A retrospective survey on evaluating an enrichment program for socioeconomically disadvantaged gifted students

Yu, Chia‐Jung; Kuo, Ching Chih; Chen, Yen Wei; Chu, Chien Chi

doi:10.1177/0261429420914087

Cited by 2 publications

(2 citation statements)

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“…Researchers noted students' grades were significantly higher than their peers-who were also identified as gifted-even when students did not participate in enrichment classes focused on those specific topics. Enrichment programs also influence students' career interests and desires to attend college, particularly for students who are traditionally underrepresented in gifted programs or in their communities [17][18][19][20].…”

Section: Opportunities Beyond the Schoolmentioning

confidence: 99%

Academic and Affective Effects of Enrichment Programs from Parents’ Perspectives

Lee

2024

Adv Res Sci

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ffects of Enrichment Programs from Parents’ Perspectives Academic programs outside of school contexts can be beneficial for all students. Enrichment programs come in a variety of forms, including tutoring services and homework help, topic-focused activities like STEM clubs or language competitions, recreational activities, and programs that focus on academic challenges, among others [1,2]. Some enrichment programs are designed for students of all academic abilities, while others are centered on developing the strengths of high-ability students [2]. Students can engage in enrichment programs during the school day, after school, on weekends, or during school breaks like summer camps [1,3,4]. Enrichment programs are one option for meeting the unique needs of students with gifts and talents, and they are widely adopted in educational settings because of their flexibility [5].Enrichment programs encompass a broad range of instructional options, including activities, experiences, and even subject areas beyond the regular curriculum, through which these students can cultivate their curiosity and capabilities [6].No matter the type, enrichment programs tend to provide exploratory activities and emphasize independent projects, which foster students’ higher-level thinking processes and creativity [7,2].Researchers argued that enrichment programs are an effective way of developing not only students’ cognitive abilities but also their personal and social abilities [8,9]. Given this, [2] examined 26 articles published from 1985 to 2014 in a meta-analysis to find evidence of the effectiveness of enrichment programs. She used a random effects model to find that enrichment programs have a significantly positive impact on both academic achievement (g = 0.96, 95% CI [0.64, 1.30]) and socioemotional development (g = 0.55, 95% CI [0.32, 0.79]) for students with gifts and talents. With these findings in mind, we examined the effectiveness of an enrichment program from parents’ perspectives concerning both academic and affective outcomes. Literature Review Opportunities beyond the school One-size-fits-all instruction obstructs the achievement of students with high potential [10,11] and undermines their passion [12]. Feldhusen JF [13] mentioned that supplementary services such as out-of-school gifted programs can fill the missing pieces of these students’ education. By offering an academically challenging curriculum and providing sufficient socioemotional support, out-of-school programs can support the talents of students with gifts and talents in a unique way [14]. Programs particularly designed for students with gifts and talents tend to have more hands-on activities, discussions, and problem-solving work [11]. It is a great fit for these students as they not only prefer to choose their own learning activities rather than participating in a task selected by the teacher but also perform better with flexible and unstructured assignments [15]. In a study of a German elementary extracurricular enrichment program designed for gifted students, [16] found that students who participated in the enrichment program earned higher grades in German and math, compared to their peers who did not attend the program. Researchers noted students’ grades were significantly higher than their peers-who were also identified as gifted-even when students did not participate in enrichment classes focused on those specific topics. Enrichment programs also influence students’ career interests and desires to attend college, particularly for students who are traditionally underrepresented in gifted programs or in their communities [17- 20]. In addition to improving academic achievement, enrichment programs can help students develop life skills. Hertzog NB [21] studied 50 college students who had experienced gifted programs during their elementary or secondary school period. According to her study, these students reported they have learned study management skills while completing challenging tasks in gifted programs. They also mentioned that they established higher self-esteem, an enjoyment of learning, as well as healthy work ethic through those programs. These students additionally noted that the teachers in gifted classes were more enthusiastic, treated them with higher levels of respect, and held higher expectations for them compared to their teachers in non-gifted classes. Another unique aspect of enrichment programs is that they can allow students from many different backgrounds to participate together and learn from each other [22,23]. Jen E, et al. [22] interviewed 77 gifted middle and high school students from one multicultural enrichment program about their experiences in the affective small group discussions offered in the H

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Section: Opportunities Beyond the Schoolmentioning

confidence: 99%

Academic and Affective Effects of Enrichment Programs from Parents’ Perspectives

Lee

2024

Adv Res Sci

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“…In the fifth article, Yu et al (2020) conducted a retrospective survey to understand the students' feedback on the Bright Mind Project, an enrichment program for socioeconomically disadvantaged gifted students in Taiwan. The Bright Mind Project promoted six sessions of counseling activities from 2004 to 2018 for senior high school participants.…”

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Editorial

Kuo

2020

Gifted Education International

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EditorialStriving toward the best practice and providing evidences of effectiveness of gifted program are the most challenging issues in gifted education (Callahan et al., 2015;Van Tassel-Baska and Brown, 2007). For decades, enrichment program has been widely used in gifted education, but whether the enrichment meets the qualitative requirement has become controversial. Enrichment activities used in gifted education include topic speeches, field trips, independent studies, film appreciation, higher-order thinking skill training, interpersonal interactions, free creation, competitions, debates, product displays, and so on. The purpose of these activities is to provide students with a variety of learning content and processes to expand their vision and develop their talent. However, Worcester and Schaeffer (1956) pointed out that enrichment often appears sporadic, fragmentary, and superficial, and relatively lacking in the system. Stanley (1976) also mentioned that enrichment activities are mostly for providing some special subjects or activities, which are unable to meet the core goal of gifted education. Nevertheless, if the enrichment programs are well designed and accelerated properly, positive learning effects can be found (Kulik and Kulik, 1992). Thus, gifted education teachers are advised to provide systematic enrichment activities with "a specific purpose." For revitalizing the unique contribution of enrichment program, this special issue invites gifted educators to provide their insights regarding the evaluation and practice of enrichment program. Their main purpose, design, and evaluation model of enrichment programs are briefly described as follows.In the first article, Chan et al. (2020) introduce the Chinese University of Hong Kong Program for Gifted and Talented Students (PGT) and elaborate how the program was evaluated. PGT mainly adopts the Rimm's input-process-outcomes model and conducts formative and summative evaluation research annually. The annual reports are compiled to update strategic plans, to report on the annual program performances, and to inform the future development and operation.In the second article, Chen and Chen (2020) introduce two approaches of enrichment program for Taiwan's gifted; one with the programs following the Special Education Act, and the other programs initiated by local authorities, private organizations, and researchers. The authors suggest good evaluation can inform decision makers about programs' strengths and weaknesses, and also guide possible changes that enhance the services provided for gifted students. Besides, the responsive and heuristic criteria of designing and evaluating gifted programs for professional autonomy and development need to be measured by valid and reliable tools and strategies.In the third article, Tan et al. (2020) emphasize the fidelity of conceptualizing and implementing enrichment programs. As most enrichment programs are after-school

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A retrospective survey on evaluating an enrichment program for socioeconomically disadvantaged gifted students

Cited by 2 publications

References 29 publications

Academic and Affective Effects of Enrichment Programs from Parents’ Perspectives

Academic and Affective Effects of Enrichment Programs from Parents’ Perspectives

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