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Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students

Year 2014, Volume: 2 Issue: 2, 22 - 27, 31.12.2014

Abstract

The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30) gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS), Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.

References

  • Al-Bal'awi. S. (2005). The effect of EFL enrichment activities on Pioneer Centers in student's achievement. Unpublished Master thesis. Yarmouk University.
  • Al-Khateeb, I. (2003). Evaluation EFL in Pioneer Centers from the students' and teachers perspectives. Unpublished Master thesis. Yarmouk University.
  • Al-Shehry, M., Al-Zoubi, S., & Bani AbdelRahman, M. (2011). The effectiveness of gifted students centers on developing geometric thinking. Educational Research, 2(11), 1676-1684.
  • Al-Shurman, M. (2003).The performance of Pioneer Centers in Jordan as perspective of administration, teachers, and students. Unpublished PhD thesis. Yarmouk University.
  • Al-Zoubi, S., & Bani AbdelRah man, M (2011). The effectiveness of gifted center as perceived by gifted students. Arab Journal for Talent Development, 2(2), 61-89.
  • Bellamy, A., & Sturgis, J. (2005). Examining the relevance of emotional intelligence within educational programs for the gifted and talented. Electronic Journal of Research in Educational Psychology, 6(3), 58-78.
  • Chávez, B., Zacatelco, F., & Acle, G. (2009). Creativity enrichment program for gifted children from disadvantaged areas. Electronic Journal of Research in Educational Psychology, 7(2), 849-876.
  • Cho, S., & Lee, M. (2006). Effects of the enrichment programs for economically disadvantaged gifted on their aspiration and satisfaction with the program. Korean Journal of Educational Policy, 3(2), 81-97.
  • Clark, G. & Zimmerman, E .(2002). Tending the special spark: accelerated and enriched curricula for highly talented art students. Roeper Review, 24(3), 161-168.
  • Dean, K. (2011). The effects of gifted programming on student achievement: differential results by race/ethnicity and income. Unpublished Ph.D Thesis, Georgia State University.
  • Diezmann, C., & Watters, J. (2000). An enrichment philosophy and strategy for empowering young gifted children to become autonomous learners. Gifted and Talented International, 15(1), 6-18.
  • Dimitrov, D., & Rumrill, P. (2003). Pretest-posttest designs and measurement of change. Work, 20 (2), 159–165
  • Heinz, N. & Heller, K. (2002). Evaluation of a summer-school program for highly gifted secondary-school students. European Journal of Psychological Assessment, 18(3), 214-228.
  • Hertzog, N. (2003). Impact of gifted programs from the students' perspectives. Gifted Child Quarterly, 47(2), 131-143.
  • Hymer, B. & Michel, D. (2002).Gifted and talented learners– creating a policy for inclusion. London: David Fulton Publishers.
  • Jarwan, F. (2013).Talent, giftedness, and creativity. Amman: Dar Al Fiker Publisher.
  • Jean, G. (2010). Three Rings, Three Enrichment Activities, Three Decades Earlier. Gifted Education International, 26(2-3), 157-168.
  • Johnsen, S., & VanTassel-Baska, J. (2006). National standards for teachers of gifted and talented students. Swansboro, NC: North Carolina Association for the Gifted and Talented.
  • Kaminsky, H. (2007). The effects of an enrichment program on the academic self-perceptions of male and female culturally diverse minority gifted learning disabled students. Dissertation Abstracts International. Vol./is. 68/3-B(1961),0419-4217.
  • Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want?. Gifted Child Quarterly, 55(4), 279-299.
  • Kulik, J. (1992). An analysis of the research on ability grouping: Historical and contemporary perspective: Research-based decision making series. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
  • Mcallister, B & Plourde, L. (2008). Enrichment curriculum: Essential for mathematically gifted students. Education, 129(1), 40-49.
  • Ministry of Education. (2014). Educational programs for gifted and talented students in Jordan. Amman, Jordan.
  • Nogueira, S. (2006). A Portuguese enrichment program of creativity pilot study with gifted students and students with learning difficulties. Creativity Research Journal, 18(1), 45-54.
  • O'Donovan, E. (2007). Is your gifted and talented program giving you headaches? District Administration, 43(11), 70.
  • Olszew ski-Kubilius, P. & Lee, S. (2004). Parent perceptions of the effects of the Saturday enrichment program on gifted students’ talent development. Roeper Review, 26(3), 156-165.
  • Olszewski-Kubilius, P. (2003). Special summer and Saturday programs for gifted students. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 219-228). Boston, MA: Allyn & Bacon.
  • Olszewski-Kubilius, P., & Lee, S.-Y. (2004). Parent perceptions of the effects of the Saturday enrichment program on gifted students' talent development. Roeper Review, 26(3), 156-165.
  • Pereira, S., Peters, S., & Gentry, M. (2010). My class activities instrument as used in Saturday enrichment program evaluation. Journal of Advanced Academics, 21(4), 568–593.
  • Phillipson, S., Phillipson, S. & Eyre, D. ( 2011). Being gifted in Hong Kong: An examination of the region’s policy for gifted education. Gifted Child Quarterly, 55(4), 235-249.
  • Reis, S. & Renzulli, J. (2010). Opportunity gaps lead to achievement gaps: encouragement for talent development and school wide enrichment in urban schools. Journal of Education, 190(1-2), 43-49.
  • Reis, S. (2007). No child left bored. School Administrator, 64(2), 22-26.
  • Rogers, K., & Span, P. (1993). Ability grouping with gifted and talented students: Research and guidelines. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp.585-92). New York: Pergamum.
  • Rotigel, J. & Fello, S. (2004). Mathematically Gifted Students: How Can We Meet Their Needs? Gifted Child Today, 27(4), 46-65.
  • Schneider, A. (2002). Determining the best possible programming options for gifted and talented students in small rural School Districts. Unpublished Master thesis. University of Wisconsin-Stout.
  • Sebring, D., & Tussey, D. (1992). Local administration of programs for gifted and talented. (ERIC Document Reproduction Service. (ED344412).
  • Stake, J. & Mares, K. (2001). Science enrichment programs for gifted high school girls and boys. Journal of research in Science Teaching, 38(10), 1065-1088.
  • Hébert, T. (2010). Lessons learned from my students: The impact of SEM teaching and learning on affective development. Gifted Education International, 26(2-3), 271-284.
  • Van Tassel-Baska, J., & Brown, E. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gif ted education. Gifted Child Quarterly, 51(4), 342-358.
Year 2014, Volume: 2 Issue: 2, 22 - 27, 31.12.2014

Abstract

References

  • Al-Bal'awi. S. (2005). The effect of EFL enrichment activities on Pioneer Centers in student's achievement. Unpublished Master thesis. Yarmouk University.
  • Al-Khateeb, I. (2003). Evaluation EFL in Pioneer Centers from the students' and teachers perspectives. Unpublished Master thesis. Yarmouk University.
  • Al-Shehry, M., Al-Zoubi, S., & Bani AbdelRahman, M. (2011). The effectiveness of gifted students centers on developing geometric thinking. Educational Research, 2(11), 1676-1684.
  • Al-Shurman, M. (2003).The performance of Pioneer Centers in Jordan as perspective of administration, teachers, and students. Unpublished PhD thesis. Yarmouk University.
  • Al-Zoubi, S., & Bani AbdelRah man, M (2011). The effectiveness of gifted center as perceived by gifted students. Arab Journal for Talent Development, 2(2), 61-89.
  • Bellamy, A., & Sturgis, J. (2005). Examining the relevance of emotional intelligence within educational programs for the gifted and talented. Electronic Journal of Research in Educational Psychology, 6(3), 58-78.
  • Chávez, B., Zacatelco, F., & Acle, G. (2009). Creativity enrichment program for gifted children from disadvantaged areas. Electronic Journal of Research in Educational Psychology, 7(2), 849-876.
  • Cho, S., & Lee, M. (2006). Effects of the enrichment programs for economically disadvantaged gifted on their aspiration and satisfaction with the program. Korean Journal of Educational Policy, 3(2), 81-97.
  • Clark, G. & Zimmerman, E .(2002). Tending the special spark: accelerated and enriched curricula for highly talented art students. Roeper Review, 24(3), 161-168.
  • Dean, K. (2011). The effects of gifted programming on student achievement: differential results by race/ethnicity and income. Unpublished Ph.D Thesis, Georgia State University.
  • Diezmann, C., & Watters, J. (2000). An enrichment philosophy and strategy for empowering young gifted children to become autonomous learners. Gifted and Talented International, 15(1), 6-18.
  • Dimitrov, D., & Rumrill, P. (2003). Pretest-posttest designs and measurement of change. Work, 20 (2), 159–165
  • Heinz, N. & Heller, K. (2002). Evaluation of a summer-school program for highly gifted secondary-school students. European Journal of Psychological Assessment, 18(3), 214-228.
  • Hertzog, N. (2003). Impact of gifted programs from the students' perspectives. Gifted Child Quarterly, 47(2), 131-143.
  • Hymer, B. & Michel, D. (2002).Gifted and talented learners– creating a policy for inclusion. London: David Fulton Publishers.
  • Jarwan, F. (2013).Talent, giftedness, and creativity. Amman: Dar Al Fiker Publisher.
  • Jean, G. (2010). Three Rings, Three Enrichment Activities, Three Decades Earlier. Gifted Education International, 26(2-3), 157-168.
  • Johnsen, S., & VanTassel-Baska, J. (2006). National standards for teachers of gifted and talented students. Swansboro, NC: North Carolina Association for the Gifted and Talented.
  • Kaminsky, H. (2007). The effects of an enrichment program on the academic self-perceptions of male and female culturally diverse minority gifted learning disabled students. Dissertation Abstracts International. Vol./is. 68/3-B(1961),0419-4217.
  • Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want?. Gifted Child Quarterly, 55(4), 279-299.
  • Kulik, J. (1992). An analysis of the research on ability grouping: Historical and contemporary perspective: Research-based decision making series. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
  • Mcallister, B & Plourde, L. (2008). Enrichment curriculum: Essential for mathematically gifted students. Education, 129(1), 40-49.
  • Ministry of Education. (2014). Educational programs for gifted and talented students in Jordan. Amman, Jordan.
  • Nogueira, S. (2006). A Portuguese enrichment program of creativity pilot study with gifted students and students with learning difficulties. Creativity Research Journal, 18(1), 45-54.
  • O'Donovan, E. (2007). Is your gifted and talented program giving you headaches? District Administration, 43(11), 70.
  • Olszew ski-Kubilius, P. & Lee, S. (2004). Parent perceptions of the effects of the Saturday enrichment program on gifted students’ talent development. Roeper Review, 26(3), 156-165.
  • Olszewski-Kubilius, P. (2003). Special summer and Saturday programs for gifted students. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 219-228). Boston, MA: Allyn & Bacon.
  • Olszewski-Kubilius, P., & Lee, S.-Y. (2004). Parent perceptions of the effects of the Saturday enrichment program on gifted students' talent development. Roeper Review, 26(3), 156-165.
  • Pereira, S., Peters, S., & Gentry, M. (2010). My class activities instrument as used in Saturday enrichment program evaluation. Journal of Advanced Academics, 21(4), 568–593.
  • Phillipson, S., Phillipson, S. & Eyre, D. ( 2011). Being gifted in Hong Kong: An examination of the region’s policy for gifted education. Gifted Child Quarterly, 55(4), 235-249.
  • Reis, S. & Renzulli, J. (2010). Opportunity gaps lead to achievement gaps: encouragement for talent development and school wide enrichment in urban schools. Journal of Education, 190(1-2), 43-49.
  • Reis, S. (2007). No child left bored. School Administrator, 64(2), 22-26.
  • Rogers, K., & Span, P. (1993). Ability grouping with gifted and talented students: Research and guidelines. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp.585-92). New York: Pergamum.
  • Rotigel, J. & Fello, S. (2004). Mathematically Gifted Students: How Can We Meet Their Needs? Gifted Child Today, 27(4), 46-65.
  • Schneider, A. (2002). Determining the best possible programming options for gifted and talented students in small rural School Districts. Unpublished Master thesis. University of Wisconsin-Stout.
  • Sebring, D., & Tussey, D. (1992). Local administration of programs for gifted and talented. (ERIC Document Reproduction Service. (ED344412).
  • Stake, J. & Mares, K. (2001). Science enrichment programs for gifted high school girls and boys. Journal of research in Science Teaching, 38(10), 1065-1088.
  • Hébert, T. (2010). Lessons learned from my students: The impact of SEM teaching and learning on affective development. Gifted Education International, 26(2-3), 271-284.
  • Van Tassel-Baska, J., & Brown, E. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gif ted education. Gifted Child Quarterly, 51(4), 342-358.
There are 39 citations in total.

Details

Primary Language English
Journal Section Differentiated Instruction
Authors

Suhail Mahmoud Al-zoubi

Publication Date December 31, 2014
Published in Issue Year 2014 Volume: 2 Issue: 2

Cite

APA Al-zoubi, S. M. (2014). Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students. Journal for the Education of Gifted Young Scientists, 2(2), 22-27.
AMA Al-zoubi SM. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students. JEGYS. December 2014;2(2):22-27.
Chicago Al-zoubi, Suhail Mahmoud. “Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students”. Journal for the Education of Gifted Young Scientists 2, no. 2 (December 2014): 22-27.
EndNote Al-zoubi SM (December 1, 2014) Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students. Journal for the Education of Gifted Young Scientists 2 2 22–27.
IEEE S. M. Al-zoubi, “Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students”, JEGYS, vol. 2, no. 2, pp. 22–27, 2014.
ISNAD Al-zoubi, Suhail Mahmoud. “Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students”. Journal for the Education of Gifted Young Scientists 2/2 (December 2014), 22-27.
JAMA Al-zoubi SM. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students. JEGYS. 2014;2:22–27.
MLA Al-zoubi, Suhail Mahmoud. “Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students”. Journal for the Education of Gifted Young Scientists, vol. 2, no. 2, 2014, pp. 22-27.
Vancouver Al-zoubi SM. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students. JEGYS. 2014;2(2):22-7.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.