Faculty

Institution

Unit

Venue

Catherine Little

Professor

University of Connecticut

Affiliations

Neag School of Education

Department of Educational Psychology (EPSY)

Catherine Little is currently serving as an Educational Psychology (Epsy) Professor at University of Connecticut.

Honors

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Experiences

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Education

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Catherine Little

University of Connecticut

Professor

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education educational research gifted children psychology special education educational psychology reading research student success behavioral sciences early childhood education classroom instruction child development teacher education english education school effectiveness early childhood literacy child literacy english learning sciences education policy attention inclusive education educational assessment mathematics education early childhood development early childhood behavioral disorders behavioral education educational strategies educational theory education research student outcomes exceptional children talent development student learning early education behavioral issues task analysis independent task completion task performance teaching methods instructional program curriculum development educational innovation educational design curriculum & instruction qualitative interpretation qualitative analysis elementary schools differentiated instruction enrichment pedagogy academic acceleration talented educators middle school student achievement evidence-based enrichment practice environmental perceptions academic self-concept different reading levels follow-up questions early opportunities academic readiness mathematics achievement secondary school students creativity assessment differential psychology

Notable Scholarly Works

Notable Federal Grants

Collaborators

Qualitative Assessment Tools for Identification. Routledge eBooks (2022)

Catherine A. LittleRebecca L. O’BrienKelly L. Kearney

qualitative analysisqualitative assessment toolsqualitative researchqualitative interpretationpsychology

Access and Identification: Gifted Program Identification Following Early Referral for High-Potential Behaviors. Proceedings of the 2019 AERA Annual Meeting (2019)

Catherine Little

program identificationhigh-potential behaviorsbehavioral sciencesgifted children

Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice. Gifted Child Quarterly (2018)

Carla B. BrigandiJennie M. WeinerDel SiegleE. Jean GubbinsCatherine A. Little

educationeducational researchenvironmental perceptionsevidence-based enrichment practicepsychologybehavioral sciences

Early Opportunities to Strengthen Academic Readiness: Effects of Summer Learning on Mathematics Achievement. Gifted Child Quarterly (2017)

Catherine A. LittleJill L. AdelsonKelly L. KearneyKathleen CashRebecca O’Brien

early childhood educationearly educationstudent learningearly childhood developmenteducational researchmathematics achievementacademic readinessearly childhoodmathematicsmathematics educationstudent successgifted childrenearly opportunities

Teaching Strategies to Support the Education of Gifted Learners.. American Psychological Association eBooks (2017)

Catherine A. Little

educational psychologyeducationteacher educationgifted learnersteaching methodsgifted childrenpsychology

Barriers to Underserved Students' Participation in Gifted Programs and Possible Solutions.. Grantee Submission (2016)

Del SiegleE. Jean GubbinsPatricia O'RourkeSusan Dulong LangleyRachel U. MunSarah R. LuriaCatherine A. LittleD. Betsy McCoachTawnya KnuppCarolyn M. CallahanJonathan A. Plucker

underserved studentsgifted programspossible solutionsspecial educationstudent successpsychology

Designing and Implementing Concept-Based Curriculum. Education innovation series (2016)

Catherine Little

educational strategieseducationeducational researchconcept-based curriculumcurriculum & instructioneducational innovationeducational designdesigninstructional programcurriculum development

Gifted Secondary School Students. journal for the education of the gifted (2016)

Carla B. BrigandiDel SiegleJennie M. WeinerE. Jean GubbinsCatherine A. Little

educationspecial educationsecondary school students

Understanding How Teachers Listen in a Reading Enrichment Program. Journal of Advanced Academics (2016)

Cindy M. GilsonCatherine A. Little

teacher educationeducationreading enrichment program

A Model of Academic Self-Concept. Gifted Child Quarterly (2014)

Hope E. WilsonDel SiegleD. Betsy McCoachCatherine A. LittleSally M. Reis

educational psychologyeducationeducational researchacademic self-conceptstudent successgifted children

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Catherine Little

Professor

University of Connecticut

Affiliations

Neag School of Education

Department of Educational Psychology (EPSY)

Catherine Little is currently serving as an Educational Psychology (Epsy) Professor at University of Connecticut.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Catherine Little

University of Connecticut

Professor

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Qualitative Assessment Tools for Identification. Routledge eBooks (2022)

Catherine A. LittleRebecca L. O’BrienKelly L. Kearney

qualitative analysisqualitative assessment toolsqualitative researchqualitative interpretationpsychology

Access and Identification: Gifted Program Identification Following Early Referral for High-Potential Behaviors. Proceedings of the 2019 AERA Annual Meeting (2019)

Catherine Little

program identificationhigh-potential behaviorsbehavioral sciencesgifted children

Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice. Gifted Child Quarterly (2018)

Carla B. BrigandiJennie M. WeinerDel SiegleE. Jean GubbinsCatherine A. Little

educationeducational researchenvironmental perceptionsevidence-based enrichment practicepsychologybehavioral sciences

Early Opportunities to Strengthen Academic Readiness: Effects of Summer Learning on Mathematics Achievement. Gifted Child Quarterly (2017)

Catherine A. LittleJill L. AdelsonKelly L. KearneyKathleen CashRebecca O’Brien

Teaching Strategies to Support the Education of Gifted Learners.. American Psychological Association eBooks (2017)

Catherine A. Little

educational psychologyeducationteacher educationgifted learnersteaching methodsgifted childrenpsychology

Barriers to Underserved Students' Participation in Gifted Programs and Possible Solutions.. Grantee Submission (2016)

Del SiegleE. Jean GubbinsPatricia O'RourkeSusan Dulong LangleyRachel U. MunSarah R. LuriaCatherine A. LittleD. Betsy McCoachTawnya KnuppCarolyn M. CallahanJonathan A. Plucker

underserved studentsgifted programspossible solutionsspecial educationstudent successpsychology

Designing and Implementing Concept-Based Curriculum. Education innovation series (2016)

Catherine Little

educational strategieseducationeducational researchconcept-based curriculumcurriculum & instructioneducational innovationeducational designdesigninstructional programcurriculum development

Gifted Secondary School Students. journal for the education of the gifted (2016)

Carla B. BrigandiDel SiegleJennie M. WeinerE. Jean GubbinsCatherine A. Little

educationspecial educationsecondary school students

Understanding How Teachers Listen in a Reading Enrichment Program. Journal of Advanced Academics (2016)

Cindy M. GilsonCatherine A. Little

teacher educationeducationreading enrichment program

A Model of Academic Self-Concept. Gifted Child Quarterly (2014)

Hope E. WilsonDel SiegleD. Betsy McCoachCatherine A. LittleSally M. Reis

educational psychologyeducationeducational researchacademic self-conceptstudent successgifted children

1
2
10 / page

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Similar Faculty Members

Del Siegle

Institution

University of Connecticut

educational psychology

creativity assessment

Penelope Collins

Institution

University of California, Irvine

education

reading research

Colby Hall

Institution

University of Virginia

education

reading research

Gary Troia

Institution

Michigan State University

phonological processing

language development

Sally M. Reis

Institution

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reading education

education

Richard Kubina

Institution

Pennsylvania State University

education

special education

Michael Coyne

Institution

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developmental disabilities

education

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educational psychology

creativity assessment

Abigail Allen

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Clemson University

language assessment

young learners

Mary Beth Calhoon

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reading research