The Pullout Program Day a Week School for Gifted Children: Effects on Social-Emotional and Academic Functioning

Autor/inn/en	van der Meulen, Rachel T.; van der Bruggen, Corine O.; Spilt, Jantine L.; Verouden, Jaap; Berkhout, Maria; Bögels, Susan M.
Titel	The Pullout Program Day a Week School for Gifted Children: Effects on Social-Emotional and Academic Functioning
Quelle	In: Child & Youth Care Forum, 43 (2014) 3, S.287-314 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-013-9239-5
Schlagwörter	Foreign Countries; Academically Gifted; Resource Room Programs; Elementary School Students; Socioeconomic Status; Social Behavior; Behavior Problems; Emotional Problems; Parents; Stress Variables; Self Concept; School Attitudes; Academic Achievement; Grade 3; Grade 4; Grade 5; Creative Thinking; Student Motivation; Questionnaires; Student Attitudes; Teacher Attitudes; Parent Attitudes; Program Effectiveness; At Risk Students; Psychopathology; Hyperactivity; Attention Span; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Social behaviour; Soziales Verhalten; Eltern; Selbstkonzept; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Kreatives Denken; Schulische Motivation; Fragebogen; Schülerverhalten; Lehrerverhalten; Elternverhalten; Psychopathologie; Hyperaktivität; Niederlande
Abstract	Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary schools from neighborhoods of higher and lower SES in Amsterdam. Objective: To investigate whether DWS decreases children's social-emotional and behavior problems and parents' stress, and improves children's self-concept, enjoyment at school, and academic achievement. Methods: Gifted children (grades 3-5) were selected through a standardized identification procedure assessing "out-of-the box", logical, and creative thinking and motivation (n = 89). Children, as well as both their parents and teachers, completed questionnaires before the start of DWS and after 2,5 months. Results were analyzed for all children and for at-risk children with higher levels of psychopathology before starting DWS. Results: Analyses on the total group showed small positive effects on children's self-reported self-concept dimensions, scholastic competence and behavioral conduct, as well as on fathers' reported child prosocial behavior. In the at-risk group, children reported medium positive effects on scholastic competence and behavioral conduct, and on sleep problems and worry, and small improvements on enjoyment at school. Parents of at-risk children reported decreased child's somatic complaints and decreased social-emotional and behavioral problems. Finally, teachers reported higher academic achievement and medium positive effects on inattention-hyperactivity in the at-risk group. Conclusions: Day a Week School appears to be a promising pullout program for gifted children, particularly for children at-risk for psychopathology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10