the Advancement of Biology Education Research (SABER) East Conference, Rochester, New York, USA.

Burrell, J. (2025, April). Public opinion of gifted and talented education: A newspaper content analysis. [Poster Presentation] 2025 American Educational Research Association (AERA) Conference, Denver, Colorado, USA.

Burrell, J., Hellman, A., Kelly, B., & Turner, C. (2025, February). Leveraging gifted students' strengths to improve executive functioning in the math classroom. [Conference Presentation]. 2025 William and Mary Twice Exceptional Conference, Virtual.

Other SIG Research Connections and Current Projects

Karyn Allee |  PLAy CLASS: Pedagogy and Learning Apprenticeship to Collaborate, Learn, Assess, Study, and Scale

Research Goal: To what extent does experiencing developmentally appropriate play-/inquiry-based teaching and learning in a model constructivist environment impact elementary teacher candidates’ (TCs’) understanding of and ability to plan for and assess high-quality elementary learning? This proposed project, PLAy CLASS: Pedagogy and Learning Apprenticeship to Collaborate, Learn, Assess, Study, and Scale, will develop a model teaching classroom for Elementary Education MAT (EEMAT) initial certification TCs grounded in constructivist learning theory motivated by three key issues:

1. The current elementary educational climate is hyper-standardized and overly focused on assessment at the expense of authentic, engaging learning (Allee-Herndon & Roberts, 2021; Bassok et al., 2016; Pyle et al., 2018; Repko-Erwin, 2017);
2. The students who often end up losing out on play-/inquiry-based learning opportunities are children of color, children in low-income or poor households, and children who live in urban areas (Allee-Herndon et al., 2019; Barros et al., 2009); and 
3. Elementary teachers face efficacy and capacity challenges implementing quality play-/inquiry-based instruction (e.g., Hammack & Ivey, 2017; Sandholtz & Ringstaff, 2011).

John Burrell (Graduate Research Assistant) | Project EAGLE: Eliciting Advanced Gifted Learning Evidence | https://identifygifted.education.uconn.edu/

Research Goal: There is clear and mounting evidence that gifted education must address the serious challenges associated with the under-identification and underservicing of many gifted students. For example, English learners (ELs) are the fastest growing population of learners in the U.S., yet they are among the most missed groups in gifted education. Each year, tens of thousands of talented young people are overlooked for gifted services simply because they learned a language other than English as a child. Their teachers focus on their limited English skills and fail to recognize the brilliant mind they possess. Project EAGLE addresses this issue by creating learning situations where students' math talent and potential can be recognized.

• To develop a dynamic approach to identify gifted ELs in the familiar context of classroom math instruction;
• To build classroom teachers, gifted specialists, and EL teachers’ capacity for fostering and spotting gifted talent; and
• To increase the number of ELs nominated for gifted services