An evaluation of a gifted and enrichment program
The purpose of this study was to examine newly developed gifted and enrichment programs in a New York suburban school district. This evaluation attempted to measure whether the programs obtained their stated goals and objectives and gained a high level of acceptance by those involved. The participants included seventy students identified as gifted and their parents, the four principals in the district, a sample of the forty regular education teachers in the district, and a stratified sample of the parents of students involved in the enrichment program (Talents Unlimited). Subjects completed questionnaires and responded to open ended questions, in order to ascertain their opinions about the programs both at mid-year and at the end of the 1993-94 school year. In addition, self-concepts of the students identified as gifted were examined. Item analyses were conducted to measure the programs' strengths and areas in need of improvement. ANOVAs reveal significant differences among gifted males and females and between fourth, fifth and sixth graders in certain aspects of their self esteem. Significant differences were also seen over time for all parents' satisfaction with the programs, particularly in the area of communication. Results indicated that the programs were well accepted by all involved and minimal changes were needed. Recommendations for program changes included increasing parent communication via workshops and creating a district-wide policy regarding the make-up of missed classwork by gifted students while attending the pull-out program. Recommendations for future program evaluations and relevancy to school psychology were discussed.
Special education|Developmental psychology|Educational psychology
Strober, Benna Faith, "An evaluation of a gifted and enrichment program" (1995). ETD Collection for Pace University. AAI9536695.
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