Expanding Enrichment Program Opportunities to All Students

Abstract

Willimantic, CT, an old mill city with a popu lation that is now almost half Hispanic. A bilin gual program is available in kindergarten and first grades for both English-speaking andSpanish-speaking students. The city has the sixth highest poverty level in Connecticut; con sequently, many of the 350 students in this school arrive hungry and participate in a break fast program.

The Effect of an Enrichment Program on Developing Analytical, Creative, and Practical Abilities of Elementary Gifted Students

“…As for the design of enrichment programs, it is not sufficient for such programs to merely encompass activities that promote skills (i.e., analytical and creative thinking skills) or affective elements (i.e., personal, social) without paying attention to the integration of these elements in a manner that promotes an individual’s ability to make use of such abilities in real-life situations (Newman et al, 2009; Rindermann, Sailer, & Thompson, 2009; Sternberg, 2010). In addition, the fact that educational programs lead to advancement in different thinking abilities (Delcourt, 1993; Field, 2007; Gentry, Moran, & Reis, 1999; Hébert, 1993; Moon, Callahan, Tomlinson, & Miller, 2002; Reis & Renzulli, 2003; Westberg, 1999) does not mean students will be able to apply such advanced thinking skills in real practical situations, which is increasingly considered a hallmark of a program’s success. These considerations point toward future directions for the development of more successful enrichment programs.…”

A Qualitative Inquiry Into the Experiences of High-Potential Hispanic English Language Learners in Midwestern Schools

“…Project HOPE aimed to develop procedures for recognizing talent among low-income children, provide services for identified students in university-based talent-development programs, and evaluate students’ experiences and perceptions of their program participation (Gentry, 2008). It included several support systems for the students who attended the talent-development programs, such as transportation to campus, recruitment materials in Spanish, counseling and guidance activities, and meetings with families of potential HOPE scholars at the participating schools (Gentry, 2008). One of the outcomes of the project was the HOPE Scale (Gentry & Peters, 2009), an instrument designed to assist teachers in identifying students from traditionally underrepresented populations.…”

“…Research on students’ experiences in school and out-of-school programs can inform educators helping them meet the needs of their students. For example, Project HOPE engaged high-potential, low-income elementary students in Saturday and summer enrichment over a period of 4 years (Gentry, 2008). R.…”

A Different Perspective to the Early Intervention Applications during Preschool Period: Early Enrichment for Gifted Children

“…Bu çalışmalarda, model çerçevesinde uygulanan zenginleştirme yöntemlerinin başarılı sonuçlar verdiği (Starko, 1986), modelin hem üstün yetenekli hem normal gelişen hem de özel gereksinimli öğrencilerin eğitimsel bireyselleştirme ihtiyaçlarını karşıladığı (Olenchak, 1991), modelin benimsediği yetenek geliştirme yaklaşımının farklı alt ve özel gruplarda da faydalı olduğu (Reis, Schader, Milne ve Stephens, 2003) ve eğitim programlarının zenginleştirilmesiyle akademik başarının arttığı (Reis vd., 2005) yönünde bulgular ortaya çıkarılmıştır. Bunlar dışında modele özgü zenginleştirme yöntemlerinin öğrencilerin okula devamlarını artırdığı, uzun vadeli uygulamaların akademik başarı, motivasyon artışı gibi etkilerinin olduğu ve öğrencilerin ilgi ve yeteneklerini daha net şekilde belirleyebilmelerine yardımcı olduğunu gösteren araştırma sonuçları da bulunmaktadır (Gentry, Reis ve Moran, 1999;Reis, Gentry ve Maxfield, 1998;Reis, Gentry ve Park, 1995;Renzulli, 2012). Bunun dışında modelin farklı zenginleştirme yöntemlerinin Türk kültüründe nasıl uygulanabileceğine ilişkin de çeşitli çalışmalar yapılmış olduğu görülmektedir (Saranlı, 2014a(Saranlı, , 2014bSaranlı ve Hernandez Torrano, 2012) Bu modelin zenginleştirme yöntemlerinden olan "Üç Tipli Zenginleştirme Yöntemi"nin (Reis ve Renzulli, 2003) okul öncesindeki üstün yetenekli çocuklara uygulanabileceğine ve bir erken müdahale yöntemi olarak benimsenebileceğine ilişkin kaynaklar olmasına karşın (Saranlı, 2017b;Sloan ve Stedtnitz, 1984), uygulamadaki sonuçlarına ilişkin çok az bilimsel çalışma olduğu tespit edilmiştir .…”