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.375-408 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zettler, Ingo) ORCID (Rose, Norman) ORCID (Trautwein, Ulrich) ORCID (Hasselhorn, Marcus) ORCID (Nagengast, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1402396
Schlagwörter	Foreign Countries; Enrichment Activities; Academically Gifted; Elementary School Students; Program Effectiveness; Special Education; Grade 3; Comparative Analysis; Cognitive Ability; Academic Achievement; Vocational Interests; Personality Traits; Creativity; Self Control; Self Concept; Interpersonal Competence; Multiple Regression Analysis; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Bereicherungsprogramm; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 03; 3. Schuljahr; Schuljahr 03; Denkfähigkeit; Schulleistung; Berufsinteresse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kreativität; Selbstbeherrschung; Selbstkonzept; Interpersonale Kompetenz; Statistische Analyse; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01