Faculty & Staff Directory

Jonathan Plucker Portrait

Jonathan Plucker, PhD

Julian C. Stanley Professor of Talent Development

M: 410-555-3636
O: 443-555-3636

Jonathan Plucker, the Julian C. Stanley Endowed Professor of Talent Development at Johns Hopkins University, works in both the Center for Talented Youth and School of Education. He is the current president of the National Association for Gifted Children. His research examines education policy and talent development, with over 200 publications to his credit and over $40 million in external funding to support his work. His recent books include the 3rd edition of Critical Issues and Practices in Gifted Education, with Carolyn Callahan (Prufrock Press), From Giftedness to Gifted Education, with Anne Rinn and Matt Makel (Prufrock), and Excellence Gaps in Education, with Scott Peters (Harvard Ed Press). He is an APA, APS, AERA, and AAAS Fellow, and a recipient of the 2012 Arnheim Award for Outstanding Achievement from APA and of the 2013 Distinguished Scholar Award from NAGC. He graduated with a B.S. in chemistry education and M.A. in educational psychology from the University of Connecticut. After briefly teaching at an elementary school in New York, he received his Ph.D. in educational psychology from the University of Virginia.

EDUCATION

 

Ph.D., Educational Psychology with emphasis in statistics and research methodology, University of Virginia
M.A., Educational Psychology: Special Education, University of Connecticut
B.S., with honors in Secondary Chemistry Education, University of Connecticut

 

RECENT PUBLICATIONS AND PRESENTATIONS

Books

Plucker, J. A., & Callahan, C. M. (Eds.). (in press). Critical issues and practices in gifted education: What the research says (3rd ed.). Prufrock Press.

Plucker, J. A., Rinn, A. N., & Makel, M. C. (Eds.). (2017). From giftedness to gifted education: Reflecting theory in practice. Prufrock Press.

Makel, M., & Plucker, J. A. (Eds.). (2017). Toward a more perfect psychology: Trust, accuracy, transparency. American Psychological Association.

Plucker, J. A., & Peters, S. J. (2016). Excellence gaps in education: Expanding opportunities for talented youth. Harvard Education Press.

Plucker, J. A. (Ed.). (2016). Creativity & innovation: Theory, research, and practice. Prufrock Press.

Recent Publications

Peters, S. J., Rambo-Hernandez, K., Makel, M. C., Matthews, M., & Plucker, J. A. (2020). Reflections on the registered report process for “Effect of local norms on racial and ethnic representation in gifted education.” AERA Open, 6(2), 1-2.

Plucker, J. A. (2020, June). Addressing excellence gaps: Using local norms. Accessibility, Compliance & Equity in Education, 22-23. Available at: ACE-ED.ORG.

Plucker, J. A., Runco, M. A., & Simonsen, M. A. (2020). Enhancement of creativity. In M. A Runco & S. Pritzker (Eds.), Encyclopedia of creativity (3rd ed.; pp. 440-446). Elsevier.

Long, H., Plucker, J. A., & Runco, M. A. (2020). Deviance. In M. A Runco & S. Pritzker (Eds.), Encyclopedia of creativity (3rd ed.; pp. 327-331). Elsevier.

Plucker, J. A. (2020, March). Addressing excellence gaps: Universal screening. Accessibility, Compliance & Equity in Education, 24. Available at: ACE-ED.ORG.

Plucker, J. A. (2020). Walking ethical tightropes in research collaborations. In R. J. Sternberg (Ed.), My biggest research mistake: Adventures and misadventures in psychological research (pp. 213-215). Thousand Oaks, CA: Sage.

Plucker, J. A. (2019, November). Addressing excellence gaps: An intervention model. Accessibility, Compliance & Equity in Education, 52-53. Available at: ACE-ED.ORG.

Plucker, J. A., Makel, M. C., & Qian, M. (2019). Assessment of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (2nd ed.; pp. 44-68). New York: Cambridge University Press.

Plucker, J. A., & Alanazi, R. (2019). Is creativity compatible with educational accountability? Promise and pitfalls of using assessment to monitor and enhance a complex construct. In I. Lebuda & V. P. Glǎveanu (Eds.), The Palgrave handbook of social creativity research (pp. 501-514). Cham, Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95498-1_31

Qian, M., Plucker, J. A, & Yang, X. (2019). Evidence of the psychometric integrity of the Creative Personality Scale using item response theory models. Creativity Research Journal, 31, 349-355.

Rambo-Hernandez, K., Peters, S. J., & Plucker, J. A. (2019). Quantifying and exploring elementary school excellence gaps across schools and time. Journal of Advanced Academics, 30, 383-415.

Rinn, A., & Plucker, J. A. (2019). High-ability college students and undergraduate honors programs: A systematic review. Journal for the Education of the Gifted, 42, 187-215.

Qian, M., Plucker, J. A., & Yang, X. (2019). Is creativity domain specific or domain general? Evidence from multilevel explanatory item response theory models. Thinking Skills and Creativity33, 100571.

Plucker, J. A. (2019, April). Addressing excellence gaps: Achieving both equity and excellence. Accessibility, Compliance & Equity in Education, 20-21. Available at: ACE-ED.ORG.

Glaveanu, V. P., Hanchett Hanson, M., Baer, J., Barbot, B., Clapp, E. P., Corazza, G. E., Hennessey, B., Kaufman, J. C., Lebuda, I., Lubart, T., Montuori, A., Ness, I. J., Plucker, J. A., Reiter-Palmon, R., Sierra, Z., Simonton, D. K., & Sternberg, R. J. (2019). Advancing creativity theory and research: A socio‐cultural manifesto. The Journal of Creative Behavior. Available open access at https://onlinelibrary.wiley.com/doi/full/10.1002/jocb.395

Zaia, P., de Cassia Nakano, T., Miller, J., & Plucker, J. A. (2018/2019). Identifying talented students efficiently and equitably. Sobredotação, 16, 109-124.

Peters, S. J., Rambo-Hernandez, K., Makel, M. C., Matthews, M., & Plucker, J. A. (2019). The effect of local norms on racial and ethnic representation in gifted education. AERA Open, 5(2), 1-18. DOI: 10.1177/2332858419848446. https://journals.sagepub.com/doi/full/10.1177/2332858419848446

ACADEMIC EXPERIENCE

2016 – Present  Julian C, Stanley Endowed Professor of Talent Development, joint appointment between the Center for Talented Youth and School of Education, Johns Hopkins University, Baltimore, MD

2012 – 2016 Professor and Raymond Neag Endowed Professor in Education, Joint Appointment in Educational Leadership and Educational Psychology, University of Connecticut, Storrs, CT

1997 – 2012 Professor of Educational Psychology and Cognitive Science, Adjunct Professor of Educational Leadership and Policy Studies, Indiana University, Bloomington, IN (Assistant Professor, 1997-2001; Associate Professor, 2001-2006)

1995 – 1997 Assistant Professor of Educational Psychology and Measurement, Maine Education Policy Research Institute, University of Maine, Orono, ME

Various Visiting Professor: Shaanxi Normal University, (2012-2013); Wedge Visiting Professorship, Western Kentucky University (2011, 2014); University of New South Wales (2010); East China Normal University (2009-2012); Duke University, Durham, NC (1998)

ADMINISTRATIVE EXPERIENCE

2010 – 2011 Associate Vice Provost/Special Advisor for the Social Sciences, Indiana University
2010 – 2012 Director, Indiana Complex Operations Partnership, Indiana University
2009 – 2012 Director, Consortium for Education and Social Science Research, Indiana University
2004 – 2012 Director, Center for Evaluation and Education Policy, Indiana University

AWARDS AND FELLOWSHIPS

Major External Honors
2017 Selected Fellow of the American Educational Research Association
2016 Selected Fellow of the Association for Psychological Science
2015 Curry School of Education Distinguished Alumni Award, University of Virginia
2013 Distinguished Scholar Award, National Association for Gifted Children
2012 Rudolf Arnheim Award for Outstanding Achievement, Society for the Psychology of Aesthetics, Creativity, and the Arts (APA Division 10)
2011 Elected Fellow of the American Association for the Advancement of Science
2010 Neag School of Education Distinguished Alumni Award, The University of Connecticut
2009 Emerging Leader Award, Phi Delta Kappa International
2009 Elected Fellow of the American Psychological Association
2008 Top 40 Under 40 Outstanding Graduate, The University of Connecticut
2007 E. Paul Torrance Award, National Association for Gifted Children
2001 Daniel E. Berlyne Award for outstanding research by a junior scholar, American Psychological Association Division 10 – Psychology & the Arts
1998 National Association for Gifted Children Early Scholar Award

 

EDITORIAL BOARDS

2018 – Present        Journal for the Education of the Gifted

2018 – Present        Creativity: Theories-Research-Applications

2018 – Present        Journal of Advanced Academics

2017 – Present        Learning and Individual Differences

2015 – 2020           Thinking Skills and Creativity

2014 – Present        High Ability Studies

2011 – 2016           Psychology of Popular Media Culture

2008 – 2019           Journal of Creativity (formerly International Journal of Creativity & Problem Solving)

2006 – 2019           Psychology of Aesthetics, Creativity, and the Arts

2005 – 2006           Journal of Secondary Gifted Education

2003 – 2019           Journal of Creative Behavior

2002 – 2018           Creativity Research Journal

1998 – 2003           Contributing Editor, Roeper Review

1997 – 2002           Journal of Research in Rural Education

1996 – 2001           Journal of Research in Science Teaching

1995 – 2020           Gifted Child Quarterly

PROFESSIONAL ORGANIZATIONS

•Fellow of the American Association for the Advancement of Science

•Fellow of the American Educational Research Association

•Fellow of the American Psychological Association (President of Division 10, the Society for the Psychology of Aesthetics, Creativity and the Arts, 2007-2008)

 

•National Association for Gifted Children (President, 2019-2021)

•Fellow of the Association for Psychological Science

 

•European Council for High Ability