Effectiveness of a "grass roots" statewide enrichment program for gifted elementary school children.

Autor/inn/en	Golle, Jessika; Zettler, Ingo; Rose, Norman; Trautwein, Ulrich; Hasselhorn, Marcus; Nagengast, Benjamin
Titel	Effectiveness of a "grass roots" statewide enrichment program for gifted elementary school children.
Quelle	In: Journal of research on educational effectiveness, 11 (2018) 3, S. 375-408Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1934-5739
DOI	10.1080/19345747.2017.1402396
Schlagwörter	Empirische Untersuchung; Fragebogen; Vergleich; Kognitive Kompetenz; Kreativität; Neugier; Selbstkonzept; Test; Baden-Württemberg; Deutschland; Grundschule; Kreativität; Schüler; Test; Begabtenförderung; Fragebogen; Interesse; Kognitive Kompetenz; Neugier; Vergleich; Wirkung; Schuljahr 03; Grundschule; Schüler; Schülerleistung; Interesse; Soziale Kompetenz; Begabtenförderung; Bildungsprogramm; Effektivität; Effektivität; Wirkung; Baden-Württemberg; Deutschland
Abstract	Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a "grass roots" strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2