Small-Group Affective Curriculum for Gifted Students: A Longitudinal Study of Teacher-Facilitators

Roeper Review ◽  
2012 ◽  
Vol 34 (3) ◽  
pp. 158-169 ◽  
Author(s):  
Jean Sunde Peterson ◽  
Michelle R. Lorimer
Keyword(s):  
Longitudinal Study ◽  
Small Group ◽  
Gifted Students ◽  
Affective Curriculum

Systematic and Nonsystematic Variability in Advanced Language Learning

1993 ◽  
Vol 15 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Richard Towell ◽  
Roger Hawkins ◽  
Nives Bazergui
Keyword(s):  
Longitudinal Study ◽  
Language Learning ◽  
Small Group ◽  
Empirical Evidence ◽  
Diffusion Model ◽  
Developmental Stages ◽  
Essential Element ◽  
Developmental Processes ◽  
Advanced Learners ◽  
The Subject

Variability, both systematic and nonsystematic, has been the subject of much debate in recent years in the study of learner interlanguage. This article presents empirical evidence from a longitudinal study of a small group of advanced learners of French. Variability is noticeable throughout the period of learning of a particular structure in French. Nonsystematicity observed in individual learners' performance is explained in the light of developmental stages such as those put forward in Gatbonton's diffusion model. When looked at in terms of developmental processes, nonsystematic variability becomes an essential element of progress. Patterns of development are observed across the subjects, and learning can thus be seen to follow a systematic route.

High-Ability Students’ Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program

2017 ◽  
Vol 61 (4) ◽  
pp. 328-342 ◽  
Author(s):  
Enyi Jen ◽  
Marcia Gentry ◽  
Sidney M. Moon
Keyword(s):  
Native American ◽  
Small Group ◽  
High Ability ◽  
Group Discussions ◽  
Native American Students ◽  
Affective Curriculum ◽  
American Students ◽  
Small Group Discussions ◽  
Enrichment Program ◽  
High Ability Students

The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students from several cultures and economic backgrounds who participated in the 2014 summer program. The second was a retrospective study with 24 Native American students from Diné, Ojibwe, and Lakota tribes who had participated in the affective curriculum in 2013 to determine if their participation had any longer term effects on this subgroup. In general, the students from all backgrounds in both studies said the small-group discussions enriched their overall program experience. Twenty-two of the 24 Native American students from the three tribes who participated in the retrospective study reported that they believed they had changed their behaviors during the past year because of their participation in the small-group discussions the previous summer. The changes mentioned most by these students were exhibiting stronger self-confidence and being more open to people. The results of this study suggests that the affective intervention was regarded positively. It provided both short- and long-term benefits to the high-ability students who participated in the program.

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