Project Promise: A Long-Term Follow-Up of Low-Income Gifted Students Who Participated in a Summer Enrichment Program

Autor/inn/en	Kaul, Corina R.; Johnsen, Susan K.; Saxon, Terrill F.; Witte, Mary M.
Titel	Project Promise: A Long-Term Follow-Up of Low-Income Gifted Students Who Participated in a Summer Enrichment Program
Quelle	In: Journal for the Education of the Gifted, 39 (2016) 2, S.83-102 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353216640938
Schlagwörter	Low Income Students; Gifted; Academically Gifted; Enrichment Activities; Summer Programs; Followup Studies; Student Participation; Comparative Analysis; Academic Achievement; Talent Development; At Risk Students; Special Education; Research; Disproportionate Representation; Economically Disadvantaged; Interviews; Online Surveys; Questionnaires; Likert Scales; Illinois; Texas + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Bereicherungsprogramm; Sommerkurs; Follow-up studies; Kontaktstudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Begabtenförderung; Talentförderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Forschung; Interviewing; Interviewtechnik; Fragebogen; Likert-Skala
Abstract	"Overlooked gems" is the term used in gifted education to describe high-potential, low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems. To address these barriers, educators have offered enrichment and other types of talent development programs to this at-risk group of students. Using a retrospective survey, this study examined the perceptions of 89 low-income gifted students who participated in a summer enrichment program for 3 or more years and reports their impressions regarding social, emotional, motivational, academic, career, and generational benefits of participation. These findings expand the extant literature related to identifying components perceived as most beneficial and offer insight into potential multigenerational benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01