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Urban Education Faculty - C. Matthew Fugate

matthew fugate

C. Matthew Fugate

Assistant Professor

Office: C-430N
713-221-8165
fugatec@uhd.edu

​Curriculum Vitae

Dr. Fugate received his doctorate in Gifted, Creative, and Talented Studies at Purdue University. Prior to this, he worked as an elementary teacher in the Houston Independent School District where he also served as a Gifted Coordinator and Magnet Coordinator. Dr. Fugate's past research has examined the relationship between working memory and levels of creativity in gifted students who have ADHD characteristics. He also examined the coping mechanisms of twice-exceptional girls in secondary school as they navigate both their academic studies and interpersonal relationships. He has presented to parents, teachers, and schools across the United States and internationally on topics such as creativity, curriculum compacting, identification, twice exceptionality, underserved populations, and Total School Cluster Grouping.

​Purdue University                Ph.D.            Gifted, Talented, & Creative Studies

University of Connecticut     Master of Arts          Educational Psychology

University of Houston           Bachelor of Arts         Interdisciplinary Studies

Academic Interests

​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.

​Publications

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,
234-246.

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.​

Awa​rds

Doctoral Student Award, National Association for Gifted Children
Bilsland Dissertation Fellowship, Purdue University
Feldhusen Doctoral Fellowship, College of Education, Purdue University

Last updated 6/7/2018 4:08 AM