Governor's Schools: An Idea Whose Time Has Come

Cross, Tracy L.; Hernandez, Nelda Rae; Coleman, Laurence J.

doi:10.1177/107621759101400409

Cited by 4 publications

(5 citation statements)

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“…Researchers (Feldhusen & Kennedy, 1988; Lee et al, 2021) have suggested that leadership training may be a useful addition in summer programs—and programs, in general—involving youth with gifts and talents; however, leadership development has not received much attention in the field (Matthews, 2015). Finally, our findings reaffirm that a summer program offers opportunities for students to develop new friendships (Cross et al, 1991; Jen et al, 2017; VanTassel-Baska et al, 1984) and engage in social interactions (Wu & Gentry, 2014).…”

Section: Discussionsupporting

confidence: 77%

“…In general, enrichment programs and, especially, summer programs are particularly effective in developing students’ affective skills (Kim, 2016). Enrichment programs can be instrumental in enhancing students’ independence and confidence (Desmet et al, 2022; Desmet & Pereira, 2022; Lee et al, 2015), openness (Jen et al, 2017), friendships (Cross et al, 1991; Jen et al, 2017; VanTassel-Baska et al, 1984), academic self-perceptions, planning skills, self-monitoring (Desmet et al, 2023), resilience and mental health (Armstrong et al, 2019), and social interactions and motivation (Chowkase et al, 2022; Wu & Gentry, 2014), as well as reversing underachievement behaviors (Desmet & Pereira, 2022; Matthews & McBee, 2007). Enrichment programs take multiple forms; however, summer enrichment programs are especially popular among middle and high school students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Chowkase,

Desmet,

Datar

et al. 2024

Journal for the Education of the Gifted

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This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.

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Section: Discussionsupporting

confidence: 77%

Section: Theoretical Frameworkmentioning

confidence: 99%

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Chowkase,

Desmet,

Datar

et al. 2024

Journal for the Education of the Gifted

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“…Cross, Hernandez, and Coleman (1991) and Coleman and Cross (1993) investigated the perspectives of 2,213 students attending the five Tennessee Governor’s schools from 1986 to 1988, as well as the perspectives of the directors of these schools. In their overall findings, Cross et al (1991) reported that many students commented that they had made friends with like-minded and like-ability teens for the first time in their lives in the Governor’s schools, and that some remained friends even after the programs ended. In a similar vein, Coleman and Cross (1993) reported that the participants often rated the affective outcomes higher than the cognitive outcomes.…”

Section: Residential Summer Enrichment Programsmentioning

confidence: 99%

“…Their work, using both qualitative and survey methods, supported previous findings by showing that the programs did promote social development. Cross, Hernandez, and Coleman (1991) and Coleman and Cross (1993) investigated the perspectives of 2,213 students attending the five Tennessee Governor's schools from 1986 to 1988, as well as the perspectives of the directors of these schools. In their overall findings, Cross et al (1991) reported that many students commented that they had made friends with like-minded and like-ability teens for the first time in their lives in the Governor's schools, and that some remained friends even after the programs ended.…”

Section: Residential Summer Enrichment Programsmentioning

confidence: 99%

High-Ability Students’ Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program

Jen

Gentry

Moon

2017

Gifted Child Quarterly

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The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students from several cultures and economic backgrounds who participated in the 2014 summer program. The second was a retrospective study with 24 Native American students from Diné, Ojibwe, and Lakota tribes who had participated in the affective curriculum in 2013 to determine if their participation had any longer term effects on this subgroup. In general, the students from all backgrounds in both studies said the small-group discussions enriched their overall program experience. Twenty-two of the 24 Native American students from the three tribes who participated in the retrospective study reported that they believed they had changed their behaviors during the past year because of their participation in the small-group discussions the previous summer. The changes mentioned most by these students were exhibiting stronger self-confidence and being more open to people. The results of this study suggests that the affective intervention was regarded positively. It provided both short- and long-term benefits to the high-ability students who participated in the program.

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“…They accelerate content, helping students quickly learn a great deal of information. They also enrich content, providing a depth of learning to a specific topic of interest (Cross, Hernandez, & Coleman, 1991). These settings also introduce gifted students to new peers.…”

Section: Beginningsmentioning

confidence: 99%