The Schoolwide Enrichment Model

The Schoolwide Enrichment Model is widely implemented as a both an enrichment program used with academically gifted and talented students and as a magnet theme/enrichment approach for all students. The theme of the SEM is to develop the strengths and talents of all students. The SEM provides enriched learning experiences and higher learning standards for all children through three goals: developing talents in all children, providing a broad range of advanced-level enrichment experiences for all students, and providing advanced follow-up opportunities for young people based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, and preferred modes of expression.

The organization model of socio-cultural practices of youth enrichment programs (as exemplified by a student ball)

The article presents the results of the theoretical analysis of such phenomena as “socio-cultural practices”, “enrichment program”. The research determines their role in students’ personal development. The contemporary social position of a student calls for a new pedagogical approach, and therefore requires innovative or retro-innovative approaches. The author develops a socio-cultural practice of the youth enrichment program merging the ball and the role-play. Thus, the research aim is to develop an organization model of socio-cultural practices of youth enrichment programs (as exemplified by a ball) in order to enable students’ personal development. The study reveals characteristic pedagogical features of the socio-cultural practices of youth enrichment programs. Using the example of a student ball, the article shows how through the study of the history of dance and etiquette, students immerse themselves in the cultural environment, which will contribute to the development of patriotism, diligence and curiosity. Team work on concert acts contributes to the formation and strengthening of student partnership. Discussions about the nature of politeness promote kindness, empathy, honesty, and courtesy in student relationships. Students also develop non-standard thinking. Working together in the youth enrichment program, students learn to be hard-working and creative. Part of the enriching experience of this socio-cultural practice is secured in the non-standard situation that goes beyond students’ usual everyday life. The practical application of the research results makes it possible to use the proposed model to develop socio-cultural practices of youth enrichment programs aimed at students’ personal development.

More than a babysitter: Looking back on an effective summer enrichment program

Each summer families across the globe send their children to summer camps and daycares for what amounts to babysitting. This study takes the discussion beyond babysitting and explores a unique summer enrichment program offered to rising second through fifth grade students in a modified enrichment camp model. During the four-week program, students were engaged in standards-based academic instruction in reading, mathematics, and science designed to provide enrichment activities to better prepare them for academic success in the upcoming year. Students were pre-tested over standards from the first quarter of the upcoming year. Then, they were taught the standards and post-tested. Analysis of the pretest and posttest data suggests that the program was successful in increasing students’ content knowledge in each of the subject areas taught. The findings imply that summer programs intentionally offering standards-based academics in an enrichment camp environment can be used to provide learning opportunities that diminish academic opportunity gaps.

Swot Analysis in The Medium-Term Work Plan at SMAN 1 Pagaden 2021-2025

The Medium Term Work Plan (MTWP) in its preparation involves school supervisors, principals, school committees, teachers and other components involved in the school environment of SMAN 1 Pagaden. The purpose of preparing this MTWP is as a framework for all components at SMAN 1 Pagaden in four years. MTWP at SMAN 1 Pagaden is an effort to improve the quality of education such as curriculum development and improvement of advice and infrastructure, learning tools, management improvements, school funding and sources of funds, graduation standards, assessment systems and the role of school committees. Efforts to improve these things are by compiling the MTWP program for the period 2021-2025. This research was conducted to improve the performance or achievement of the work program of SMAN 1 Pagaden in period 2021–2025. This research was conducted at SMAN 1 Pagaden, Subang Regency, which took place from January to April 2021. The data was processed using the quality reports application published by the West Java education quality assurance institute as a measure of the achievement of the work program in the previous year. The data is processed and analyzed using the description method. The remedial/enrichment program so far has not been effective, it still uses the effective hours of teaching and learning. Improvements to the remedial/enrichment program aim to improve the quality of learning, with higher learning achievement expected to have an impact on the standard chart of content so that it can go to the national education standard 4 category. Strengthening remedial and enrichment programs can be optimized through the use of school operational assistance funds.

AME+Cyber: Evaluating the online delivery of a holistic cyber-related talent development program

The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers’ perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed.

Is a Video Worth a Thousand Words? Educating Preclinical Medical Students on Sterile Scrubbing, Gowning, and Gloving Virtually and In-Person

Introduction. Programs that offer early exposure to surgery for medical students foster interest in and positive perceptions of surgery. The COVID-19 pandemic led to suspension of these activities at our institution, the University of Kansas School of Medicine. In response to the lack of virtual alternatives, a pilot virtual surgery enrichment program was implemented for first-year students in place of in-person surgical exposure. The aim of this study was to compare the efficacy of in-person and virtual-based surgical education programs to expose preclinical medical students about the surgical realm of medicine. Methods.First-year medical students participated in either a virtual (Group A) or in-person (Group B) week-long surgical enrichment program. Group assignments were dictated by COVID restrictions on each of our three medical school campuses: Salina, Wichita, and Kansas City. Pre- and post-surveys with a 14-question multiple-choice assessment of surgical knowledge were distributed to participants. Paired Wilcoxon Signed Rank tests and Mann-Whitney-U tests were used for statistical analysis. Results. There were 14 participants in Group A and 7 participants in Group B. Both groups improved significantly from pre- to post-assessment score. (Group A, p = 0.01; Group B, p = 0.04). There was no difference between groups in the magnitude of score improvement from pre- to post-assessment (p = 0.59). Conclusion. This pilot program demonstrated that virtual platforms can be a method to provide meaningful clinical experiences in surgery to preclinical medical students restricted from clinical activities. Further development of mentorship in virtual surgical programs and assessment of subjective experience is needed.

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

The Effect of a Task-Based, Curriculum-Enrichment Program for Vocabulary Learning Strategies on Saudi University Students

The current study set to investigate the effect of introducing particular vocabulary learning strategies (VLSs) to Saudi, female students. The strategies implemented were six: 'grouping words together to study them' (GW); 'putting English labels on physical objects' (LO); 'using scales for gradable words'(SC); 'using semantic maps'(SM); 'using the keyword method' (KW) and 'studying words with a pictorial representation of their meaning' (PR). The participants were a group of 90 level-one students studying in the Department of English Language and Translation at Imam Muhammad Ibn Saud Islamic University, Riyadh. They were assigned to two groups: control (N= 44) and experimental (N=46); only the experimental group received instructions on those strategies in a form of task-based, curriculum-enrichment materials. To assess the effectiveness of such a VLS instruction (VLSI) program, three areas were examined: the students' vocabulary learning (VL), the frequency of strategy-use, and their VLS repertoire. The data of the study were derived from three instruments: pre-post vocabulary achievement test (VAT), pre-post questionnaire and semi-structured interviews. The analysis of the data revealed the effectiveness of the VSBI program in the areas identified above. First, it improved the students' vocabulary achievement as well as their VL, in general. Second, it increased the frequency of using general categories of VLSs (i.e. VLSs altogether, consolidation strategies, metacognitive strategies). It also increased the frequency of using five of the taught strategies which were GW, LO, SC, KW, and PR. Third, the VSBI program proved to be positive in that it changed and improved the students' VLS repertoire.

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.