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Social Sciences and Humanities

D-Index
48
Citations
8161
World Ranking
3193
National Ranking
1539

Overview

Carolyn M. Callahan is affiliated with the University of Virginia in the United States. Their research primarily addresses themes within social sciences and psychology, with a strong emphasis on education. The most prominent subfields in Callahan's work include education, experimental and cognitive psychology, general agricultural and biological sciences, social psychology, and developmental and educational psychology.

Callahan's research spans a range of topics, notably:

  • Education, Achievement, and Giftedness
  • Indigenous and Place-Based Education
  • Diverse Educational Innovations Studies
  • Education Systems and Policy
  • Early Childhood Education and Development
  • Grit, Self-Efficacy, and Motivation
  • School Choice and Performance

They have published extensively, with notable papers including:

  • "Beyond a coefficient: an interactive process for achieving inter-rater consistency in qualitative coding," 2020, Qualitative Research
  • "Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?" 2021, Gifted Child Quarterly
  • "Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward," 2020, journal for the education of the gifted
  • "The evidence base for advanced learning programs," 2020, Phi Delta Kappan
  • "Consequences of Implementing Curricular-Aligned Strategies for Identifying Rural Gifted Students," 2022, Gifted Child Quarterly

Their research appears frequently in several academic venues, with multiple publications in Gifted Child Quarterly and journal for the education of the gifted. Other venues include Theory & Practice in Rural Education, Qualitative Research, and Phi Delta Kappan.

Callahan's collaborative work includes frequent partnerships with scholars such as Amy Price Azano, E. Jean Gubbins, Del Siegle, Vonna Hemmler, and Susan Dulong Langley.

Best Publications

  • Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

    Carol Ann Tomlinson;Catherine Brighton;Holly Hertberg;Carolyn M. Callahan

  • Research on Giftedness and Gifted Education Status of the Field and Considerations for the Future

    Jonathan A. Plucker;Carolyn M. Callahan

  • Becoming Architects of Communities of Learning: Addressing Academic Diversity in Contemporary Classrooms

    Carol Ann Tomlinson;Carolyn M. Callahan;Ellen M. Tomchin;Nancy Eiss

  • What Works in Gifted Education Documenting the Effects of an Integrated Curricular/Instructional Model for Gifted Students

    Carolyn M. Callahan;Tonya R. Moon;Sarah Oh;Amy P. Azano

  • An overview of resilience in gifted children

    Lori C. Bland;Claudia J. Sowa;Carolyn M. Callahan

  • Wherefore Art Thou, Multiple Intelligences? Alternative Assessments for Identifying Talent in Ethnically Diverse and Low Income Students

    Jonathan A. Plucker;Carolyn M. Callahan;Ellen M. Tomchin

  • Critical Issues and Practices in Gifted Education: What the Research Says.

    Jonathan A. Plucker;Carolyn M. Callahan

  • Beyond a coefficient: an interactive process for achieving inter-rater consistency in qualitative coding:

    Vonna L Hemmler;Allison W Kenney;Susan Dulong Langley;Carolyn M Callahan

  • Barriers to Underserved Students’ Participation in Gifted Programs and Possible Solutions:

    Del Siegle;E. Jean Gubbins;Patricia O’Rourke;Susan Dulong Langley

  • Identifying Gifted Students From Underrepresented Populations

    Carolyn M. Callahan

  • A Narrow Escape: Gifted Students' Perceptions of Advanced Placement and International Baccalaureate Programs.

    Holly Hertberg-Davis;Carolyn M. Callahan

  • Advanced Placement and International Baccalaureate Programs: Optimal Learning Environments for Talented Minorities?

    Robin M. Kyburg;Holly Hertberg-Davis;Carolyn M. Callahan

  • Gifted Females: They've Come a Long Way—Or Have They?:

    Sally M. Reis;Carolyn M. Callahan

  • Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students

    Rashea Hamilton;D. Betsy McCoach;M. Shane Tutwiler;Del Siegle

  • Instruments Used in the Identification of Gifted and Talented Students

    Carolyn M. Callahan;Scott L. Hunsaker;Cheryll M. Adams;Sara D. Moore

  • Exploring Teacher Beliefs and Use of Acceleration, Ability Grouping, and Formative Assessment

    Tracy C. Missett;Marguerite M. Brunner;Carolyn M. Callahan;Tonya R. Moon

  • State standardized testing programs: Friend or foe of gifted education?

    Tonya R. Moon;Catherine M. Brighton;Carolyn M. Callahan

  • Foundations for the future: The socio‐emotional development of gifted, adolescent women

    Carolyn M. Callahan;Caroline M. Cunningham;Jonathan A. Plucker

  • Creativity and Giftedness: Published Instrument Uses and Abuses

    Scott L. Hunsaker;Carolyn M. Callahan

  • Describing the Status of Programs for the Gifted: A Call for Action

    Carolyn M. Callahan;Tonya R. Moon;Sarah Oh

  • Critical Issues and Practices in Gifted Education: A Survey of Current Research on Giftedness and Talent Development. 3rd Edition.

    Jonathan A. Plucker;Carolyn M. Callahan

  • Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. Revised Edition.

    Joseph S. Renzulli;Linda H. Smith;Alan J. White;Carolyn M. Callahan

Frequent Co-Authors

Jonathan A. Plucker
Jonathan A. Plucker Johns Hopkins University
Carol Ann Tomlinson
Carol Ann Tomlinson University of Virginia
Joseph S. Renzulli
Joseph S. Renzulli University of Connecticut
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Sally M. Reis
Sally M. Reis University of Connecticut
Dewey G. Cornell
Dewey G. Cornell University of Virginia
James M. Kauffman
James M. Kauffman University of Virginia
Steven V. Owen
Steven V. Owen The University of Texas Health Science Center at San Antonio
Robert J. Sternberg
Robert J. Sternberg Cornell University

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