The Center for Creativity and Gifted Education is committed to understanding and encouraging high level achievement of diverse learners, with a particular focus on the urban context. This Center emphasizes developing school-based enrichment programs for creative and gifted students. The Center is working toward developing global dialogue in gifted education through collaborations with and funding from other institutions worldwide.
Within the School of Education, programs for professional development on educational practices with diverse learners have been established in a scaffolded manner and include a Professional Degree, Gifted Education Teacher Certificate Program, Advanced Certificate and Doctoral degree in Instructional Leadership. The Center for Creativity and Gifted Education would contribute to the development of the programs for the professional development for teachers in charge of gifted education. The Center is housed at the St. John's University Queens campus with satellite locations in Long Island and Manhattan.
To maintain a vibrant, internationally recognized Center with a robust agenda of activities that are beneficial to children and youth with exceptional gifts and talents, their teachers, and their parents, and that encourage high level achievement in diverse kinds of learners, with a particular focus on urban settings.
Project TEAMS (Twice Exceptional Students Achieving and Matriculating in STEM) in 2014-2019
Seokhee Cho, Professor
Director, Center for Creativity and Gifted Education[email protected]
James Campbell, Professor[email protected]
St. John's University
The School of Education
Sullivan Hall Rm 511
8000 Utopia Parkway
Queens, New York 11439
Do you want to improve your students’ math achievement? Join our Project Hope the Javits Grant Research!
If you would like your school to participate in Project Hope, download application form.
About Project Hope
Project Hope is a federally funded, five-year research study designed to implement and evaluate the effectiveness of Mentoring Mathematical Minds (M3) program for mathematically promising English learners. The M3 program was originally developed by Dr. Katherine Gavin at the University of Connecticut and her research team members, including Drs. Suzanne Chapin, Linda Jensen Sheffield, and Judith Dailey. It is a research-based mathematics curriculum for promising students. It was developed as an acceleration and enrichment
curriculum. One of its emphases was on developing students' communication skills for mathematical problem solving.The Project HOPE took place in two states: New York and South Carolina.
The M3 Program
The M3 program, developed by the University of Connecticut's Dr. Katherine Gavin and her research team, which consists of Drs. Suzanne Chapin, Linda Jensen Sheffield, and Judith Dailey, is a research-based mathematics curriculum for promising students. It was developed as acceleration and enrichment approach with emphasis on students' communication skills to achieve a mathematical way of problem solving.
Potential Benefits for Schools
Why should your School participate in the study?
For more information about Project Hope, please contact Seokhee Cho, Ph.D. at (718) 990-1303 or [email protected].
Welcome to Project BRIDGE: Developing Academic Competency of Young Gifted English Learners with Advanced Mathematics Program and Language Scaffolding
Dr. Seokhee Cho, Professor, Department of Administration and Instructional Leadership is awarded a very competitive research grant of $1.9 million from the US DOE for 2017-2022.
Key members of this Project BRIDGE are:
Project Bridge is an interdisciplinary project which will examine the impact of scaffolding strategies for teaching mathematics to potentially gifted English learners for three years from kindergarten through second grade after school on their motivation, math and literacy growth. Project BRIDGE is built upon the team’s prior Project HOPE, funded by the US DOE in 2009–2014.
Project HOPE scaffolding strategies were found to contribute to increased math achievement, creative problem solving, and English proficiency for promising English language learners in grades three through five.
Currently, the team has prepared instructional materials which integrated scaffolding strategies, Professional Development Program, and instruments for data collection, recruited 10 schools (300 gifted ELs and 30 teachers) in New York City.
The project targets Gifted English Learners (GELs) from kindergarten through grade 2.
Through the project BRIDGE, the following goals will be accomplished:
Goal 1. To improve GELs’ mathematical proficiency and English proficiency.
Goal 2. To increase the number of GELs who are officially identified by the New York City Department of Education (NYC DOE).
Goal 3. To increase teachers’ use of effective Language Scaffolding Strategies for GELs.
Goal 4. To disseminate a professional development program that trains teachers to use the Project BRIDGE Program for young GELs.
Programs for the Gifted