Frank C. Worrell

Frank C. Worrell received a BA and a Masters in Psychology at the University of Western Ontario and a Ph.D. in School and Educational Psychology at the University of California, Berkeley. Currently, he is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Director of the School Psychology program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology. His areas of expertise include academic talent development/gifted education, at-risk youth, cultural identities, scale development and validation, teacher effectiveness, and the translation of psychological research findings into school-based practice.

A member of the editorial boards of several journals, Dr. Worrell was Editor of Review of Educational Research through 2016 and has also served on committees of the American Psychological Association (APA), the American Educational Research Association, and the National Association for Gifted Children. He served as a Council Representative for the School Psychology Division of APA from 2010 – 2015, and is a Member at Large on the APA Board of Directors (2016 – 2018). Dr. Worrell is a Fellow in Divisions 5, 15, 16, 45, and 52 of APA; a Fellow of the Association for Psychological Science; a Fellow of the American Educational Research Association, and an elected member in the Society for the Study of School Psychology. In 2011, Dr. Worrell received the Chancellor’s Award for Advancing Institutional Excellence from UC Berkeley; and was one of two recipients of the 2013 Distinguished Scholar Award from the National Association for Gifted Children. He was also a recipient of the Distinguished Contributions to Research Award from the Division 45 of APA, the Society for the Psychological Study of Culture, Ethnicity, and Race. Dr. Worrell has ongoing research collaborations in Australia, China, Germany, Iran, Israel, Italy, Japan, New Zealand, Nigeria, Peru, Slovenia, Sweden, Turkey, and the United Kingdom.

One of his most recent publications is an edited book with Rhona S. Weinstein titles, Achieving College Dreams: How a University-Charter District Partnership Created an Early College High-School (Oxford University Press, April 2016).

Publications

2016-2017  PUBLICATIONS

Books (2016)
Weinstein, R. S., & Worrell, F. C. (Eds.). (2016). Achieving college dreams: A university-charter district partnership. New York, NY: Oxford University Press.
 
Chapters (2016-18)
 
Dixson, D. D., & Worrell, F. C. (2016). Identity development in gifted children. In M. Neihart, S. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2nd ed., pp. 55–64)? Waco, TX: Prufrock Press.
 
Moorehouse-Slaughter, O., & Worrell, F. C. (2016). Elementary and secondary schools. In J. C. Norcross, G. R. Vandenbos, D. K. Freedheim, & M. M. Domenech Rodríguez (Eds.), APA handbook of clinical psychology: Roots and branches (Vol. 1; pp. 371–385). Washington, DC: American Psychological Association. doi:10.1037/14772-019
 
Sami, N., Worrell, F. C., & Weinstein, R. S. (2016). Parent involvement and the home-school divide. In R. S. Weinstein & F. C. Worrell (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (143–161). New York, NY: Oxford University Press.
 
Subotnik, R. F., Worrell, F C, & Olszewski-Kubilius, P. (2016). The psychological science of talent development. In M. Neihart, S. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2nd ed., 145–157)? Waco, TX: Prufrock Press.
 
Subotnik, R. F., Olsewski-Kubilius, P., & Worrell, F. C. (2016). The role of domains in the conceptualization of talent. In D. Ambrose & R. J. Sternberg (Eds.), Giftedness and talent in the 21st century: Adapting to the turbulence of globalization (pp. 81–99). Rotterdam, The Netherlands: Sense Publishers
 
Weinstein, R. S., & Worrell, F. C. (2016). Introduction—A university’s role in education reform. In R. S. Weinstein & F. C. Worrell (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 3–32). New York, NY: Oxford University Press.
 
Weinstein, R. S., Worrell, F. C., Kaufman, G., & Basri, G. (2016). Conclusion—The power of a university-district partnership. In R. S. Weinstein & F. C. Worrell (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 359–387). New York, NY: Oxford University Press.
 
Worrell, F. C. (2016). Talent development—The forging of an academic identity. In R. S. Weinstein & F. C. Worrell (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 317–344). New York, NY: Oxford University Press.
 
Worrell, F. C., & Dixson, D. D. (2016). Racial/ethnic and gender identity in gifted classrooms. In C. Hudley (Ed.), Adolescent identity and schooling (pp. 92–106). New York, NY: Routledge.
 
Worrell, F. C., & Roberson, C. C. B. (2016). 2014 Standards for Educational and Psychological Testing: Implications for ethnic minority youth
. In S. L. Graves, Jr., & J. Blake (Eds.), Psychoeducational assessment and intervention for ethnic minority youth: Evidence-based approaches (pp. 41–57). Washington, DC: American Psychological Association.
 
Worrell, F. C., & Weinstein (2016). Epilogue. In R. S. Weinstein & F. C. Worrell (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 389–395). New York, NY: Oxford University Press.
 
Jung, J. Y., & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking & M. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575–593). Zug, Switzerland: Springer.
 
Subotnik, R. F., Olszewski-Kubilius, P., Worrell, F. C., & Lee, G. M. (2017). Models of education for science-talented adolescents in the United States. In M. Sumida & K. S. Taber (Eds.), Policy and practice in science education for the gifted: Approaches from diverse national contexts (pp. 170–184). New York, NY: Routledge.
 
Worrell, F. C. (2017). School psychology. In D. S. Dunn (Ed.), Oxford bibliographies in psychology. New York, NY: Oxford University Press. doi:10.1093/OBO/9780199828340-0132
 
Worrell, F. C., 1Ernandes Naecker, J., 1Gerchow, C. E., 1Green, C., 1Kunesh, C. E., & 1Casey, A. (2017). Complicating the thinking of trainee consultants in consultee-centered consultation. In C. Hatzichristou & S. Rosenfield (Eds.), International handbook of consultation in educational settings (pp. 332–354). New York, NY: Routledge.
 
Olszewski-Kubilius, P., Worrell, F. C., & Subotnik, R. F. (2018). The role of the family in talent development. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 465–477). Washington, DC: American Psychological Association. doi:10.1037/0000038-030
 
Olszewski-Kubilius, P., Subotnik, R. F., Worrell, F. C., & Thomson, D. (2018). Talent development as a framework for the delivery of services to gifted children. In J. L. Roberts, T. F. Inman, & J. Robins (Eds.), Introduction to gifted education (pp. 277–298). Waco TX: Prufrock Press.

 

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). The relationship between expertise and giftedness: A talent development perspective. In D. Z. Hambrick, G. Campitelli, & B. N. Macnamara (Eds.), The science of expertise: Behavioral, neural, and genetic approaches to complex skill. New York, NY: Routledge
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Talent development as the most promising focus of giftedness and gifted education. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 231–245). Washington, DC: American Psychological Association. doi:10.1037/0000038-015
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Transforming gifted education into talent development: Practical considerations and advocacy advantages. In J. A. Plucker, A. N. Rinn, & M. C. Makel (Eds.), From giftedness to gifted education: Reflecting theory in practice (pp. 249– 266). Waco, TX: Prufrock.
 
Wai, J., Worrell, F. C., & Chabris, C. (2018). The consistent influence of general cognitive ability in college, career, and lifetime achievement. In K. Larsen-McClarty, K. Mattern, & M. Gaertner (Eds.), Preparing students for college and careers: Theory, measurement, and educational practice (pp. 46– 56). New York, NY: Routledge.
 
Worrell, F. C. (2018). Gifted African Americans. In C. M. Callahan & H. Hertberg -Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd. ed., 386–398). New York, NY: Routledge.
 
Worrell, F. C. (2018). Identifying gifted learners: Utilizing non-verbal assessment. In C. M. Callahan & Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (2nd ed., 125–134). New York, NY: Routledge.
 
Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2018). Talent development: A path towards eminence. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 247–258). Washington, DC: American Psychological Association. doi:10.1037/0000038-016
 
Journal Articles (2016-18)
 
Andretta, J. R., Worrell, F. C., Ramirez, A.M., Barnes, M. E., Odom, T., & Woodland, M. H. (2016). A pathway model for emotional distress and implications for therapeutic jurisprudence in African American juvenile court respondents. Cultural Diversity and Ethnic Minority Psychology, 22, 341–349. doi:10.1037/cdp0000053
 
Bangasser, D. A., Rozensky, R. H., Fowler, G. A., Kraha, A., Lopez, A. A., O’Connor, M.,…Kaslow, N. (2016). Psychology’s core knowledge, scientific subfields, and health service specialization: Preparing a competent workforce – Recommendations from the Opening Doors Summit. Training and Education in Professional Psychology, 10, 84–92. doi:10.1037/tep0000117
 
Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., Pianta, R. C., Subotnik, R. F., & Worrell, F. C. (2016). Assessing the assessments of teacher preparation. Theory into Practice, 55, 160–167. doi:10.1080/00405841.2015.1036667
 
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice, 55, 153–159. doi:10.1080/00405841.2016.1148989
 
Dixson, D. D., Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377, 67–77. doi:10.1111/nyas.13210
 
Froiland, J. M., Davison, M. L., & Worrell, F. C. (2016). Aloha teachers: Teacher autonomy support, promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education: An International Journal. 19, 879–894.  doi:10.1007/s11218-016-9355-9
 
Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53, 321–336. doi:10.1002/pits.21901
 
Jaramillo, J., Mello, Z. R., & Worrell, F. C. (2016). Ethnic identity, stereotype threat, and perceived discrimination among Native American adolescents. Journal of Research on Adolescence, 26, 769–775. doi:10.1111/jora.12228
 
Lee, J. Y., Worrell, F. C., & Harvey, A. G. (2016). The development and validation of the Memory Support Rating Scale. Psychological Assessment, 28, 715–725. doi:10.1037/pas0000219
 
Levine, F., Mayer, R., Murphy, P. K., Newcombe, N., & Worrell, F. C. (Eds.). (2016, March). Policy Insights from Education Research. Policy Insights from the Behavioral and Brain Sciences, 3(1).
 
Levine, F., Mayer, R., Murphy, P. K., Newcombe, N., & Worrell, F. C. (Eds.). (2016, October). Policy Insights from Education Research. Policy Insights from the Behavioral and Brain Sciences, 3(2).
 
McDermott, P. A., Watkins, M. W., Drogalis, A. R., Chao, J. L., Worrell, F. C., & Hall, T. E. (2016). Classroom contexts as the framework for assessing social-emotional adjustment: A national study in Trinidad and Tobago. Psychology in the Schools, 53, 626–640. doi:10.1002/pits.21930
 
McKay, M. T., Percy A., Cole, J. C., Worrell, F. C., & Andretta, J. R. (2016). The relationship between time attitude profiles and self-efficacy, sensation seeking, and alcohol use: An exploratory study. Personality and Individual Differences, 97, 203–209. doi:10.1016/j.paid.2016.03.060
 
Mello, Z. R., Zhang, J. W., Barber. S. J., Paoloni, V. C., Howell, R. T., & Worrell, F. C. (2016). Psychometric properties of time attitude scores in young, middle, and older adult samples. Personality and Individual Differences, 101, 57–61. doi:10.1016/j.paid.2016.05.037
 
Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2016). Aiming talent development toward creative eminence in the 21st century. Roeper Review, 38, 140–152. doi:10.1080/02783193.2016.1184497
 
Prow, R. M., Worrell, F. C., Andretta, J. R., & Mello, Z. R. (2016). Demographic differences in adolescent time attitude profiles: A person-oriented analysis using model-based clustering. Berkeley Review of Education, 6, 79–95. Retrieved from https://escholarship.org/uc/item/4bb6r8n6#page-1
 
Wai, J., & Worrell, F. C. (2016). Helping disadvantaged and spatially talented students fulfill their potential: Related and neglected national resources. Policy Insights from the Behavioral and Brain Sciences, 3, 122–128. doi:10.1177/2372732215621310
 
Worrell, F. C., Beghetto, R. A., & Renzulli, J. (Eds.). (2016). Beyond the IQ test. [Special issue]. Annals of the New York Academy of Sciences, 1377.
 
Worrell, F. C., Knotek, S. E., Plucker, J. A., Portenga, S., Simonton, D. K., Olszewski-Kubilius, P., Schultz, S. R., & Subotnik, R. F. (2016). Competition’s role in developing psychological strength and outstanding performance. Review of General Psychology, 20, 259–271. doi:10.1037/gpr0000079
 
Beaujean, A. A., Hull, D. M., Sheng, Y., Worrell, F. C., Bolen, J., & Verdisco, A. E. (2017). Psychometric properties of the Shipley Block Design Task: A study with Jamaican young adults. Journal of Psychoeducational Assessment, 35, 506–520. doi:10.1177/0734282916643439
 
Dixson, D. D., Roberson, C. C. B., & Worrell, F. C. (2017). Psychosocial keys to African American achievement? Examining the relationship between achievement and psychosocial variables in high achieving African Americans. Journal of Advanced Academics, 28, 120–140. doi:10.1177/1932202X17701734
 
Dixson, D. D., Worrell, F. C., & Mello, A. R. (2017). Profiles of hope: How clusters of hope relate to school variables. Learning and Individual Differences. 59, 55–64. doi:10.1016/j.lindiff.2017.08.011
 
Drogalis, A. R., McDermott, P. A., Watkins, M. W., Chao, J. L., Worrell, F. C., & Hall, T. E. (2017). Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago. International Journal of School and Educational Psychology, 5, 74–87. doi:10.1080/21683603.2016.1191398
 
Fitzpatrick, E. M., Worrell, F. C., Alansari, M., & Li, A. Y. (2017). Let us dance. Qualitative Inquiry, 23, 495–501. doi:10.1177/1077800417718286.
 
Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling, and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37, 261–271. doi:10.1080/01443410.2016.1214687
 
Juriševič, M., Worrell, F. C., & Mello, Z. R. (2017). Measuring time attitudes in Slovenia: Psychometric properties of the Adolescent and Adult Time Attitudes Scale (AATI-TA). Psiholoska Obzorja [Horizons of Psychology], 26, 89–97. doi:10.20419/2017.26.472
 
Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2017). Response to ACCEL: Emphasize development, domains, and application. Roeper Review, 39, 199–202. doi:10.1080/02783193.2017.1318995
 
Olszewski-Kubilius, P. Subotnik, R. F., & Worrell, F. C. (2017). The role of domains in the conceptualization of talent. Roeper Review, 39, 59–69. doi:10.1080/02783193.2017.1247310 [Reprint from chapter]
 
Quartz, K. H., Weinstein, R. S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., Prisleac, J. Z., & Worrell, F. C. (2017). University-partnered new school designs: Fertile ground for research-practice partnerships. Educational Researcher, 46, 143–146. doi:10.31sevic02/0013189X17703947
 
Şahin-Baltaci, H, Tagay, Ö, Worrell, F. C., & Mello, Z. R. (2017). Psychometric properties of Turkish Adolescent Time Inventory-Time Attitudes (ATI-TA) scores. International Perspectives in Psychology: Research, Practice, & Consultation, 6, 47–59. doi:10.1037/ipp0000066
 
Subotnik, R. F., Worrell, F. C., & Olszewski-Kubilius, P. (2017). The 15-minute audition: Translating a thought experiment into a domain-specific screening device. Gifted Child Quarterly, 61, 164–171. doi:10.1177/0016986217701835
 
Worrell, F. C., & McFarlane, T. (2017). Assessing nigrescence beyond the US: Black racial identity attitudes in Jamaica. Identity: An International Journal of Theory and Research, 17, 224–238. doi:10.1080/15283488.2017.1379904
 
Loose, T. T., Didier, A., Andretta, J. R., Cole, J. C., McKay M. T., Wagner, V., & Worrell, F. C. (2018). Time perspective and alcohol-use indicators in France and the United Kingdom: Results across adolescents, university students, and treatment outpatients. Addiction Research and Theory, 26, 143–150. doi:10.1080/16066359.2017.1334202
 
McKay, M. T., Perry, J. L., Cole, J. C., & Worrell, F. C. (2018). What time is it? Temporal psychology measures relate differently to alcohol-related health outcomes. Addiction Research and Theory, 26, 20–27. doi:10.1080/16066359.2017.1309032
 
Wells, K. E., McKay, M. T., Morgan, G. B., & Worrell, F. C. (2018). Time attitudes predict changes in adolescent self-efficacy: A 24-mointh latent transition mover-stayer analysis. Journal of Adolescence, 62, 27–37. doi:10.1016/j.adolescence.2017.10.005
 
Wells, K. E., Morgan, G. B., Worrell, F. C., Sumnall, H., & McKay, M. T. (2018). The influence of time attitudes on alcohol-related attitudes, behaviors, and subjective life expectancy in early adolescence: A longitudinal examination using mover- stayer latent transition analysis. International Journal of Behavioural Development, 42, 93–105. doi:10.1177/0165025416679740
 
Worrell, F. C., McKay, M. T., & Andretta, J. R. (2018). Psychometric properties of Adolescent Time Inventory-Time Attitude (ATI-TA) scores in three waves of longitudinal data. Psychological Assessment, 30, 106–115. doi:10.1037/pas0000457
 
Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., Worrell, F. C., & Hall, T. E. (in press). The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School and Educational Psychology. Advance online publication. doi:10.1080/21683603.2016.1261055
 
Chisima, Y., Murakami, T., Worrell, F. C., & Mello, Z. R. (in press). The Japanese version of the Adolescent Time Inventory-Time Attitudes (ATI-TA) scale: Internal consistency, structural validity, and convergent validity. Assessment. Advance online publication. doi:10.1177/1073191116683800
 
Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, A. R. (in press). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. Journal of Educational Research. Advance online publication. doi:10.1080/00220671
 
Konowalczyk, S., Mello, Z. R., Röske, L. A. S., Buhl, M., Heim, R., & Worrell, F. C. (in press). Adolescent and Adult Time Inventory-Time Attitude Scales: Validity and contributions to physical activity and self-concept in Spanish adolescents. International Perspectives in Psychology: Research, Practice, Consultation.
 
Mello. Z. R., Walker, E. B., Finan, L. J., Stiasny, A., Wiggers, I. C. S., McBroom, K. A., & Worrell, F. C. (in press). Time perspective, psychological outcomes, and risky behavior among runaway adolescents. Applied Developmental Science. Advance online publication. doi:10.1080/10888691.2016.1278455
 
Temple, E., Perry, J. L., Worrell, F. C., Zivkovic, U., Mello, Z. R., Musil, B., Cole, J. C., & McKay, M. T. (in press). The Zimbardo Time Perspective Inventory: Time for a new strategy, not more new shortened versions. Time and Society. Advance online publication. doi:10.1177/0961463X17718102
 
Worrell, F. C., Mendoza-Denton, R., & Wang, A. (in press). Introducing a new assessment tool for measuring ethnic-racial identity: The Cross Ethnic-Racial Identity Scale-Adult (CERIS-A). Assessment. Advance online publication. doi:10.1177/1073191117698756
 
Worrell, F. C., Temple, E., McKay, M. T., Zivkovic, U., Perry, J. L., Mello, Z. R., Musil, B., & Cole, J. C. (in press). A theoretical approach to the Zimbardo Time Perspective Inventory: Results from America, Australia, Slovenia, and the United Kingdom. European Journal of Psychological Assessment. Advance online publication. doi:10.1027/1015-5759/a000313
 
Young, A. E., & Worrell, F. C. (in press). Comparing metacognition assessments of mathematics in academically talented students. Gifted Child Quarterly.
 
 
Other Publications (2016)
 
Wai, J., & Worrell, F. C. (2016, March 21). A nation at risk – how gifted low-income kids are left behind. The Conversation. Retrieved from https://theconversation.com/a-nation-at-risk-how-gifted-low-income-kids-are-left-behind-56119
 
Wai, J., & Worrell, F. C. (2016, March 21). A nation at risk – how gifted low-income kids are left behind. The Huffington Post. Retrieved from http://www.huffingtonpost.com/the-conversation-us/a-nation-at-risk----how-g_b_9516018.html
 
Wai, J., & Worrell, F. C. (2016, March 21). A nation at risk – how gifted low-income kids are left behind. The University of California Newsroom. Retrieved from http://universityofcalifornia.edu/news/nation-risk-how-gifted-low-income-kids-are-left-behind [Republished from The Conversation].
 
Wai, J., & Worrell, F. C. (2016, March 22). How gifted low-income kids are left behind. The National Review. Retrieved from http://www.nationalreview.com/article/433058/gifted-low-income-students-test-them [Republished from The Conversation].
 
Wai, J., & Worrell, F. C. (2016, March 22). This is how income level effects success in school. Business Insider. Retrieved from http://www.businessinsider.com/this-is-how-income-level-effects-success-in-school-2016-3 [Republished from The Conversation].
 
Wai, J., & Worrell, F. C. (2016, March 25). The US leaves some of its most gifted kids behind in education, because they are poor. Quartz. Retrieved from http://qz.com/644393/the-us-leaves-some-of-its-most-gifted-kids-behind-in-education-because-theyre-poor/ [Republished from The Conversation].
 
Wai, J., & Worrell, F. C. (2016, June 20). The US leaves some of its most gifted kids behind in education, because they are poor. Quartz. Retrieved from http://www.alternet.org/education/low- income-kids-get-left-behind-regardless-how-smart-they-are [Republished from The Conversation].
 
Worrell, F. C., & Subotnik, R. F. (2016, July 27). Let’s re-introduce competition into our classrooms. The Education Gadfly Weekly, 16(30). Retrieved from https://edexcellence.net/articles/lets-re-introduce-competition-into-our...
 
Wai, J., & Worrell, F. C. (2017). Fully developing the potential of academically advanced students: Helping them will help society. Washington, DC: American Enterprise Institute. Retrieved from https://www.aei.org/publication/fully-developing-the-potential-of-academ...
 
Wai, J., & Worrell, F. C. (2017, September 22). The true path to social mobility. TES.com. Retrieved from https://www.tes.com/news/school-news/breaking-views/true-path-social-mobility
 
PUBLICATIONS BEFORE 2016

Articles (Refereed Journals, Proceedings)

Worrell, F. C. (1997). Academically talented students and resilient at-risk students: Differences on self-reported risk and protective factors. The Journal of At-Risk Issues, 4 (1), 10-18.

Worrell, F. C. (1997). An exploratory factor analysis of Harter?s Self-Perception Profile for Adolescents in academically talented students. Educational and Psychological Measurement, 57, 1016-1024. doi:10.1177/0013164497057006010
 
Worrell, F. C. (1997). Predicting successful or non-successful at-risk status using demographic risk factors. The High School Journal, 81 (1), 46-53.
 
Gardner, D. L., & Worrell, F. C. (1998). The relationship between parent reports of homework problems and academic achievement. Pennsylvania Educational Leadership, 18 (1), 37-40.
 
Samuels, L. K., & Worrell, F. C. (1998). The effect of an after-school program on homework completion behaviors. Pennsylvania Educational Leadership, 18 (1), 41-45.
 
Worrell, F. C., Roth, D. A., & Gabelko, N. H. (1998). Age and gender differences in the self-concepts of academically talented students. The Journal of Secondary Gifted Education, 9, 157-162.
 
Worrell, F. C., Gabelko, N. H., Roth, D. A, & Samuels, L. K. (1999). Parents' reports on homework amount and problems in academically talented elementary students. Gifted Child Quarterly, 43, 86-94. doi:10.1177/001698629904300205
 
Worrell, F. C., Latto, I. K., & Perlinski, M. A. (1999). The relationship of risk status to self-esteem and perceived life chances. The Journal of At-Risk Issues, 5 (2), 33-38.
 
Watkins, M. W., & Worrell, F. C. (2000). Diagnostic utility of the number of WISC-III subtests deviating from mean performance among students with learning disabilities. Psychology in the Schools, 37, 303-309. doi:10.1002/1520-6807(20002)37:4<311::AID-PITS1>3.0.CO;2-X
 
Watson, M. J, Worrell, F. C., & Milrod, R. J. (2000). A comparison of mathematics and language arts grades and attitudes toward school in activity-based and traditional classrooms. Pennsylvania Educational Leadership, 19 (2), 53-60.
 
Worrell, F. C. (2000). The reliability and utility of self-concept instruments with at-risk populations. The Journal of At-Risk Issues, 7 (1), 31-41.
 
Worrell, F. C. (2000). The reliability and validity of the Instructional Climate Inventory-Student Form. Psychology in the Schools, 37, 291-298. doi:10.1002/(SICI)1520-6807(200005)37:3<291::AID-PITS9>3.0.CO;2-X
 
Worrell, F. C. (2000). A validity study of scores on the Multigroup Ethnic Identity Measure based on a sample of academically talented adolescents. Educational and Psychological Measurement, 60, 439-447. doi:10.1177/00131640021970646
 
Kush, J. C., Watkins, M. W., Ward, T. J., Ward, S. B., Canivez, G. L., & Worrell, F. C. (2001). Construct validity of the WISC-III for White and Black students from the WISC-III standardization sample and for Black students referred for psychological evaluation. School Psychology Review, 30, 70-88.
 
Pedersen, J. A., Worrell, F. C., & French, J. L. (2001). Reliability of The Social Skills Rating System with rural Appalachian children from families with low incomes. Journal of Psychoeducational Assessment, 19, 45-53. doi:10.1177/073428290101900103
 
Schweigardt, W. J., Worrell, F. C., & Hale, R. L. (2001). Gender differences in the motivation for and selection of courses in a summer program for academically talented students. Gifted Child Quarterly, 45, 283-293. doi:10.1177/001698620104500406
 
Vandiver, B. J. Fhagen-Smith, P. E., Cokley, K. O., Cross, W. E., Jr., & Worrell, F. C. (2001). Cross' nigrescence model: From theory to scale to theory. Journal of Multicultural Counseling and Development, 29, 174-200.
 
Vandiver, B. J., & Worrell, F. C. (Eds.). (2001). Psychological nigrescence revisited. [Special issue]. Journal of Multicultural Counseling and Development, 29 (3).
 
Worrell, F. C., Cross, W. E., Jr., & Vandiver, B. J. (2001). Nigrescence theory: Current status and challenges for the future. Journal of Multicultural Counseling and Development, 29, 201-213.
 
Worrell, F. C., & Hale, R. L. (2001). The relationship of hope in the future and perceived school climate to school completion. School Psychology Quarterly, 16, 370-388. doi:10.1521/scpq.16.4.370.19896
 
Worrell. F. C., & Kuterbach, L. D. (2001). The use of student ratings of teacher behaviors with academically talented high school students. The Journal of Secondary Gifted Education, 14, 236-247.
 
Worrell, F. C., Szarko, J. E., & Gabelko, N. H. (2001). Multi-year persistence of nontraditional students in an academic talent development program. The Journal of Secondary Gifted Education, 12, 80-89.
 
Worrell, F. C., Vandiver, B. J., & Watkins, M. W. (2001). Construct validity of the Learning Behavior Scale with an independent sample of students. Psychology in the Schools, 38, 207-215. doi:10.1002/pits.1011
 
Vandiver, B. J., Cross, W. E., Jr., Worrell, F. C., & Fhagen-Smith, P. E. (2002). Validating the Cross Racial Identity Scale. Journal of Counseling Psychology, 49, 71-85. doi:10.1037/0022-0167.49.1.71
 
Vandiver, B. J., & Worrell, F. C. (2002). The reliability and validity of scores on the Almost Perfect Scale-Revised with academically talented middle school students. The Journal of Secondary Gifted Education, 13, 108-119.
 
Worrell, F. C. (2002). Global and domain-specific self-concepts in academically talented Asian American and White adolescents. Gifted Child Quarterly, 46, 90-97.
 
Worrell, F. C., Watkins, M. W., Runge, T. J., & Hall, T. E. (2002). Pre-reading skills in Trinidad and Tobago students in the first three years of school. Caribbean Curriculum, 9, 1-19.
 
Worrell, F. C., Gibbons, T. A., Starks, M. T., & Nicosia, M. W. (2003). Self-reported differences on risk and protective factors in rural honor students, at-risk dropouts, and at-risk graduates. Journal of At-Risk Issues, 9 (1), 5-13.
 
Pierre, P., & Worrell, F. C. (2003). Differences between elementary and secondary school teachers in Trinidad and Tobago on teacher self-efficacy. Caribbean Curriculum, 10, 109-128.
 
Schaefer, B. A., & Worrell, F. C. (2003). Learning behaviors in a college setting: A psychometric examination of scores on the Learning and Study Strategies Inventory (LASSI). Journal of Research in Education, 13, 110-119.
 
Arthur, A. G., FitzGerald, J. L., Kuterbach, J. M., Morgan, R. J., & Worrell, F. C. (2004). Examining the reliability and validity of school climate measures in a sample of Pennsylvania middle school students. Pennsylvania Educational Leadership, 23 (2), 42-49.
 
Worrell, F. C., & Bucknavage, L. B. (2004). Participation in extracurricular activities by students attending assisted and prestige schools in Trinidad. Caribbean Curriculum, 11, 129-147.
 
Worrell, F. C., & Cross, W. E., Jr. (2004). The reliability and validity of Big Five Inventory scores with African American college students. Journal of Multicultural Counseling and Development, 32, 7-31.
 
Worrell, F. C., & Schaefer, B. A. (2004). Reliability and validity of Learning Behaviors Scale (LBS) scores with academically talented students: A comparative perspective. Gifted Child Quarterly, 48, 287-308. doi:10.1177/001698620404800404
 
Worrell, F. C., Vandiver, B. J., Cross, W. E., Jr., & Fhagen-Smith, P. E. (2004). The reliability and validity of Cross Racial Identity Scale (CRIS) scores in a sample of African American adults. The Journal of Black Psychology, 30, 489-505. doi:10.1177/0095798404268281
 
Bucknavage, L. B., & Worrell, F. C. (2005). Academically talented students' participation in extracurricular activities. The Journal of Secondary Gifted Education, 16, 74-86.
 
Soto, C. M., Schaefer, B. A., & Worrell, F. C. (2005). Conductas de aprendizaje en el aula: La siguiente generacion de evaluacion en intervencion [Learning behaviors in the classroom: The next generation of intervention assessment]. Psicopedagogia, 22(68), 148-153.
 
Bryington Fisher, A., Schaefer, B. A., Watkins, M. W., Worrell, F.C., & Hall, T. E. (2006). The factor structure of the Fear Survey Schedule for Children - II in Trinidadian children and adolescents. Journal of Anxiety Disorders, 20, 740-759. doi:10.1016/j.janxdis.2005.11.003
 
Mello, Z. R., & Worrell, F. C. (2006). The relationship of time perspective to age, gender, and academic achievement among academically talented adolescents. Journal for the Education of the Gifted, 29, 271-289.
 
Worrell, F. C. (2006). Ethnic and gender differences in self-reported achievement and achievement-related attitudes in secondary school students in Trinidad. Caribbean Curriculum, 13, 1-22.
 
Worrell, F. C., Conyers, L. M., Mpofu, E., & Vandiver, B. J. (2006). Multigroup Ethnic Identity Measure (MEIM) scores in a sample of adolescents from Zimbabwe. Identity: An International Journal of Theory and Research, 6, 35-59.
 
Worrell, F. C., & Gardner-Kitt, D. L. (2006). The relationship between racial and ethnic identity in Black adolescents: The Cross Racial Identity Scale (CRIS) and the Multigroup Ethnic Identity Measure (MEIM). Identity: An International Journal of Theory and Research, 6, 293-315. doi:10.1207/s1532706xid0604_1
 
Worrell, F. C., Vandiver, B. J., Schaefer, B. A., Cross, W. E., Jr., & Fhagen-Smith, P. E. (2006). Generalizing nigrescence profiles: A cluster analysis of Cross Racial Identity Scale (CRIS) scores in three independent samples. The Counseling Psychologist, 34, 519-547. doi:10.1177/0011000005278281
 
Gardner-Kitt, D. L., & Worrell, F. C. (2007). Measuring nigrescence attitudes in school-aged adolescents. Journal of Adolescence, 30, 187-202. doi:10.1016/j.adolescence.2006.01.001
 
Worrell, F. C. (2007). Consultation in the gifted education arena: Old wine in a new skin. Journal of Educational and Psychological Consultation, 17, 375-386.
 
Worrell, F. C. (2007). The relationship of ethnic identity to academic achievement and global self-concept in four groups of academically talented students. Gifted Child Quarterly, 51, 23-38. doi:10.1177/0016986206296655
 
Worrell, F. C., & Mello, Z. R. (2007). The reliability and validity of Zimbardo Time Perspective Inventory (ZPTI) scores in academically talented adolescents. Educational and Psychological Measurement, 67, 487-504. doi:10.1177/0013164406296985
 
Worrell, F. C., Roth, D. A., & Gabelko, N. H. (2007). Elementary Reading Attitude Survey (ERAS) scores in academically talented students. Roeper Review, 29, 119-124. doi:10.1080/02783190709554395
 
Matthews, M. S., Gentry, M., McCoach, D. B., Worrell, F. C., Matthews, D., & Dixon, F. (2008). Evaluating the state of a field: Effect size reporting in gifted education. The Journal of Experimental Education, 77, 55-65. doi:10.3200/JEXE.77.1.55-68
 
Mello, Z. R., & Worrell, F. C. (2008). Gender variation in extracurricular activity participation and perceived life chances in Trinidad and Tobago adolescents [Variación por sexo de la participación en actividades extracurriculares y la percepción de oportunidades de vida en adolescentes de Trinidad y Tobago]. Psykhe, 2, 91-02.
 
Simmons, C., Worrell, F. C., & Berry, J. M. (2008). Psychometric properties of scores on three Black racial identity scales. Assessment, 15, 259-276. doi:10.1177/1073191108314788
 
Webster, N. S., & Worrell, F. C. (2008). Academically talented students' attitudes towards service in the community. Gifted Child Quarterly, 52, 170-179. doi:10.1177/0016986208316038
 
Worrell, F. C. (2008). Nigrescence attitudes in adolescence, emerging adulthood, and adulthood. Journal of Black Psychology, 34, 156-178. doi:10.1177/0095798408315118
 
Worrell, F. C., Watkins, M. W., & Hall, T. E. (2008). Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago. School Psychology International, 29, 466-480. doi:10.1177/0143034308096435
 
Worrell, F. C., & Watson, S. (2008). A confirmatory factor analysis of Cross Racial Identity Scale (CRIS) scores: Testing the expanded nigrescence model. Educational and Psychological Measurement, 68, 1041-1058. doi:10.1177/0013164408318771
 
Hahn, K. R., Schaefer, B. A., Merino Soto, C., & Worrell, F. C. (2009). The factor structure of Preschool Learning Behaviors Scale scores in Peruvian children. Canadian Journal of School Psychology, 24, 318-331. doi:10.1177/0829573509349015
 
Mello, Z. R., Bhadare, D. K., Fearn, E. J., Galaviz, M., Hartmann, E. S., & Worrell, F. C. (2009). The window, the river, and the novel: Examining adolescents' conceptualizations of the past, the present, and the future. Adolescence, 44, 539-556.
 
Mello, Z. R., Worrell, F. C., & Andretta, J. R. (2009). Variation in how frequently adolescents think about the past, the present, and the future in relation to academic achievement. Research on Child and Adolescent Development [Diskurs Kindheits und Jugendforschung], 2, 173-183.
 
Vandiver, B. J., Worrell, F. C., & Delgado-Romero, E. A. (2009). A psychometric examination of Multidimensional Inventory of Black Identity (MIBI) scores. Assessment, 16, 337-351. doi:10.1177/1073191109341958
 
Woodland, M. H., Martin, J. F., Hill, R. L., & Worrell, F. C. (2009). The most blessed room in the city: The influence of a youth development program on three young Black males. Journal of Negro Education, 78, 233-245.
 
Worrell, F. C. (2009). Myth 4: A single test score or indicator tells us all we need to know about giftedness. Gifted Child Quarterly, 53, 242-244. doi:10.1177/0016986209346828
 
Worrell, F. C., & Mello, Z. R. (2009). Convergent and discriminant validity of time attitude scores on the Adolescent Time Perspective Inventory. Research on Child and Adolescent Development [Diskurs Kindheits und Jugendforschung], 2, 185-196.
 
Fhagen-Smith, P. E., Vandiver, B. J., Worrell, F. C., & Cross, W. E., Jr. (2010). (Re) Examining racial identity differences across socioeconomic status, community of origin, and gender among African American college students. Identity: An International Journal of Theory and Practice, 10, 164-180. doi:10.1080/15283488.2010.495907
 
Hull, D. M., Beaujean, A. A., Worrell, F. C., & Verdisco, A. E. (2010). An item-level examination of the factorial validity of the NEO-Five Factor Inventory scores. Educational and Psychological Measurement, 70, 1021-1041. doi:10.1177/0013164410378091
 
Kover, D. J., & Worrell, F. C. (2010). The influence of instrumentality beliefs on intrinsic motivation: A study of high achieving adolescents. Journal of Advanced Academics, 21, 470-498.
 
Eby, M., Chin, J. L, Rollock, D., Schwartz, J. S., & Worrell, F. C. (2011). Professional psychology training in an era of a thousand flowers: Dilemmas and challenges for the future. Training and Education in Professional Psychology, 5, 57-68. doi:10.1037/a0023462
 
Mallett, R. K., Mello, Z. R., Wagner, D. E., Worrell, F. C., Nelson Burrow, R., & Andretta, J. R. (2011). Do I belong? It depends on when you ask. Cultural Diversity and Ethnic Minority Psychology, 17, 432-436. doi:10.1037/a0025455
 
Meyer, E. L., Schaefer, B. A., Merino Soto, C., Simmons, C., Anguiano, R., Brett, J., Holman, A., Martin, J. F., Hata, H. K., Roberts, K. J., Mello, Z. R., & Worrell, F. C. (2011). Factor structure of Child Behavior Scale scores in Peruvian preschoolers. Psychology in the Schools, 48, 931-942. doi:10.1002/pits.20596
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54. doi:10.1177/1529100611418056
 
Worrell, F. C., & Erwin, J. O. (2011). Best practices in identifying students for gifted and talented education (GATE) programs. Journal of Applied School Psychology, 27, 319-340. doi:10.1080/15377903.2011.615817
 
Worrell, F. C., Mendoza-Denton, R., Telesford, J. Simmons, C., & Martin, J. F. (2011). Cross Racial Identity Scale (CRIS) scores: Stability and relationships with psychological adjustment. Journal of Personality Assessment, 93, 637-648. doi:10.1080/00223891.2011.608762
 
Worrell, F. C., & Noguera, P. A. (2011). Educational attainment of Black males: Views of male secondary school students in Trinidad. The Caribbean Journal of Teacher Education and Pedagogy, 2, 7-23,
 
Young, A., Worrell, F. C., & Gabelko, N. H. (2011). Predictors of success in accelerated and enrichment summer mathematics courses for academically talented students. Journal of Advanced Academics, 22, 558-577. doi:10.1177/1932202X11413886
 
Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30, 74-87. doi:10.1177/0734282911428197
 
George, S. M., McDermott, P. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2012). The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the Adjustment Scales for Children and Adolescents. The International Journal of Educational and Psychological Assessment, 10, 159-178.
 
Mello, Z. R., Anton-Stang, H. M., Monaghan, P. L., Roberts, K. J., & Worrell, F. C. (2012). A longitudinal investigation of African American and Hispanic adolescents’ educational and occupational expectations and corresponding attainment in adulthood. Journal of Education for Students Placed at Risk, 17, 266-285. doi:10.1080/10824669.2012.717029
 
Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. Journal of At-Risk Issues, 17(1), 9-14.
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012). A proposed direction forward for gifted education based on psychological science. Gifted Child Quarterly, 56, 176-188. doi:10.1177/0016986212456079
 
Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2012). Important issues, some rhetoric, and afew straw men: A response to comments on "Rethinking Giftedness and Gifted Education." Gifted Child Quarterly, 56, 224-231. doi:10.1177/0016986212456080
 
Alansari, M., Worrell, F. C., Rubie-Davies, C., & Webber, M. (2013). Adolescent Time Attitude Scale (ATAS) scores and academic outcomes in secondary school females in New Zealand. International Journal of Quantitative Research in Education, 1, 251–274. doi:10.1504/IJQRE.2013.057687
 
Andretta, J. R., Worrell, F. C., Mello, Z. R., Dixson, D. D., & Baik, S. H. (2013). Demographic group differences in adolescents’ time attitudes. Journal of Adolescence, 36, 289-301. doi:10.1016/j.adolescence.2012.11.005
 
Mello, Z. R., Finan, L. J., & Worrell, F. C. (2013). Introducing an instrument to assess time orientation and time relation in adolescents. Journal of Adolescence, 36, 551-563. doi:10.1016/j.adolescence.2013.03.005
 
Planck, J. A., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2013). Anxiety disorder symptoms inTrinidadian adolescents. The International Journal of Educational and Psychological Assessment, 13, 51-73.
 
Sussman, J., Beaujean, A. A., Worrell, F. C., & Watson, S. (2013). An analysis of Cross Racial Identity Scale (CRIS) scores using classical test theory and item response models. Measurement and Evaluation in Counseling and Development, 46, 136-153. doi:10.1177/0748175612468594
 
Telesford, J., Mendoza-Denton, R., & Worrell, F. C. (2013). Clusters of CRIS scores and psychological adjustment. Cultural Diversity and Ethnic Minority Psychology, 19, 86-91. doi:10.10.37/a0031254
 
Worrell, F. C., Mello, Z. R., & Buhl, M. (2013). Introducing English and German versions of the Adolescent Time Attitude Scale (ATAS). Assessment. Advance online publication. doi:10.1177/1073191110396202
 
Andretta, J. R., Worrell, F. C., & Mello, Z. R. (2014). Predicting educational outcomes and psychological wellbeing in adolescents using time attitude profiles. Psychology in the Schools, 51, 434-451. doi:10.1002/pits.21762 
 
McKay, M. T., Andretta, J. R., Magee, J., & Worrell, F. C. (2014). What do temporal profiles tell us about adolescent alcohol use? Results from a large sample in the United Kingdom. Journal of Adolescence, 37, 1319–1328. doi:10.1016/j.adolescence.2014.09.008
 
McKay, M. T., Worrell, F. C., Temple, E., Perry, J. L., & Cole, J. C. (2014). A critical examination of the reliability and validity of the SZTPI-15 in British, American, and Australian samples. Personality and Individual Differences, 69, 168–172. doi:10.1016/j.paid.2014.05.030
 
Miranda, A. H., Radliff, K. M., Graves, S. L. Jr., & Worrell, F. C. (Eds.). (2014). Culture counts: Preparing school psychologists for working with diverse populations. [Special issue]. Psychology in the Schools, 51(4).
 
Miranda, A. H., Radliff, K. M., Graves, S. L., Jr., & Worrell, F. C. (2014). Introduction to the special issue: Culture counts. Psychology in the Schools, 51, 329–331. doi:10.1002/pits.21751
 
Rashid, K., Worrell, F. C., & Kenny, D. (2014). Aesthetic development in female students in Iran. The Asia-Pacific Education Researcher, 23, 473–481. doi:10.1007/s40299-013-0122-9
 
Watkins, M. W., Hall, T. E., & Worrell, F. C. (2014). From Central Guidance Unit to Student Support Services Unit: The outcome of a consultation process in Trinidad and Tobago. Journal of Educational and Psychological Consultation, 24, 283–306. doi:10.1080/10474412.2014.929962
 
Woodland, M. H., Andretta, J. R., Moore, J. A., Bennett, M. T., Worrell, F. C., & Barnes, M. E. (2014). MACI scores of African American males in a forensic setting: Are we measuring what we think we are measuring? Journal of Forensic Psychology Practice, 14, 418–437. doi:10.1080/15228932.2014.973773
 
Worrell, F. C. (Ed.). (2014). Developing international partnerships: American school psychologists consulting in other countries. [Special issue]. Journal of Educational and Psychological Consultation, 24(4).
 
Worrell, F. C. (2014). Developing international partnerships: American school psychologists consulting in other countries. Journal of Educational and Psychological Consultation, 24, 261–264. doi:10.1080/10474412.2014.929967
 
Worrell, F. C. (2014). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51, 332–347. doi:10.1002/pits.21756
 
Worrell, F. C., Andretta, J. R., & Woodland, M. H. (2014). Cross Racial Identity Scale (CRIS) scores and profiles in African American adolescents involved with the juvenile justice system. Journal of Counseling Psychology, 61, 570–580. doi:10.1037/cou0000041
 
McKay, M. T., Worrell, F. C., Temple, E., Perry, J. L., Cole, J. C. & Mello, Z. R. (2015). Less is not always more: The case of the 36-item short form of the Zimbardo Time Perspective Inventory. Personality and Individual Differences, 72, 68–71. doi:10.1016/j.paid.2014.08.018
 
Olszewski-Kubilius, P. Subotnik, R. F., & Worrell, F. C. (2015). Conceptualizations of giftedness and the development of talent: Implications for counselors. Journal of Counseling and Development, 93, 143–152. doi:10.1002/j.1556-6676.2015.00190.x
 
Olszewski-Kubilius, P. Subotnik, R. F., & Worrell, F. C. (2015). Rethinking giftedness: A developmental approach. Revista de Educación, 368, 245–267. doi:10.4438/1988-592X-RE-2015-368-297
 
Perry, J. L., McKay, M. T., Worrell, F. C., Zivkovic, U., Mello, Z. R., & Musil, B. (2015). Measuring time perspective in adolescents: Can you get the right answer by asking the wrong questions? Personality and Individual Differences, 78, 53–57. doi:10.1016/j.paid.2015.01.015
 
Rashid, K., & Worrell, F. C. (2015). Aesthetic development in male students in Iran. International Journal for Innovation Education and Research, 3(8), 1–10.
 
Worrell, F. C., & Educational Research Seminar. (2015). Culture and identity in school psychology research and practice: Fact versus fiction. School Psychology Forum: Research in Practice, 9, 105–120.
 
Worrell, F. C., McKay, M. T., & Andretta, J. R. (2015). Concurrent validity of Zimbardo Time Perspective Inventory Profiles: A secondary analysis of data from the United Kingdom. Journal of Adolescence, 42, 128–139. doi:10.1016/j.adolescence.2015.04.006
 
Books
 
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
 
Book Chapters
 
Worrell, F. C. (2003). Why are there so few African Americans in gifted programs? In C. C Yeakey & R. D. Henderson (Eds.), Surmounting the odds: Education, opportunity, and society in the new millennium (pp. 423-454). Greenwich, CT: Information Age, Inc.
 
Worrell, F. C. (2005). Cultural variation within American families of African descent. In C. Frisby & C. Reynolds (Eds.), The comprehensive handbook of multicultural school psychology (pp. 137-172). Hoboken, NJ: Wiley.
 
Worrell, F. C. (2006). Children and youth in poverty in Trinidad and Tobago: Lack of commitment in the midst of plenty. In C. C. Yeakey (Series Ed.) & C. C. Yeakey, J. W. Richardson, & J. B. Buck ( Vol. Eds.), Advances in education in diverse communities: Research, policy and praxis: Vol. 4. 'Suffer the little children': National and international dimensions of child poverty and public policy (pp. 145-175). San Diego, CA: Elsevier, Inc.
 
Worrell. F. C., Watkins, M. W., & Hall, T. E. (2006). Primary school teachers in Trinidad and Tobago: Demographic patterns, educational qualifications, and self-efficacy. In K. Mutua & C. S. Sunal (Series Eds. & Vol. Eds.), Research on Education in Africa, the Caribbean and the Middle East: Crosscurrents and crosscutting themes (pp. 129-146). Greenwich, CT: Information Age Publishing.
 
Worrell, F. C. (2009). Psychological health in school-aged populations. In H. A. Neville, B. M. Tynes, & S. O. Utsey (Eds.), Handbook of African American psychology (pp. 351-362). Thousand Oaks, CA: Sage Publications.
 
Worrell, F. C. (2009). What does gifted mean? Personal and social identity perspectives on giftedness in adolescence. In F. D. Horowitz, R. F. Subotnik, & D. J. Matthews (Eds.), The development of giftedness and talent across the lifespan (pp. 131-152). Washington, DC: American Psychological Association.
 
Worrell, F. C. (2009). Providing gifted and talented education to underrepresented minority youth: One legacy of Joyce VanTassel-Baska. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 149-160). Waco, TX: Prufrock Press.
 
Worrell, F. C. (2010). Psychosocial stressors in the development of gifted learners with atypical profiles. In J. VanTassel-Baska (Ed.), Patterns and profiles of low-income learners (pp. 33-58). Waco, TX: Prufrock Press.
 
Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M., Messer, W. S., Miller, H. L., Jr., Prohaska, V., & Zlokovich, M. S. (2010). Promising principles for translating psychological science into teaching and learning. In D. F. Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 129-144). Washington, DC: American Psychological Association.
 
Worrell, F. C. (2011). From graduate student to full professor: Navigating the waters of two research one institutions. In S. Jackson & R. G. Johnson, III (Eds.), The Black professorat: Negotiating a habitable space in the academy (pp. 166-184). New York, NY: Peter Lang.
 
Worrell, F. C., & Young, A. E. (2011). Gifted children in urban settings. In T. L. Cross & J. R. Cross (Eds.), Handbook for school counselors serving gifted students (pp. 137-151). Waco, TX: Prufrock Press.
 
Worrell, F. C. (2012). Forty years of Cross’ nigrescence theory: From stages to profiles, from African Americans to all Americans. In J. M. Sullivan & A. M. Esmail (Eds.), African American identity: Racial and cultural dimensions of the Black experience (pp. 3-28) Lanham, MD: Lexington Books.
 
Worrell, F. C. (2012). Mindsets and giftedness: Assumptions and implications. In R. F. Subotnik, A. Robinson, C. M. Callahan, & E. J. Gubbins (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 153-163). Storrs, CT: National Center for Research on Giftedness and Talent.
 
Worrell, F. C. (2013). African American racial identity and learning. In L. Meyer (Ed.), Oxford bibliographies in education. New York, NY: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0132.xml?rskey=Ab6XAf&result=95&q
 
Worrell, F. C. (2014). Ethnically diverse students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2nd ed., 237–254). Waco, TX: Prufrock Press.
 
Worrell, F. C. (2013). Gifted African Americans. In C. M. Callahan & H. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 388-400). New York, NY: Routledge.
 
Worrell, F. C. (2013). Identifying gifted learners: Nonverbal assessment. In C. M. Callahan & H. Hertberg-Davis (Eds.), Fundamentals of gifted education: Considering multiple perspectives (pp. 135-147). New York, NY: Routledge.
Worrell, F. C. (2013). School psychology. In D. S. Dunn (Ed.), Oxford bibliographies in psychology. New York, NY: Oxford University Press.Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780199828340/obo-9780199828340-0132.xml?rskey=dpHQB0&result=114&q
 
Worrell, F. C. (2014). School and academic interventions. In F. T. L. Leong (Ed.), APA handbook ofmulticultural psychology, Vol. 2: Applications and training (pp. 543–559). Washington, DC: American Psychological Association. doi:10.1037/14187-030
 
Worrell, F. C. (2014). William Edward Burghardt Du Bois and the Talented Tenth (1868–1963). In A. Robinson & J. Jolly (Eds.), A century of contributions to gifted education: Illuminating lives (pp. 41–60). New York, NY: Routledge.
 
Mello, Z. R., & Worrell, F. C. (2015). The past, the present, and the future: A conceptual model of time perspective in adolescence. In M. Stolarski, N. Fieulaine, & W. van Beek (Eds.), Time perspective theory: Review, research, and application. Essays in honor of Phillip G. Zimbardo (115–129). Zug, Switzerland: Springer.
 
Worrell, F. C. (2015). Being gifted and adolescent: Issues and needs of diverse students. In F. A. Dixon & S M. Moon (Eds.), The handbook of secondary gifted education (2nd. ed., pp. 121–153). Waco, TX: Prufrock Press.
 
Worrell, F. C. (2015). Culture as race/ethnicity. In K. C. McLean and M. Syed (Eds.), The Oxford handbook of identity development (pp. 249–268). New York, NY: Oxford University Press. doi:10.1093/oxfordhb/9780199936564.013.029
 
Worrell, F. C. (2015). Racial and ethnic identity. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge international handbook of social psychology of the classroom (pp. 83–92). New York, NY: Routledge.
 

Instruments and Manuals

Vandiver, B. J., Cross, W. E., Jr., Fhagen-Smith, P. E., Worrell, F. C., Swim, J. K., & Caldwell, L. D. (2000). The Cross Racial Identity Scale. State College, PA: Authors.
 
Worrell, F. C., Vandiver, B. J., & Cross, W. E., Jr. (2000). The Cross Racial Identity Scale: Technical manual. State College, PA: Authors.
 
Hall, T. E., Watkins, M. W., & Worrell. F. C. (2002). Reading assessments for elementary schools. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.
 
Watkins, M. W., Worrell, F. C., & Hall, T. E. (2002). Secondary assessment tools. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.
 
Worrell. F. C., Hall, T. E., & Watkins, M. W. (2002). Behavioural rating scales for elementary schools: Interim manual. State College, PA: CEDAR School Psychology Clinic, The Pennsylvania State University.
 
Worrell, F. C., Vandiver, B. J., & Cross, W. E., Jr. (2004). The Cross Racial Identity Scale: Technical manual – 2nd. edition. Berkeley, CA: Author.
 
Worrell. F. C., Watkins, M. W., & Hall, T. E. (2006). Behavioural rating scales for elementary schools. Berkeley, CA: Authors.
 
Mello, Z. R., & Worrell, F. C. (2007). The Adolescent Time Inventory - English. The University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., & Buhl, M. (2008). The Adolescent Time Inventory - German. German Institute for International Educational Research, University of Frankfurt/Main, and the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., Anguiano, R. M., & Mendoza-Denton, R. (2010). The Adolescent Time Inventory – Spanish. University of Colorado, Colorado Springs & the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., Laghi, F., Baiocco, R. & Lonigro, A. (2011a). The Adolescent Time Inventory – Albanian. University of Colorado, Colorado Springs & and Sapienza University of Rome. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Worrell, F. C., Vandiver, B. J., Cross, W. C., & Fhagen-Smith, F. C. (2010). The Cross Scale of Social Attitudes. Unpublished scale, The University of California, Berkeley.
Mello, Z. R., Worrell, F. C., Laghi, F., Baiocco, R. & Lonigro, A. (2011b). The Adolescent Time Inventory – Italian. University of Colorado, Colorado Springs & and Sapienza University of Rome. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., & Worrell, F. C. (2012). The Adolescent Time Inventory: Preliminary technical manual. The University of Colorado, Colorado Springs & the University of California, Berkeley. Retrieved from http://www.uccs.edu/zmello/ati.html
 
Mello, Z. R., Worrell, F. C., Ling, S. C., & Xu, H. (2013). The Adolescent Time Inventory – Chinese. Unpublished scale. San Francisco State University & University of California, Berkeley.
 
Mello, Z. R., Worrell, F. C., Rashid, K., & Fathi, F. (2013). The Adolescent Time Inventory – Farsi. Unpublished scale. San Francisco State University & Bu-Ali Sina University.
 
Mello, Z. R., Worrell, F. C., & Chisima, Y. (2014). The Adolescent Time Inventory – Japanese. Unpublished scale. San Francisco State University & the University of Tsukuba.
 
Ronald M. Miller’s Psychology Laboratory: Brigham Young University-Hawaii, Worrell, Frank C., Fiji Ministry of Education, and LDS Primary Schools-Fiji. (2014). Fiji English for Primary Grades 1 - 6. Oahu, HI: Authors.
 
Ronald M. Miller’s Psychology Laboratory: Brigham Young University-Hawaii, Worrell, Frank C., Fiji Ministry of Education, and LDS Primary Schools-Fiji. (2014). Fiji Mathematics for Primary Grades 1 - 6. Oahu, HI: Authors.
 
Other Papers
 
Noguera, P. A., & Worrell, F. C. (1998). The crisis of the Black male in the English-speaking Caribbean. Caribbean Perspectives, 25-31.
 
Waithe, D., & Worrell, F. C. (2003). The development of the steel band in Trinidad and Tobago. Juniata Voices, 41-47.
 
Worrell, F. C. (2003). (Ed.). Boys to men: The challenges of engaging boys academically and emotionally in the primary and secondary school system. 2nd Annual Summer Institute, August 6 - 8, 2002, Edited proceedings. Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.
 
Worrell, F. C. (2003). What do we know about our male students and how can we use data for decision making and intervening with school problems? In F. C. Worrell (Ed.), Boys to men: The challenges of engaging boys academically and emotionally in the primary and secondary school system. 2nd Annual Summer Institute, August 6 - 8, 2002, Edited proceedings (pp. 23-33). Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.
 
Worrell, F. C. (2004). Getting past the masks that students wear: Learning to work with everyone in the classroom. In F. C. Worrell (Ed.), No excuses! - Every child can learn - Teacher teach me how I learn best! 3rd Annual Summer Institute, August 20 - 22, 2003, Final report (pp. 1-6). Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.
 
Worrell, F. C. (2004). (Ed.). No excuses! - Every child can learn - Teacher teach me how I learn best! 3rd Annual Summer Institute, August 20 - 22, 2003, Final report. Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.
 
Worrell, F. C. (2005). Leadership for at-risk students. In F. C. Worrell & D. J. Kover, (Eds.), "Take me to your leader!" 4th Annual Summer Institute, August 18 - 20, 2004, Proceedings and report (pp. 21-34). Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.
 
Worrell, F. C., & Kover, D. J. (2005). (Eds.). "Take me to you leader!" 4th Annual Summer Institute, August 18 - 20, 2004, Proceedings and report. Port of Spain, Trinidad: The School Leadership Center of Trinidad and Tobago.
 
Worrell, F. C. (2006, Fall). A study in contrasts: Nadine Lambert remembered. The School Psychologist, 60, 158-159.
 
Worrell, F. C. (2007). Gifted education: Traditional and emerging approaches. In A. Burstyn (Ed.), The Praeger handbook of special education (pp. 122-125). Westport, CT: Praeger Publishers.
 
Worrell, F. C. (2007). Identifying and including low-income learners in programs for the gifted and talented: Multiple complexities. In J. VanTassel-Baska & T. Stambaugh (Eds.), Overlooked gems: A national perspective on low-income promising learners. Conference proceedings from the National Leadership Conference on Low-Income Learners (pp. 47-51). Washington, DC: National Association for Gifted Children and the Center for Gifted Education, College of William and Mary.
 
Worrell, F. C. (2007, Spring). Talented students and resilient at-risk students: Similarities and differences [Electronic version]. Gifted Children, 1(2), 2-5.
 
Worrell, F. C. (2008). African Americans. In N. Salkind (Ed.), Encyclopedia of educational psychology (pp. 15-21). Thousand Oaks, CA: Sage Publications.
 
Worrell, F. C. (2008). Cross, William E., Jr. In F. T. L. Leong (Series Ed.) & M. G. Constantine & R. L. Worthington (Vol. Eds.), Encyclopedia of counseling. Volume 3: Cross-cultural counseling (pp. 1078-1080). Thousand Oaks, CA: Sage Publications.
 
Strein, W., & Worrell, F. C. (2010). Issues in accreditation, certification, and licensure. Trainers Forum, 29(2), 11-15.
 
Worrell, F. C. (2011). Promising practices in serving academically talented youth in urban settings. Gifted Child Today, 34(1), 44-49.
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012, November/December). Nurturing the young genius. Scientific American Mind, 50-57.
 
Worrell, F. C., Subotnik, R. F., & Olszewski-Kubilius, P. (2013, Spring). Giftedness and gifted education: Reconceptualizing the role of professional psychology. The Register Report, 39, 14–22.
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2014, August). The talent gap. The U.S. is neglecting its most promising science students. Scientific American, 13. Retrieved from http://www.scientificamerican.com/article/the-u-s-neglects-its-best-science-students/
 
Worrell, F. C., Brabeck, M. M., Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., & Pianta, R. C. (2014). Assessing and evaluating teacher education programs. Washington, DC: American Psychological Association.
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2015, January). Nurturing the young genius. Scientific American Mind, 23(4) 60–67. [Reprint of 2012 Scientific American Mind piece]
 
Book Reviews, Comments, etc.
 
Duncan B. & Worrell, F. C. (1990, June). SUPER consultation project serves at-risk students. SUPER News, 6(6), The Graduate School of Education, University of California, Berkeley.
 
Worrell, F. C. (1993, Fall). Are we doing enough for at-risk students? Educator, 7 (2), 7-13, The Graduate School of Education, University of California, Berkeley.
 
Schaefer, B. A., & Worrell, F. C. (2000). [Review of the book The clinical use and interpretation of the Wechsler Intelligence Scale for Children® - Third Edition]. Journal of Psychoeducational Assessment, 18, 49-52.
 
Worrell, F. C. (2002, January-February). Diversity: Much more than ethnicity or race. Mosaic 1(3), Multicultural Student Services, College of Education, The Pennsylvania State University.
 
Worrell, F. C. (2006, Fall). Minority perspectives in psychology: The disconnect between science and practice. The General Psychologist, 41(2), 13-14.
 
Worrell, F. C. (2007). The center cannot hold: School psychology across the globe. [Review of the book The handbook of international school psychology]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 52 (No. 16).
 
Worrell, F. C. (2007, Winter). Beyond Division 16: Inside APA. The School Psychologist, 61, 4-6.
 
Worrell, F. C. (2007, Spring). Is it the worst of times or the best of times? The School Psychologist, 61, 32-33.
 
Worrell, F. C. (2007, Summer). Looking inward. The School Psychologist, 61, 64-66.
 
Worrell, F. C. (2007, Fall). Professional psychology, school psychology, and psychological science: Distinctiveness, deindividuation, or separation? The School Psychologist, 61, 96-101.
 
Worrell, F. C. (2009, August). Road to college Q & A. Oakland Tribune [online].
 
Worrell, F. C., & White, L. H. (2009). Bringing evidence to bear on gifted education. [Review of the book Critical issues and practices in gifted education: What the research says]. Psychology of Aesthetics, Creativity, and the Arts, 3, 259-261.
 
American Psychological Association, Presidential Task Force on Education Disparities. (2012). Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities.Retrieved from http://www.apa.org/ed/resources/racial-disparities.aspx
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012, July). Response to Borland: In defense of eminence as an outcome of gifted education. The Creativity Post. Retrieved from http://www.creativitypost.com/education/response_to_borland_in_defense_of_eminence_as_an_outcome_of_gifted_educatio
 
White, L. H., & Worrell, F. C. (2012). Intersections of race, identity, and academic achievement: An essay review of Racialized identities: Race and achievement among African American Youth by Na’ilah Suad Nasir. Human Development, 55, 97-104. doi:10.1159/000338536
 
Worrell, F. C., Olszewski-Kubilius, P., &  Subotnik, R. F. (2012, November). Where are the gifted minorities [Web log message]? Retrieved from http://blogs.scientificamerican.com/streams-of-consciousness/2012/11/02/...
 
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2013, May). Talento y educación [Web log message]. Retrieved from http://www.javiertouron.es/?m=1
 
Worrell, F. C. (2014, January). Growing up in a family with a culture of service. The School Psychologist, 68, 19–20. Retrieved from http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2014/01/bardon.aspx
 
Brabeck, M., & Worrell, F. C. (2014, November). Best practices for assessing teacher education programs. Education Week, 34(11), 24–25. Retrieved from http://www.edweek.org/ew/articles/2014/11/05/11brabeck.h34.html
 
Data Sharing Workgroup. (2015, June). Data sharing: Principles and considerations for policy development. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/science/leadership/bsa/data-sharing-report.pdf
 
Wai, J., & Worrell, F. C. (2015, October). Why are we supporting everyone except our most talented students? Medium.com. Retrieved from https://medium.com/bright/why-are-we-supporting-everyone-except-our-most-talented-students-d122ab08bad4#.neg9m4uo7
 
Wai, J., & Worrell, F. C. (2015, November 8). Why is the US supporting all but its most talented students? Medium.com. Retrieved from http://qz.com/541513/why-is-the-us-supporting-everyone-but-its-most-talented-students/ (This article is a reprint from an article published on medium.com).
 
Worrell, F. C. (2015). Dr. Frank C. Worrell. Careers in Psychology. Retrieved from http://careersinpsychology.org/interview/dr-frank-c-worrell/
 
Worrell, F. C., & Wai, J. (2015, October 29). We should celebrate intellectual superstars alongside athletes and entertainers. The National Review. Retrieved from http://www.nationalreview.com/article/426221/gifted-talented-students-public-education (A version of this article was published on medium.com).

Presentations/Professional Experience

SELECTED PRESENTATIONS SINCE 2012

NATIONAL/INTERNATIONAL CONFERENCES

Bennett, M. T., Prince, N. E., Moore, J. A., Barnes, M. E., Worrell, F. C., Andretta, J. R., Ramirez, A., & Woodland, M. H. (2012, March). The MACI and African American males: Issues of construct validity. Poster presented at the annual meeting of the Society for Personality Assessment, Chicago, IL.

Finan, L. J., Mello, Z. R., & Worrell, F. C. (2012, March). The role of the past: Time frequency and time attitudes in adolescents. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

Finan, L. J., Mello, Z. R., Oladipo, S. E., McBroom, K. A., Gutíerrez, C. M., & Worrell, F. C. (2012, March). Attitudes toward the past, the present, and the future in Nigeria and in the United States among adolescents and young adults. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

McBroom, K. A., Mello, Z. R., & Worrell, F. C. (2012, March). Comparing runaway and non-runaway adolescents’ attitudes toward the past, the present, and the future. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

Oladipo, S. E., Mello, Z. R., Finan, L. J., McBroom, K. A., Gutíerrez, C. M., & Worrell, F. C. (2012, March). Time attitudes and risk behaviors among adolescents and young adults in Nigeria. Poster presented at the biennial meeting of the Society for Research on Adolescence, Vancouver, Canada.

Worrell, F. C. (2012, April). (Discussant). In A. Frazier (Chair), A closer examination of giftedness, creativity, and talent through focused lenses. Paper session presented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Worrell, F. C. (2012, April). (Discussant). In D. Adeniji-Neill (Chair), Complexities of educational experiences of Africans at home and in the diaspora. Paper session presented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Worrell, F. C. (2012, April). (Discussant). In J. Noel (Chair), Elements of successful faculty development. Paper session presented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Gordon, A. J., Erwin, J. O., & Worrell, F. C. (2012, May). Adolescent friendship choice and socioeconomic status. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

Worrell, F. C. (2012, May). (Discussant). In R. F. Subotnik (Chair), Conceptualizing mental skills training for academically talented youth. Symposium presented at the annual meeting of the Association for Psychological Science, Chicago, IL.

Andretta, J. R, Worrell, F. C., & Mello, Z. R. (2012, August). Predicting educational outcomes and psychological wellbeing in adolescents using time attitude profiles. Poster presented at the biennial meeting of the European Association for Research on Adolescence, Spetses, Greece.

Mello, Z. R., Oladipo, S. E., Finan, L. J., McBroom, K. A., Gutíerrez, C. M. & Worrell, F. C. (2012, August). How often do adolescents and young adults think about the past, the present, and the future in Nigeria and in the United States? Poster presented at the biennial meeting of the European Association for Research on Adolescence, Spetses, Greece.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (August, 2012). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Paper presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C. (2012, August). Educational Disparities Task Force Report: Contributions from the talent development and social identity literatures. In S. M. Quintana (Chair), Psychology’s role in reducing educational disparities. Symposium presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C. (2012, August). I did not know that I did not know. In F. Reimers & J. Blakeslee (Co-Chairs), The hidden curriculum: Non-academic determinants of academic success. Symposium presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C., & Erwin, J. O. (2012, August). Best practices in identifying students for gifted and talented education. In M. Foley-Nicpon (Chair), School psychologists serving students who are gifted. Symposium presented at the annual meeting of the American Psychological Association, Orlando, FL.

Worrell, F. C., Mello, Z. R., & Oladipo, S. E. (2012, August). Psychometric properties of Adolescent Time Attitude Scale scores in Nigerian young adults. Poster presented at the biennial meeting of the European Association for Research on Adolescence, Spetses, Greece.

Andretta, J. R, Mello, Z. R., & Worrell, F. C. (2012, September). Risky behavior and academic achievement across time attitude profiles. Poster presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Laghi, F., Baiocco, R., Lonigro, A., Mello, Z. R., Finan, L. J., & Worrell, F. C. (2012, September). Time attitudes and risk behaviors among Italian adolescents. In Z. R. Mello & F. C. Worrell (Co Chairs),An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Mello, Z. R., Finan, L. J., & Worrell, F. C. (2012a, September). Time orientation, time relation, and risky behaviors among adolescents in the United States. Poster presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Mello, Z. R., Finan, L. J., & Worrell, F. C. (2012b, September). Time perspective and racial/ethnic group membership among adolescents in the United States. Poster presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Mello, Z. R., & Worrell, F. C. (2012, September). (Co-Chairs). An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Oladipo, S. E., Mello, Z. R., Worrell, F. C. & Finan, L. J. (2012, September). Time attitudes and risk behaviors among Nigerian adolescents and young adults. In Z. R. Mello & F. C. Worrell (Co Chairs), An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Worrell, F. C. (2012, September). Development and psychometric properties of the Adolescent Time Attitude Scale in five countries. In Z. R. Mello & F. C. Worrell (Co Chairs),An international perspective on time perspective and developmental outcomes in adolescents. Symposium presented at the 1st international conference on time perspective (Converging paths in psychology, time theory, and research), Coimbra, Portugal.

Worrell, F. C. (2012, November). Best practices in identification. In M. F. Nicpon (Chair), Breaking the barrier: Reflections from gifted scholars publishing outside the field. Symposium presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C. (2012, November). Non-cognitive factors. In P. Olszewski-Kubilius (Chair), Supporting low-income high-ability learners: Next steps in the research and policy agenda. Symposium presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C. (2012, November). Panelist. In P. Olszewski-Kubilius (Chair), Talent development: A framework for our work with gifted children. Panel discussion at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C. (2012, November). Panelist. In R. F. Subotnik (Chair), Sport and performance psychology: What’s in it for academic talent development. Panel discussion at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C., & Atwood, J. R. (2012, November). Academically talented students’ choice of learning versus performance goals. Paper presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Worrell, F. C., & Young, A. E. (2012, November). Revisiting the big-fish-little-pond-effect in academically talented students. Poster presented at the annual meeting of the National Association for Gifted Children, Denver, CO.

Ernandes, J., Erwin, J. O., & Worrell, F. C. (2013, February). Parent racial/ethnic socialization may confer protective advantage to specific groups of victimized students. Poster presented at the annual meeting of the National Association of School Psychologists, Seattle, WA.

Mello, Z. R., Finan, L., & Worrell, F. C. (2013, April). How is time frequency related to risky behavior among Native American adolescents? Poster presented at the annual meeting of the Society for Research on Child Development, Seattle, WA.

Worrell, F. C. (2013, April). W. E. B. Du Bois. In J. L. Jolly & A. E. Robinson (Chairs), Illuminating lives: Insights from the theoretical roots of gifted education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Worrell, F. C., & Ollivierra, A. L. (2013, April). Poverty in the midst of plenty: Implications for education. In J. B. Fournillier (Chair), Exploring the role of education in poverty reduction and multicultural contests: Caribbean perspectives. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Worrell, F. C. (2013, July). Discussant. In M. Terjesen (Chair), Bridging science to practice—International data and considerations in conducting research in schools.  Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Chair. Effective use of data for program improvement. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Chair. Forty years later: What happens to mathematically precocious youth identified at age 12. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Feedback and recommendations. In F C. Worrell (Chair), Effective use of data for program improvement. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, August). Chair. The social brain in the ordered and disordered mind. Board of Scientific Affairs Master Lecture presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, November). Panelist. In R. F. Subotnik (Chair), Capitalizing on competition: Does it bring out the best? A continuing conversation. Presentation at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.

Worrell, F. C. (2013, November). Panelist. In J. L. Jolly & A. E. Robinson (Chairs), Decades with a difference: How influential thinkers moved the field forward. Presentation at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.

Mello, Z. R., Saxon, A., Wiggers, I., & Worrell, F. C. (2014, March). Comparing runaway and non-runaway adolescents on time perspective, risky-behavior, and optimism. Poster presented at the biennial meeting of the Society for Research on Adolescence, Austin, TX.

Mello, Z. R., Jaramillo, J., & Worrell, F. C. (2014, March). Ethnic identity, discrimination, and psychological well-being in Native American adolescents. Poster presented at the biennial meeting of the Society for Research on Adolescence, Austin, TX.

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2014, April). A schism misconceived: An example of how psychological science can contribute to K–12 gifted services. In J. A. Plucker (Chair), Perspectives on the role of and relationship between gifted education in research and in K–12 schools. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2014, April). Discussant. In D. Conrad (Chair), Educational research in less resourced communities: Identities, Exploring perspectives. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2014, April). Panelist. In W. Camara & S. Lane (Co-Chairs), Standards for Educational and Psychological Testing: Major changes and implications for users. Symposium presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Andretta, J. R., Worrell, F. C., Ramirez, A. R., Barnes, M. E., Odom, T., Brim, S., & Woodland, M. H. (2014, May) The effects of racial identity and priming minority group membership on psychological screening in African-Americans with juvenile court contact. In F. C. Worrell (Chair), Priming, racial identity, and stereotypes in minority populations. Symposium presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Mello, Z. R., Oladipo, S., Bowen, K. D., Anton, L., & Worrell, F. C. (2014, May). A cross-cultural examination of time perspective in America and Nigeria. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. R. (2014, May). The magic of hope: Mediator of the relationship between SES and GPA. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Ling, S-C., Xu, H, Worrell, F. C., & Mello, Z. R. (2014, May). Introducing the Chinese version of the Adolescent Time Attitude Scale (ATAS). Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Velasquez, L. M., Dixson, D. D., Worrell, F. C., & Mello, Z. R. (2014, May). Does social desirability affect time perspective scores? Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C. (2014, May). Chair. Priming, racial identity, and stereotypes in minority populations. Symposium presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C. (2014, May). Racial identity profiles and psychological vulnerability. In F. C. Worrell (Chair), Priming, racial identity, and stereotypes in minority populations. Symposium presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C., Andretta, J. R., & Woodland, M. H. (2014, May). CRIS scores and profiles in African American adolescents involved with juvenile justice. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Worrell, F. C., Rasmussen, L. N., Thomas, H. A., Au-Yeung, H., Lee, A. J., Tuita, A. R. R.,….Miller, R. M. (2014, May). Education assessment in the Pacific: Empowering one nation to help others. Poster presented at the annual meeting of the Association for Psychological Science, San Francisco, CA.

Buhl, M., Mello, Z. R., Kuhn, H-P, & Worrell, F. C. (2014, July). Time perspective and political orientation in adolescence. Paper presented at the 2nd International Conference on Time Perspective, Warsaw, Poland.

Mello, Z. R., Oladipo, S., & Worrell, F. C. (2014, July). Time relation in American and Nigerian adolescents and young adults. Poster presented at the 2nd International Conference on Time Perspective, Warsaw, Poland.

Mello, Z. R., Rashid, K., Worrell, F. C., & Fathi, F. (2014, July). Validating Adolescent Time Attitude scores (ATAS) in a sample of Iranian adolescents. Poster presented at the 2nd International Conference on Time Perspective, Warsaw, Poland.

Worrell, F. C. (2014, August). Validity, reliability/precision, and educational testing. In N. T. Tippins (Chair), Overview of the 2014 Standards for Educational and Psychological Testing. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2014, August). The vision of William E. Cross, Jr.: The revision and expansion of the nigrescence model. In B. J. Vandiver, (Chair), Forty years of Cross’ theory of nigrescence: It’s impact on the past, the present, and the future. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C., Watkins, M. W., & Hall, T. E. (2014, November). Enhancing school psychology practice in Trinidad and Tobago. Paper presented at the second Caribbean Regional Conference of Psychology, Paramaribo, Suriname.

Worrell, F. C. (2015, January). Discussant. In M. Bullock (Chair), Psychology without borders: Exploring international competencies for science, service, training, and policy. Symposium presented at the National Multicultural Conference and Summit (Psychology Without Borders: Reflecting Within, Reaching Out), Atlanta, GA.

Worrell, F. C., Rubie-Davies, C., Webber, M., Alansari, M., & Watson, P. (2015, January). The Cross Scale of Social Attitudes: Assessing cultural identities in New Zealand. Poster presented at the National Multicultural Conference and Summit (Psychology Without Borders: Reflecting Within, Reaching Out), Atlanta, GA.

Worrell, F. C., Vandiver, B. J., Cross, W. E. Jr., & Fhagen-Smith, P. E. (2015, January). Introducing the Cross Scale of Social Attitudes (CSSA): Assessing identities across ethnic groups. Poster presented at the National Multicultural Conference and Summit (Psychology Without Borders: Reflecting Within, Reaching Out), Atlanta, GA.

Buhl, M., Mello, Z. R., Kuhn, H. P., & Worrell, F. C. (2015, March). Time perspective and self-regulated learning in German adolescents. In Z. R. Mello and M. Buhl (Co-Chairs), International studies on time perspective: How thoughts about the past, the present, and the future predict adolescent outcomes. Poster Symposium presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

McDermott, P. A., Rhoad, A. M., Chao, J. L., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2015, March). Examining classroom contexts to explain school behavior problems across Trinidad and Tobago. Paper presented at the annual meeting of the Eastern Psychological Association, Philadelphia, PA.

McDermott, P. A., Rhoad, A., Chao, J., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2015, March). Trinidad and Tobago: National standardization, scaling, and validation of Adjustment Scales for Children and Adolescents. Poster presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Andretta, J. R., & Worrell, F. C. (2015, March). Time attitude profiles in academically talented American adolescents. In Z. R. Mello and M. Buhl (Co-Chairs), International studies on time perspective: How thoughts about the past, the present, and the future predict adolescent outcomes. Poster Symposium presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Mello, Z. R., Jaramillo, J., & Worrell, F. C. (2015, March). Ethnic identity, stereotype threat, and academic achievement in Native American adolescents. Poster presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Worrell, F. C., Mello, Z. R., & International Collaborators. (2015, March). Validating Adolescent Time Inventory-Time Attitude scores in samples from eight countries. In Z. R. Mello and M. Buhl (Co-Chairs), International studies on time perspective: How thoughts about the past, the present, and the future predict adolescent outcomes. Poster Symposium presented at the biennial meeting of the Society for Research on Child Development, Philadelphia, PA.

Bulakowski, P. F., & Worrell, F. C. (2015, April). Learning experiences in a hybrid, “flipped classroom” versus a face-to-face only classroom. Presentation accepted for presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

McDermott, P. A., Rhoad, A., Chao, J., Watkins, M. W., Worrell, F. C., & Hall, T. E. (2015, April). Trinidad and Tobago: National standardization, scaling, and validation of Adjustment Scales for Children and Adolescents. Poster accepted for presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

Vandiver, B. J., Worrell, F. C., & Chavez-Korell, C. (2015, August). Presenting the CRIS II. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

​Worrell, F. C. (2015, August). Is the expanded nigrescence model useful or just new? In B. J. Vandiver (Chair), Does it matter which nigresence theory to use: Original versus expanded? Symposium presented at the annual meeting of the American Psychological Association, Toronto, Canada.

LOCAL AND REGIONAL CONFERENCES

Mayes, I., Mello, Z. R., & Worrell, F. C. (2015, April). Perceived college barriers predict educational attainment in Latino/a adolescents. Poster accepted for presentation at the annual meeting of the Western Psychological Association, Las Vegas, NV. 

 

INVITED PRESENTATIONS

Worrell, F. C. (2012, February). Cultural influences and the keys to success in gifted education. Invited address to San Diego Unified School District teachers of children served by the Office of Advanced Studies, San Diego, CA.

Worrell, F. C. (2012, February). Preparing your child with the tools for success in college and career. Invited address to San Diego Unified District parents of children served by the Office of Advanced Studies, San Diego, CA.

Worrell, F C. (2012, February). School psychology certification: From the perspective of the American Psychological Association. In J. Miller (Moderator), Accreditation, certification, and academic freedom: Balancing the scales. Panel discussion at the annual meeting of the Trainers of School Psychologists, Philadelphia, PA.

Worrell, F. C. (2012, February). Using psychology to enhance educational services in Trinidad and Tobago. Presentation to the Psychology Department, Brigham Young University, Hawaii.

Worrell, F. C. (2012, March). Giftedness is a multidimensional construct. Keynote address at the 38th annual conference of the North Carolina Association for the Gifted and Talented, Winston-Salem, NC.

Worrell, F. C. (2012, March). Revisiting the role of culture in academic achievement and psychological functioning. Presentation to the Psychology Department at North Carolina State University, Raleigh, NC.

Worrell, F. C. (2012, April). Panelist. In H. Jabbar, A. Stornaiuolo, & N. D. Hartlep (Chairs), Demystifying the publishing process: Insights from journal editors on writing, editing, and revising manuscripts for submission. Graduate Student Council Fireside Chatpresented at the annual meeting of the American Educational Research Association, Vancouver, CA.

Worrell, F. C. (2012, April). The process of creating culturally-specific research instruments. Invited address to the Association of Black Psychologists Student Circle Western Regional Conference, San Francisco, CA.

Worrell, F. C. (2012, May). Belonging, perceived competence, and self-efficacy: Ongoing issues for children and youth from low-SES environments in programs for the academically talented. In D. Siegle (Moderator), Building a psychosocial identity that supports commitment to high achievement: Psychosocial skills and issues with promising learners from poverty. Invited presentation at the National Association for Gifted Children’s National Summit on Low-Income High-Ability Learners, Washington, DC.

Worrell, F. C. (2012, May). Closing remarks on the summit. In Perspectives from three vantage points. Presentation at the National Association for Gifted Children’s National Summit on Low-Income High-Ability Learners, Washington, DC.

Worrell, F. C. (2012, July). From gifted education to academic talent development. Presentation to teachers and Ministry of Education officials from South Korea, Berkeley, CA.

Worrell, F. C. (2012, July). Panelist. In Publish or perish. Faculty panel at the 18th annual Black Graduate Student Conference in Psychology, Los Angeles, CA.

Worrell, F. C. (2012, November). Celebrating multiple identities: Looking for similarities, building on differences. Invited address in the Perspectives on Diversity and Inclusion series, Lawrence Berkeley National Laboratory, Berkeley, CA.

Worrell, F. C. (2013, February). Making APA format your friend: From title page to abstract. Presentation at the School of Teaching, Learning, and Professional Practice, Faculty of Education, University of Auckland, New Zealand.

Worrell, F. C. (2013, February). Writing empirical, position, and review papers. Presentation at the School of Teaching, Learning, and Professional Practice, Faculty of Education, University of Auckland, New Zealand.

Worrell, F. C. (2013, February). Writing for academic publication. Presentation at the School of Teaching, Learning, and Professional Practice, Faculty of Education, University of Auckland, New Zealand.

Worrell, F. C. (2013, March). Using factor analysis in developing attitudinal scales. Presentation at the Social Science Data Laboratory, University of California, Berkeley.

Worrell, F. C., & Atwood, J. E. (2013, March). Mindsets in academically talented children and youth. In C. M. Callahan (Chair), Malleable minds: Guiding the development of talent among the gifted. Presentation and webinar from the Office of Continuing Education in Psychology Clinician’s Corner workshop series, American Psychological Association, Washington, DC.

Worrell, F. C. (2013, March). Panelist. In Education of high-achieving high school students in college-level courses: Findings, issues, and implications for research. Panel Discussion in the College of Education, University of South Florida, Tampa, FL.

Worrell, F. C. (2013, April). Establishing construct validity for measure of educationally-salient variables. Presentation at the Undergraduate Student Education Research Training Workshop of the American Educational Research Association, San Francisco, CA.

Worrell, F. C. (2013, April). Psychology, violence, and religion: Reflections on our humanity. Presentation at Taylor Memorial United Methodist Church’s seminar on violence and the bible, Oakland, CA.

Worrell, F. C. (2013, June). The complexity of diversity. Presentation to the Equity and Inclusion Division of the University of California, Berkeley, CA.

Worrell, F. C. (2013, June). Evaluating teacher education programs using psychological science. Presentation to the Council for the Accreditation of Education Preparation’s (CAEP) Commission on Standards and Performance Reporting, Washington, DC.

Worrell, F. C. (2013, June). Increasing the probability of positive interactions between clients and staff. Presentation to the staff of Youth Spirit Artworks, Berkeley, CA.

Worrell, F. C. (2013, June) Yes we can, yes we did. Address at the 2013 commencement of the California College Preparatory Academy, Berkeley, CA.

Worrell, F. C. (2013, August). School psychology’s perspective. In A. Schmidt (Chair), Different views of fairness in measurement and testing—What is bias. Symposium presented at the annual meeting of the American Psychological Association, Honolulu, HI.

Worrell, F. C. (2013, November). Gifted education’s focus on bias in identification: Misinformed and misdirected. Distinguished Scholar Award address at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.

Worrell, F. C (2014, February 12). Identification of gifted students from diverse backgrounds. In Webinars on Wednesdays on Diversity and Equity, National Association for Gifted Children.

Worrell, F. C. (2014, February). Faculty Panelist. In 2014 School Psychology Leadership Institute, Division 16 of the American Psychological Association, Committee on Ethnic Minority Affairs.

Worrell, F. C. (2014, March). Beyond test kits and special education: Maximizing school psychology at your school site. Presentation to the Leadership support Program, Principal Leadership Institute, University of California, Berkeley, CA.

Worrell, F. C. (2014, March). Religion and race: Intersecting social identities for African Americans. In Crisscrossed realities: Being church in society, Lenten Lecture Series at Taylor Memorial United Methodist Church, Oakland, CA.

Worrell, F. C. (2014, March). Panelist. Responding to American Promise. El Cerrito High School.

Worrell, F. C. (2014, April). Giving back to one's country of origin: Successes, pitfalls, and taking the long view. Invited address to the Special Interest Group: Caribbean and African Studies in Education of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2014, April). Effective assessment is necessary in any education reform agenda. In P. A. Noguera (Moderator), The relationship between testing and teaching. Presented at New York University’s Steinhardt School of Culture, Education, and Human Development Education Policy Breakfast.

Worrell, F. C. (2014, April). Time perspective: An important psychosocial variable in adolescence. Invited address to the School Psychology Program, The Pennsylvania State University, State College, PA.

Worrell, F. C. (2014, July). Identidad étnica y racial: Causas y consecuencias [Racial and ethnic identity: Causes and correlates]. Presented at I Seminario Internacional de Investigación en Psicología:  “Psicología, Ciencial y Sociedad,” La Universidad Inca Garcilaso de la Vega, Lima, Peru.

Worrell, F. C. (2014, July). La importancia de la validez de constructo en la investigación transcultural [The importance of construct validity in cross-cultural research]. Presented at I Seminario Internacional de Investigación en Psicología:  “Psicología, Ciencial y Sociedad,” La Universidad Inca Garcilaso de la Vega, Lima, Peru.

Worrell, F. C. (2014, August). Making a difference by being present at the table: The importance of service to the field and to the profession. Jack Bardon Distinguished Award address presented at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2014, August). Representing Review of Educational Research. In How to publish in educational psychology. Presentation at the APA Division 15 Early Career Luncheon at the annual meeting of the American Psychological Association, Washington, DC.

Worrell, F. C. (2014, September). Giftedness and gifted education in the digital age: Continuities and discontinuities. Invited address presented at the 14th International European Council for High Ability Conference (Rethinking giftedness: Giftedness in the digital age), Ljubljana, Slovenia.

Worrell, F. C. (2014, October). Assessing and evaluating teacher education programs. Presentation at the Berkeley Evaluation and Assessment Research (BEAR) Center, Graduate School of Education, University of California, Berkeley.

Worrell, F. C. (2015, February). Channeling Jennifer L. Eberhardt: The effect of race on attentional bias in visual processing. In L. Douce (Chair), Diversity training: Prejudice, implicit bias, and prevention. Session at the meeting of the Council of Representatives of the American Psychological Association.

Worrell, F. C. (2015, February). From psychological science to education policy: Two cases. In R. Lowman (Chair), Translating science to policy: Council’s work as a strategic policy body. Session at the meeting of the Council of Representatives of the American Psychological Association. 

Worrell, F. C. (2015, April). Panelist. In M. Brabeck (Chair), Assessing and evaluating teacher preparation programs. Invited session of the Special Interest Group: Audit Research in Teacher Education at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2015, April). Panelist. In M. G. Knight & J. B. De Four-Babb (Co-Chairs), CASE collaborative mentoring and networking among graduate students, early career, and more experienced researchers. Invited session of the Special Interest Group: Caribbean and African Studies in Education (CASE) at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Worrell, F. C. (2015, June). Panelist. Social identities in School Psychology research and practice: A call to action. Invited address at the annual meetings of the International School Psychology Association and the National Association of School and Educational Psychologists in Brazil, Sao Paulo, Brazil.

Worrell, F. C. (2015, June). Transforming education in the digital age: Where do I want to go and with whom? Keynote address at the biennial meeting of the Schools of Education, University of the West Indies, Accra, Barbados.

Worrell, F. C. (2015, October). Are students “gifted” or “talented”? What’s in a name and does it matter? Keynote address at the 2015 GERRIC Gifted Futures Forum for Talent Enhancement, The University of New South Wales, Sydney, Australia.

Worrell, F. C. (2015, October). Giftedness reconceptualized: From a trait perspective to the potential outcome of complex interactions. Keynote address at the 2015 Vanderbilt Gifted Education Institute (Transcending the Economic Divide: Talent Development of High-Ability Low-Income Students), Nashville, TN.

Worrell, F. C. (2015, October). Identifying students for programs serving the gifted and talented: Truth vs. fiction. Presentation at the Nueva Innovative Learning Conference, The Nueva School, Hillsborough, CA.

WORKSHOPS

Worrell, F. C. (2012, January). How cultural identities affect academic achievement. Workshop presented to Baltimore County Public Schools school psychologists, Baltimore, MD.

Worrell, F. C. (2012, March). Setting up an institutional review board: Rationale and practicalities. Workshop presented to the managers and directors of the Aids Project of the East Bay, Oakland, CA.

Worrell, F. C. (2012, June). Cultural identities and academic achievement: Critical knowledge for school psychologists working in settings with diverse populations. Workshop presented at the annual school psychology conference, City University of New York, New York.

Worrell, F. C. (2012, August). Psychosocial variables in academic performance: Identity, culture, and achievement. Workshop presented at the School Psychology Program, University of Athens, Greece.

Worrell, F. C., Miller, R. M., Kinikini, D. T., Joyce, C. F., Sinkovic, J., & Maiwiriwiri, M. B. B. (2014, December). Early assessment and intervention: Assisting education in Fiji. Workshop presented to officials from the Fiji Ministry of Education, Suva, Fiji.

Interests and Professional Affiliations

Academic Talent Development

Achievement Issues

Adolescence

African American Education

At-Risk Youth

Diversity

Ethnic and Racial Identity

Ethnic Issues

Gifted and Talented Education

Psychometrics

Race and Schooling

Scale Development and Validation

School Culture

Teacher Education

Urban Schooling

Degree(s)

Ph.D., Educational and School Psychology, University of California, Berkeley, 1994

MA, Psychology, University of Western Ontario, 1987

B.A. (Honours), Psychology, University of Western Ontario, 1985

Contact Information

Office #4240

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670

Phone

(510) 643-4891

Staff Contact

Caron Williams