Enrichment Theory, Research,
                  and Practice

Renzulli, Joseph S.; Reis, Sally M.; Brigandi, Carla B.

doi:10.4324/9781003233961-15

Cited by 5 publications

(4 citation statements)

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“…In fact, enrichment activities are important activities that need to be carried out after the assessment is carried out. Through enrichment activities, students will be able to learn more broadly and more deeply about the material they have mastered before (Renzulli et al, 2021). Through enrichment activities, differentiated learning can also be optimally realized (Kashdan et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Development of biodiversity enrichment e-module fauna Gembira Loka Zoo for high school students

Nurandari

Triatmanto²

2023

RADEN

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The existence of contextual learning resources that are able to accommodate students' enrichment materials independently is still not found too much. The aims of this study were to: 1) examine the diversity of fauna at Gembira Loka Zoo; and 2) developing an e-module for material enrichment on the topic of biodiversity by utilizing the results of research on faunal diversity at Gembira Loka Zoo. This Research and Development (RnD) used three main stages of the 4D model, namely define, design, and develop. The results showed that at Gembira Loka Zoo there were 88 types of fauna, including Class Gnathostomata, Class Amphibia, Reptiles, Aves, and Mammals, then the conservation agency used SEAZA guidelines for the welfare and care of the fauna. The data is then developed into an e-module for the enrichment of fauna biodiversity which has the potential as a learning resource. The e-modules that have been compiled are considered feasible by material experts, media, and educators to be used on the correctness of the concept as well as aspects of content, appearance, graphics, programming, language, and independent learning. The compiled e-modules can also be read and considered attractive by students in the aspects of content, appearance, programming, language, and independent learning. The modules that have been developed through this research are expected to be used for biology enrichment in various schools in Yogyakarta.

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Section: Discussionmentioning

confidence: 99%

“…On the other hand, students who have achieved a minimum score should be given the opportunity to get quality enrichment activities. Enrichment activities are additional learning designed to enhance students' academic experience and challenge them academically (Renzulli et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of biodiversity enrichment e-module fauna Gembira Loka Zoo for high school students

Nurandari

Triatmanto²

2023

RADEN

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“…Enrichment is also essential for talent development, which can be defined as “experiences and activities that are not part of the regular curriculum but rather extend and enhance the regular curriculum” and may include other important attributes such as “a foundation in student interest” and “encouragement of effective independent and autonomous learning” (Renzulli et al, 2020, p. 185). Classic enrichment programming models that include specific provisions for high schoolers include the autonomous learner model (ALM; Betts & Kercher, 2009) and the schoolwide enrichment model (SEM; Renzulli & Reis, 2014).…”

Section: Background Literaturementioning

confidence: 99%

A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students

Gilson,

Alhibs,

Haas

et al. 2023

Journal of Advanced Academics

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We conducted a document analysis study in response to a request from district-level gifted education specialists about additional services to support their gifted high school students. Given the fact that these students are diverse in many ways (e.g., readiness, interest areas, and backgrounds such as race, ethnicity, culture, gender identity, and sexual orientation), it is important they have access to a continuum of differentiated services. Therefore, we applied a pragmatic lens to examine the 2019–2022 North Carolina gifted education plans from one region to identify how districts proposed they would serve gifted high school students. Our analysis yielded six topical themes and related services: (1) acceleration, advanced courses, and programs; (2) differentiation: curriculum, instruction, and assessments; (3) enrichment; (4) collaboration and advising; (5) social and emotional; and (6) learners from diverse groups. We conclude with practical suggestions for educators and recommendations for future research in this under investigated area.

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“…The interaction between school-wide enrichment and academic performance seems to be relevant for the development of students with superior academic behavior. Research results in this area demonstrating that academically talented students who attend enrichment programs are more likely to graduate high school, attend college, and demonstrate increased knowledge and skills (12). Research on enrichment clusters documents that teachers who facilitate clusters use authentic and advanced methodologies in the clusters and then transfer those methodologies into the regular classroom teaching.…”

Section: Introductionmentioning

confidence: 99%

Behavioral Characteristics, Academic Performance, and School Enrichment for Searching Giftedness: The Case of Ambo University, Non-Boarding Special Secondary School, Ethiopia

Gerbi

2022

Preprint

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The purpose of this study was to investigate relationship between behavioral characteristics, academic performance, and school enrichment of Ambo University non-boarding special school students. To this end, correlational research was employed. Latest version of scale for rating behavioral characteristics of superior students by and Purdue academic rating scale were used to generate data. One hundred (100) Ambo University Non-boarding Special Secondary School students (Male = 56, Female = 44) were selected through simple random sampling technique from grades 9-11. Students' academic performances and behavioral characteristics were rated by subject teachers, homeroom teachers, and principals. Results of rating students' academic performances revealed that students were at excellent levels in academic performance in English, mathematics, and science whereas at strong average in social studies. Results of correlation analysis showed that there was positive and significant relationship between Mathematics and English language academic performances (r = 0.332, r 2 = 0.11%, p < 0.01, df = n – 2 = 98). Mathematics performance was leading academic performance and in no subject Ambo University Non-boarding Special Secondary School students fell under average performance. 1% of students were self-nominated as gifted. Enrichment services such as health care, science technology engineering and mathematics, and instructional technologies are under satisfactory levels that need attention. Teachers and students should give emphasis to social studies as equal as other subjects.

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Enrichment Theory, Research, and Practice

Cited by 5 publications

References 0 publications

Development of biodiversity enrichment e-module fauna Gembira Loka Zoo for high school students

Development of biodiversity enrichment e-module fauna Gembira Loka Zoo for high school students

A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students

Behavioral Characteristics, Academic Performance, and School Enrichment for Searching Giftedness: The Case of Ambo University, Non-Boarding Special Secondary School, Ethiopia

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