Summer Enrichment Programs To Foster Interest in STEM Education for Students with Blindness or Low Vision

2014 ◽  
Vol 91 (8) ◽  
pp. 1257-1260 ◽  
Author(s):  
Cary A. Supalo ◽  
April A. Hill ◽  
Carleigh G. Larrick
Keyword(s):  
Stem Education ◽  
Low Vision ◽  
Enrichment Programs ◽  
Summer Enrichment

Gender, Race, and Grade Differences in Gifted Adolescents' Coping Strategies

1998 ◽  
Vol 21 (4) ◽  
pp. 423-436 ◽  
Author(s):  
Jonathan A. Plucker
Keyword(s):  
Coping Strategies ◽  
Racial Differences ◽  
Gifted Students ◽  
Enrichment Programs ◽  
Summer Enrichment ◽  
Coping Scale ◽  
Post Hoc ◽  
High Ability Students ◽  
Gifted Adolescents ◽  
Demographic Effects

While investigations of adolescents' coping strategies are useful, high-ability students face pressures, such as a lack of challenge in school or anti-intellectual school climates, that further complicate the tumultuous changes associated with adolescence. The purpose of this study is to produce evidence of demographic effects, or the lack thereof, in gifted adolescents' coping in order to guide affective intervention efforts with this population. The Adolescent Coping Scale was administered to 749 gifted students attending two different summer enrichment programs. MANOVA with post hoc descriptive discriminant analysis provides little evidence of gender or grade differences but suggests the presence of moderate racial differences.

scholarly journals Evaluation Of Summer Enrichment Programs For Women Students

2020 ◽  
Author(s):  
Suzanne Berliner-Heyman ◽  
Nicole Koppel ◽  
Rosa Cano ◽  
Siobhan Gibbons ◽  
Howard Kimmel
Keyword(s):  
Women Students ◽  
Enrichment Programs ◽  
Summer Enrichment

After-School and Summer Enrichment Programs

2005 ◽  
Author(s):  
Sarah Jonas
Keyword(s):  
After School Programs ◽  
After School ◽  
Academic Goals ◽  
Enrichment Programs ◽  
Developmental Needs ◽  
Lead Teachers ◽  
Summer Enrichment ◽  
School Programs ◽  
After School Program ◽  
Dramatic Arts

Research has demonstrated that nonschool hours provide a powerful opportunity for community-based organizations to help children and schools reach their academic goals. For example, Reginald Clark says, “Youngsters who engage in constructive learning activities outside of school are more likely to excel in school and in life than those who do not. By participating in a well-rounded array of activities, they are able to practice and thoroughly learn skills required for academic success.” Based on this knowledge, The Children’s Aid Society (CAS) aims to integrate after-school and summer enrichment programs with classroom instruction through a model that both supports the school’s academic mission and promotes healthy youth development. The vast majority of students in CAS’s 10 community schools, which are located in New York City, struggle with basic skills; in addition, more than half are Spanish speakers grappling with English as a second language. Their parents, teachers, and principals look to after-school and summer programs to help address their needs. The challenge for CAS is to answer this call in a way that is fun and engaging for children and achievable for program staff. A crucial feature of high-quality after-school programs is balanced programming. In keeping with this concept, CAS after-school programs offer children an array of purely recreational activities (such as sports, dance, and visual and dramatic arts) along with academically enriching curricula that meet children’s developmental needs and align with school standards. However, having strong curricula is only the first step. Critical to program quality has been the creation of a support system that incorporates key members of the school community and ensures that curricula are presented clearly so as to be accessible to a range of staff. Simply being located in a community school does not guarantee that an after-school program will align with the school’s academic goals for children. Rather, we have achieved this by partnering with the principal and lead teachers for program planning, by choosing curricula that support the school’s academic goals for children, and by hiring a lead teacher or staff developer from the school to serve as the after-school education coordinator.

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