Dr. Fugate's primary area of research is in the identification and servicing of students who are twice exceptional, those who are gifted but also have a learning difference. He is also part of a federally funded grant looking at the academic effects of the Total School Cluster Grouping Model.
Fugate, C. M. & Gentry, M. (2015). Understanding gifted girls with ADHD: Motivated and
achieving. High Ability Studies. DOI: 10.1080/13598139.2015.1098522
Gentry, M., Fugate, C. M., Wu, J., & Castellano, J. (2014). Gifted Native American students:
Literature, lessons, and future directions. Gifted Child Quarterly, 58, 98-110.
Fugate, C. M., Zentall, S. S., & Gentry, M. (2013). Working memory and creativity in gifted students with and without characteristics of ADHD: Lifting the mask. Gifted Child Quarterly, 57,
Gentry, M., & Fugate, C. M. (2012). Gifted Native American students: Underperforming, underidentified, and overlooked. Psychology in the Schools, 49, 631-646.
Gentry, M., Pereira, N., Peters, S., McIntosh, J., & Fugate, C. M. (2015). HOPE teacher rating scale: Involving teachers in equitable identification of gifted and talented students in K–12. Waco, TX:Prufrock Press
Gentry, M. (with Paul, K. A., McIntosh, J., Fugate, C. M., Jen, E.) (2014). Total school cluster
grouping & differentiation: A comprehensive, research-based plan for raising student
achievement & improving teacher practices (2nd Ed.). Waco, TX: Prufrock Press.